Linguistic coaching: a pilot study of one-to-one near-peer coaching for international GP trainees in Yorkshire

ABSTRACT

Introduction

International medical graduates (IMGs) have a higher rate of examination failure and are more likely to be referred to the regulator for professional performance issues than their UK-trained counterparts. Support for IMGs to reduce differential attainment takes many forms. A pilot study to assess the feasibility and utility of early intervention to increase the support available for IMGs entering general practice (GP) training was undertaken.

Method

IMGs entering GP training in one UK region were offered one-to-one, near-peer linguistic coaching during their first two weeks of training. A session focusing on cultural acclimatisation, local accent and dialect using mock patient consultations was delivered and evaluated.

Results

The coaching was valued by the trainees and the intervention allowed very early identification of a trainee who needed further support. It was possible to identify such trainees using a non-medical volunteer student coach.

Discussion

Use of a non-medical, near-peer coach for one-to-one linguistic support has not previously been described for IMGs. This pilot study confirms the acceptability and utility of this approach. Early identification of trainees requiring enhanced support allows targeted interventions in a time-pressured speciality training programme. Further study with a larger-scale and longer-term coaching programme, assessing trainee feedback and uptake of early supportive intervention is recommended.

KEYWORDS:

• Differential attainment
• international medical graduates
• linguistic coaching
• GP training

Acknowledgments

We would like to thank the trainees who volunteered to take part in this pilot study and to share their data. We are indebted to Marion Bowman, who runs the existing linguistic course for the Yorkshire and Humber GP trainees, for her invaluable help in structuring the coaching sessions to complement the offer already available. Thanks to the Library and Knowledge Services team at Hull University Teaching Hospitals NHS Trust for their assistance with the literature review and obtaining relevant papers. We could not have done this pilot study without the hard work of Jemma Leckenby, project manager at Health Education England, who set up the sessions, and coordinated the trainee appointments and the evaluations. Thanks to Leigh Cox in the Medical Education Centre at Hull University Teaching Hospitals for collating the feedback.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical approval

Formal research ethical permission was not required, as this was a service evaluation, however clinical governance permission was obtained from the lead employer.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.