A systematic review of the approaches to multi-level learning in the general practice context, using a realist synthesis approach: BEME Guide No. 55

References

• Ahern CM, van de Mortel TF, Silberberg PL, Barling JA, Pit SW. 2013. Vertically integrated shared learning models in general practice: a qualitative study. BMC Fam Pract. 14:144.
   PubMed Web of Science ®Google Scholar
• Anderson K, Thomson J. 2009. Vertical integration – reducing the load on GP teachers. Aust Fam Physician. 38:907–910.
   PubMedGoogle Scholar
• Association of American Medical Colleges. 2016. How medical education is changing. In: Policy priorities to improve the nation’s health; from America’s medical schools and teaching hospitals. Washington (DC): Association of American Medical Colleges. Chapter 1.1 p. 1–4.
   Google Scholar
• Bensinger LD, Meah YS, Smith LG. 2005. Resident as teacher: the Mount Sinai experience and a review of the literature. Mt Sinai J Med. 72:307–311.
   PubMedGoogle Scholar
• Birks J, Farrell E, Newson A. 2004. Flexible teaching and learning in general practice. Aust Fam Physician. 33:687–689.
   PubMedGoogle Scholar
• British Medical Association. 2017. Doctors’ titles: explained. London: British Medical Association.
   Google Scholar
• Broder J. 2013. Record number of med students, but more needed to help physician shortage. Medscape Medical News. [accessed 2018 Jan 21]. http://www.medscape.com/viewarticle/813306.
   Google Scholar
• Brown JB, Morrison T, Bryant M, Kassell L, Nestel D. 2015. A framework for developing rural academic general practices: a qualitative case study in rural Victoria. Rural Remote Health. 15:3072.
   PubMed Web of Science ®Google Scholar
• Bulte C, Betts A, Garner K, Durning S. 2007. Student teaching: views of student near-peer teachers and learners. Med Teach. 29:583–590.
   PubMed Web of Science ®Google Scholar
• Busari JO, Scherpbier AJ. 2004. Why residents should teach: a literature review. J Postgrad Med. 50:205–210.
   PubMedGoogle Scholar
• Certain LK, Guarino AJ, Greenwald JL. 2011. Effective multilevel teaching techniques on attending rounds: a pilot survey and systematic review of the literature. Med Teach. 33:e644–e650.
   PubMed Web of Science ®Google Scholar
• Critical Appraisal Skills Programme. 2018. CASP checklists: CASP qualitative checklist. Oxford: CASP. [accessed 2017 Dec 11]. https://casp-uk.net/casp-tools-checklists/.
   Google Scholar
• Dick ML, King DB, Mitchell GK, Kelly GD, Buckley JF, Garside SJ. 2007. Vertical integration in teaching and learning (VITAL): an approach to medical education in general practice. Med J Aust. 187:133–135.
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell L, Sherbino J, editors. 2015. The draft CanMEDS 2015 physician competency framework – series IV. Ottawa, Canada: The Royal College of Physicians and Surgeons of Canada.
   Google Scholar
• Gaby M, Lyon E, Kilpatrick S. 2014. An examination and evaluation of mental health teaching and learning in “multi-level learner” general practices. Focus Health Professional Educ. 16:83–100.
   Google Scholar
• General Medical Council. 2013. Good medical practice. Manchester (UK): General Medical Council. [accessed 2015 Jun]. https://www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/good-medical-practice.
   Google Scholar
• [GPET] General Practice Education and Training Ltd. 2011. Literature review on vertical integration. http://www.agpt.com.au/ArticleDocuments/235/Vertical%20Integration%20Literature%20Review.pdf.aspx.
   Google Scholar
• [GPSA] General Practice Supervisors Australia. 2014. Vertical and horizontal learning integration in general practice. Bendigo, Australia: GPSA.
   Google Scholar
• Glasgow NJ, Trumble S. 2003. Final report on the case studies on vertical integration for the AAAGP/ADGP GPET working party. Canberra, Australia: General Practice Education and Training.
   Google Scholar
• GP Synergy. 2014. Prevocational general practice placement program (PGPPP). GP Synergy. [accessed 2018 Apr 9]. http://gpsynergy.com.au/wp-content/uploads/2014/07/gp-prevocational-general-practice-placements-program-gp-synergy-brochure.pdf
   Google Scholar
• Halestrap P, Leeder D. 2011. GP registrars as teachers: a survey of their level of involvement and training. Educ Prim Care. 22:310–313.
   PubMedGoogle Scholar
• Harris F. 2009. Vertical integration. Bentley, Western Australia: Western Australia General Practice Education and Training.
   Google Scholar
• Hays R. 2013. Integration in medical education: what do we mean? Educ Prim Care. 4:151–152.
   Google Scholar
• Health Workforce Australia. 2014. Australia’s future health workforce – doctors. August 2014. Adelaide, Australia: Health Workforce Australia. http://www.health.gov.au/internet/main/publishing.nsf/Content/F3F2910B39DF55FDCA257D94007862F9/$File/AFHW%20-%20Doctors%20report.pdf
   Google Scholar
• Heyvaert M, Hannes K, Maes B, Onghena P. 2013. Critical appraisal of mixed methods studies. J Mix Methods Res. 7(4):302–327.
   Web of Science ®Google Scholar
• Ince-Cushman D, Rudkin T, Rosenberg E. 2015. Supervised near-peer clinical teaching in the ambulatory clinic: an exploratory study of family medicine residents’ perspectives. Perspect Med Educ. 4:8–13.
   PubMed Web of Science ®Google Scholar
• Johnson C, Liaw S-T, McNair R, Poliness E, Trumble S, Tse J. 2003. INTERACT – integrating registrars as clinical teachers: pilot study. A vertical integration strategy. Final report, Dec 2003. Melbourne, Australia: Department of General Practice, University of Melbourne.
   Google Scholar
• Kaufman DM, Mann KV. 2014. Chapter 2, Teaching and learning in medical education: how theory can inform practice. In: Swanwick T, editor. Understanding medical education: evidence, theory and practice. 2nd ed. Chichester, England: John Wiley & Sons Ltd; p. 7–29.
   Google Scholar
• Kirby J, Rushforth B, Nagel C, Pearson D. 2014. Should GP specialty trainees teach? Contrasting views from GP specialty trainees and their trainers. Educ Prim Care. 25:96–102.
   PubMedGoogle Scholar
• Kleinitz A, Campbell D, Walters L. 2014. General practice registrar perceptions on training medical students. Aust Fam Physician. 43:64–67.
   PubMedGoogle Scholar
• Lave J, Wenger E. 1991. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Lockspeiser TM, O’Sullivan P, Teherani A, Muller J. 2008. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ Theory Pract. 13:361–372.
   PubMed Web of Science ®Google Scholar
• Mann KV. 2011. Theoretical perspectives in medical education: past experience and future possibilities. Med Educ. 45:60–68.
   PubMed Web of Science ®Google Scholar
• Marsden JS. 2006. An insider’s view of the American and UK medical systems. Br J Gen Pract. 56:60–62.
   PubMed Web of Science ®Google Scholar
• Morrison EH, Hafler JP. 2000. Yesterday a learner, today a teacher too: residents as teachers in 2000. Pediatrics. 105:238–241.
   PubMed Web of Science ®Google Scholar
• Morrison EH, Shapiro JF, Harthill M. 2005. Resident doctors’ understanding of their roles as clinical teachers. Med Educ. 39:137–144.
   PubMed Web of Science ®Google Scholar
• Morrison T, Brown J, Bryant M, Nestel D. 2014. Benefits and challenges of multi-level learner rural general practices -an interview study with learners, staff and patients. BMC Med Educ. 14:234.
   PubMed Web of Science ®Google Scholar
• Nagel C, Kirby J, Rushforth B, Pearson D. 2011. Foundation programme doctors as teachers. Clin Teach. 8:249–253.
   PubMedGoogle Scholar
• National Institute of Health. 2014. Quality assessment tool for observational cohort and cross-sectional studies. March 2014. [accessed 2017 Dec 11]. https://www.nhlbi.nih.gov/health-topics/study-quality-assessment-tools.
   Google Scholar
• O’Regan A, Culhane A, Dunne C, Griffin M, Meagher D, McGrath D, O’Dwyer P, Cullen W. 2013. Towards vertical integration in general practice education: literature review and discussion paper. Ir J Med Sci. 182:319–324.
   PubMed Web of Science ®Google Scholar
• Park S, Khan N, Hampshire M, Knox R, Malpass A, Thomas J, Anagnostelis A, Newman M, Bower P, Rosenthal J, et al. 2015. A BEME systematic review of UK undergraduate medical education in the general practice setting. BEME Guide No 32. Med Teach Early Online. http://informahealthcare.com/doi/pdfplus/10.3109/0142159X.2015.1032918.
   Google Scholar
• Pawson R, Greenhalgh T, Harvey G, Walshe K. 2005. Realist review – a new method of systematic review designed for complex policy interventions. J Health Serv Res Policy. 10: 21–34.
   PubMedGoogle Scholar
• Pawson R, Tilley N. 2004. Realist evaluation. [place unknown]. http://www.communitymatters.com.au/RE_chapter.pdf.
   Google Scholar
• Pawson R, Tilley NJ. 1997. Realistic evaluation. London (UK): Sage.
   Google Scholar
• Pearson D, Lucas B. 2011. What are the key elements of a primary care teaching practice? Educ Prim Care. 22:159–165.
   PubMedGoogle Scholar
• Ramani S, Mann K, Taylor D, Thampy H. 2016. Residents as teachers: near peer learning in clinical work settings: AMEE Guide No. 106. Med Teach. 38:642–655.
   PubMed Web of Science ®Google Scholar
• Rodrigues J, Sengupta A, Mitchell A, Kane C, Kane C, Maxwell S, Cameron H, Ross M, Ford M. 2009. The southeast Scotland foundation doctor teaching programme - is “near-peer” teaching feasible, efficacious and sustainable on a regional scale? Med Teach. 31:e51–e57.
   PubMed Web of Science ®Google Scholar
• Rushforth B, Kirby J, Pearson D. 2010. General practice registrars as teachers: a review of the literature. Educ Prim Care. 21:221–229.
   PubMedGoogle Scholar
• Sanchez-Mendiola M, Graue-Wiechers EL, Ruiz-Perez LC, Garcia-Duran R, Durante-Montiel I. 2010. The resident-as-teacher educational challenge: a needs assessment survey at the National Autonomous University of Mexico Faculty of Medicine. BMC Med Educ. 10:17.
   PubMed Web of Science ®Google Scholar
• Seely AJ, Pelletier MP, Snell LS, Trudel JL. 1999. Do surgical residents rated as better teachers perform better on in-training examinations? Am J Surg. 177:33–37.
   PubMed Web of Science ®Google Scholar
• Sen Gupta T, Spencer J. 2001. Why not teach where the patients are? Med Educ. 35:714–715.
   PubMed Web of Science ®Google Scholar
• Silberberg P, Ahern C, van de Mortel TF. 2013. ‘Learners as teachers’ in general practice: stakeholders’ views of the benefits and issues. Educ Prim Care. 24:410–417.
   PubMedGoogle Scholar
• Smith S, Shochet R, Keeley M, Fleming A, Moynahan K. 2014. The growth of learning communities in undergraduate medical education. Acad Med. 89:928–933.
   PubMed Web of Science ®Google Scholar
• Snell L. 2011. The resident-as-teacher: it’s more than just about student learning. J Grad Med Educ. 3:440–441.
   PubMedGoogle Scholar
• Stocks NP, Frank O, Linn AM, Anderson K, Meertens S. 2011. Vertical integration of teaching in Australian general practice-a survey of regional training providers. Med J Aust. 194:S75–S78.
   PubMed Web of Science ®Google Scholar
• Ten Cate O, Durning S. 2007. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 29:591–599.
   PubMed Web of Science ®Google Scholar
• Thampy H, Agius S, Allery LA. 2013. The motivation to teach as a registrar in general practice. Educ Prim Care. 24:244–250.
   PubMedGoogle Scholar
• [HENSE] The Health and Education National Strategic Exchange. 2012. Review of medical and dental school intakes in England. Commissioned jointly by the Department of Health and the Higher Education Funding Council for England. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/213236/medical-and-dental-school-intakes.pdf.
   Google Scholar
• [RACGP] The Royal Australian College of General Practitioners. 2011. The Royal Australian College of General Practitioners curriculum for Australian general practice 2011. Melbourne, Australia: The Royal Australian College of General Practitioners. [accessed 2015 Jun 12]. http://curriculum.racgp.org.au/media/13228/racgp2011curriculum.pdf.
   Google Scholar
• [RACGP] The Royal Australian College of General Practitioners. 2018. Vocational training pathway – requirements for fellowship. The Royal Australian College of General Practitioners Ltd. [accessed 2018 Dec 8]. https://www.racgp.org.au/education/registrars/fellowship-pathways/policy-framework/policies/vocational-training-requirements-for-fellowship.
   Google Scholar
• Thistlethwaite JE, Kidd MR, Hudson JN. 2007. General practice: a leading provider of medical student education in the 21st century? Med J Aust. 187:124–128.
   PubMed Web of Science ®Google Scholar
• Thomson JS, Anderson K, Haesler E, Barnard A, Glasgow N. 2014. The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study. BMC Med Educ. 14:55.
   PubMedGoogle Scholar
• Thomson JS, Anderson KJ, Mara PR, Stevenson AD. 2011. Supervision– growing and building a sustainable general practice supervisor system. Med J Aust. 194:S101–S104.
   PubMed Web of Science ®Google Scholar
• Topping K. 1996. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. High Educ. 32:321–345.
   Web of Science ®Google Scholar
• Topping KJ. 2005. Trends in peer learning. Educ Psychol. 25:631–645.
   Google Scholar
• van de Mortel T, Silberberg P, Ahern C. 2013. Shared learning in general practice - facilitators and barriers. Aust Fam Physician. 42:147–151.
   PubMedGoogle Scholar
• van de Mortel T, Silberberg P, Ahern C, Pit S. 2014. Stakeholders’ views of shared learning models in general practice: a national survey. Aust Fam Physician. 43:633–638.
   PubMedGoogle Scholar
• van de Mortel TF, Silberberg PL, Ahern CM, Pit SW. 2016. Supporting near-peer teaching in general practice: a national survey. BMC Med Educ. 16:143.
   PubMed Web of Science ®Google Scholar
• Walters L. 2014. Parallel consulting in rural medical education. In: Chater AB, Rourke J, Couper ID, et al. editors. WONCA rural medical education guidebook World Organization of Family Doctors (WONCA): WONCA working party on rural practice. Chapter 4.3.4. p. 1–10. http://www.globalfamilydoctor.com/groups/WorkingParties/RuralPractice/ruralguidebook.aspx
   Google Scholar
• Whittaker LD Jr, Estes NC, Ash J, Meyer LE. 2006. The value of resident teaching to improve student perceptions of surgery clerkships and surgical career choices. Am J Surg.191:320–324.
   PubMed Web of Science ®Google Scholar
• Wijnen-Meijer M, ten Cate OT, van der Schaaf M, Borleffs JC. 2010. Vertical integration in medical school: effect on the transition to postgraduate training. Med Educ. 44:272–279.
   PubMed Web of Science ®Google Scholar
• Williams B, Amiel C. 2012. General practice registrars as teachers: a questionnaire-based evaluation. JRSM Short Rep. 3:14.
   PubMedGoogle Scholar
• Wilson FC. 2007. Teaching by residents. Clin Orthop Relat Res. 454:247–250.
   PubMed Web of Science ®Google Scholar
• Wong G, Greenhalgh T, Westhorp G, Buckingham J, Pawson R. 2013. RAMESES publication standards: realist syntheses. BMC Med. 11:21.
   PubMed Web of Science ®Google Scholar
• Wong G, Greenhalgh T, Westhorp G, Pawson R. 2012. Realist methods in medical education research: what are they and what can they contribute? Med Educ. 46:89–96.
   PubMed Web of Science ®Google Scholar
• World Federation for Medical Education. 1988. The Edinburgh declaration. World conference on medical education of the world federation for medical education; August 7–12, 1988. Edinburgh, Scotland: World Federation for Medical Education.
   Google Scholar
• Yedidia MJ, Schwartz MD, Hirschkorn C, Lipkin M. Jr. 1995. Learners as teachers: the conflicting roles of medical residents. J Gen Intern Med. 10:615–623.
   PubMed Web of Science ®Google Scholar
• Zaher E, Ratnapalan S. 2012. Practice-based small group learning programs: systematic review. Can Fam Physician. 58:637–642.
   PubMed Web of Science ®Google Scholar