Crisis, change and the future for teaching and learning in general practice

References

• Masic I, Miokovic M, Muhamedagic B. Evidence based medicine - new approaches and challenges. Acta Inform Med. 2008;16(4):219–225.
   PubMedGoogle Scholar
• Kolb S, Reichert J, Hege I, et al. European dissemination of a web- and case-based learning system for occupational medicine: netWoRM Europe. Int Arch Occup Environ Health. 2007;80(6):553–557.
   PubMed Web of Science ®Google Scholar
• Moberg TF, Whitcomb ME. Educational technology to facilitate medical students’ learning: background paper 2 of the medical school objectives project. Acad Med. 1999;74(10):1146–1150.
   PubMed Web of Science ®Google Scholar
• Ward JP, Gordon J, Field MJ, et al. Communication and information technology in medical education. Lancet. 2001;357(9258):792–796.
   PubMed Web of Science ®Google Scholar
• Nilsson MS, Pennbrant S, Pilhammar E, et al. Pedagogical strategies used in clinical medical education: an observational study. BMC Med Educ. 2010;10(1):9.
   PubMed Web of Science ®Google Scholar
• van der Zwet J, Zwietering PJ, Teunissen PW, et al. Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship. Adv Health Sci Educ Theory Pract. 2011;16(3):359–373.
   PubMed Web of Science ®Google Scholar
• Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach. 2007;29(9):855–871.
   PubMed Web of Science ®Google Scholar
• Illing JC, Morrow GM, Rothwell Nee Kergon CR, et al. Perceptions of UK medical graduates’ preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job. BMC Med Educ. 2013;13(1):34.
   PubMed Web of Science ®Google Scholar
• Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991.
   Google Scholar
• Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641–e648.
   PubMed Web of Science ®Google Scholar
• Eraut M. Non-formal learning and tacit knowledge in professional work. Br J Educ Psychol. 2000;70(Pt 1):113–136.
   PubMedGoogle Scholar
• Eraut M. Learning from other people in the workplace. Oxford. 2007;33(4):403–422.
   Google Scholar
• Mulla ZD, Osland-Paton V, Rodriguez MA, et al. Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic. J Perinat Med. 2020;48(5):446–449.
   PubMed Web of Science ®Google Scholar
• Burns R, Wenger J. A remotely conducted paediatric bootcamp for fourth-year medical students. Med Educ. 2020;54(7):668–669.
   PubMed Web of Science ®Google Scholar
• Chick RC, Clifton GT, Peace KM, et al. Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic. J Surg Educ. 2020;77(4):729–732.
   PubMed Web of Science ®Google Scholar
• Kanneganti A, Sia CH, Ashokka B, et al. Continuing medical education during a pandemic: an academic institution’s experience. Postgrad Med J. 2020;96(1137):384–386.
   PubMed Web of Science ®Google Scholar
• Lubarsky S. Movie night! An entertaining online educational method for introducing students to common presentations in neurology. Med Educ. 2020;54(9):856–857.
   PubMed Web of Science ®Google Scholar
• Suh GA, Shah AS, Kasten MJ, et al. Avoiding a Medical Education Quarantine During the Pandemic. Mayo Clin Proc. 2020;95(9S):S63–S65.
   PubMedGoogle Scholar
• Charmaz K. Constructing Grounded Theory: a Practical Guide Through Qualitative Analysis. Thousand Oaks CA: SAGE Publications Ltd; 2006.
   Google Scholar
• Kvale S. Interviews: an introduction to qualitative research interviewing. London: Sage; 1996.
   Google Scholar
• Lincoln YS, Guba EG. Naturalistic inquiry. Beverly Hills CA: Sage; 1985.
   Google Scholar
• Creswell JW. Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. London Thousand Oaks CA: SAGE; 2013.
   Google Scholar
• Saldaña J. The coding manual for qualitative researchers. 3rd ed. London: Sage; 2015.
   Google Scholar
• Watling C, Driessen E, van der Vleuten CP, et al. Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ. 2012;46(2):192–200.
   PubMed Web of Science ®Google Scholar
• Birks M, Mills J. Grounded theory: a practical guide. 2nd ed. London: SAGE; 2015.
   Google Scholar
• Chan E, Khong M, Torda A, et al. Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study. BMC Med Educ. 2022;22(1):1–13.
   PubMed Web of Science ®Google Scholar
• Costello E, Corcoran M, Barnett J, et al. Information and communication technology to facilitate learning for students in the health professions: current uses, gaps and future directions. Online Learn. 2014;18(4):1–18.
   Google Scholar
• Greenhalgh T. Computer assisted learning in undergraduate medical education. BMJ. 2001;322(7277):40–44.
   PubMed Web of Science ®Google Scholar
• How TA. COVID-19 has pushed us into a medical education revolution. Intern Med J. 2020;50(9):1150–1153.
   PubMed Web of Science ®Google Scholar
• Guze PA. Using Technology to Meet the Challenges of Medical Education. Trans Am Clin Climatol Assoc. 2015;126:260–270.
   PubMedGoogle Scholar
• Murphy B. Medical school assessment during COVID-19: shelf exams go remote. American Medical Association. 2020. https://www.ama-assn.org/residents-students/medical-school-life/medical-school-assessment-during-covid-19-shelf-exams-go. Cited 2021 Aug 12
   Google Scholar
• Veasuvalingam B, Goodson ML. Falling back on technology mindfully during COVID-19 pandemic: nUMed campus experience. MedEdPublish. 2020;9(1):2998.
   Google Scholar
• Howlett D, Vincent T, Gainsborough N, et al. Integration of a Case-Based Online Module into an Undergraduate Curriculum: what is Involved and is it Effective? E Learn Digit Media. 2009;6(4):372–384.
   Google Scholar
• Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med. 2006;81(3):207–212.
   PubMed Web of Science ®Google Scholar
• Doherty I, McKimm J. e-learning in clinical teaching. Br J Hosp Med. 2010;71(1):44–47.
   Web of Science ®Google Scholar
• Brinthaupt TM, Fisher LS, Gardner JG, et al. What the best online teachers should do. MERLOT J Online Learn Teach. 2011;7:515–524.
   Google Scholar
• Lewin LO, Singh M, Bateman BL, et al. Improving education in primary care: development of an online curriculum using the blended learning model. BMC Med Educ. 2009;9(1):33.
   PubMedGoogle Scholar
• Rose S. Medical Student Education in the Time of COVID-19. JAMA. 2020;323(21):2131–2132.
   PubMed Web of Science ®Google Scholar
• Alberti H, Atkinson J. Twelve tips for the recruitment and retention of general practitioners as teachers of medical students. Med Teach. 2018;40(3):227–230.
   PubMed Web of Science ®Google Scholar
• Barber JRG, Park SE, Jensen K, et al. Facilitators and barriers to teaching undergraduate medical students in general practice. Med Educ. 2019;53(8):778–787.
   PubMed Web of Science ®Google Scholar
• O’Doherty D, Dromey M, Lougheed J, et al. Barriers and solutions to online learning in medical education - an integrative review. BMC Med Educ. 2018;18(1):130.
   PubMed Web of Science ®Google Scholar
• Childs S, Blenkinsopp E, Hall A, et al. Effective e-learning for health professionals and students-barriers and their solutions. A systematic review of the literature-findings from the HeXL project. Health Info Libr J. 2005;22(Suppl s2):20–32.
   PubMedGoogle Scholar
• O’Leary Z. Taking a leap into the research world. The essential guide to doing your research project. 2nd ed. London: SAGE; 2010.
   Google Scholar
• Gishen F, Bennett S, Gill D. Covid-19-the impact on our medical students will be far-reaching. 2020. https://blogs.bmj.com/bmj/2020/04/03. Cited 2020 Sept 10.
   Google Scholar
• Sahi PK, Mishra D, Singh T. Medical Education Amid the COVID-19 Pandemic. Indian Pediatr. 2020;57(7):652–657.
   PubMed Web of Science ®Google Scholar
• Michener A, Fessler E, Gonzalez M, et al. The 5 M’s and More: a New Geriatric Medical Student Virtual Curriculum During the COVID-19 Pandemic. J Am Geriatr Soc. 2020;68(11):E61–E63.
   PubMed Web of Science ®Google Scholar