References
- Royal College of General Practitioners, British medical association, NHS England, health education England. Building the workforce - the new deal for general practice [Internet] 2015 2 Feb 2023]. Available from: https://www.england.nhs.uk/commissioning/wp-content/uploads/sites/12/2015/01/building-the-workforce-new-deal-gp.pdf
- NHS England. General practice forward view [Internet] 2016 [cited 2 Feb 2023]. Available from: https://www.england.nhs.uk/gp/gpfv/
- Peckham S, Marchand C, Peckham A General practitioner recruitment and retention: an evidence synthesis: Final report. Policy Research Unit In Commissioning And The Healthcare System, University Of Kent. Kent, England. [Internet] 2016 [cited 2 Feb 2023]. Available from: https://kar.kent.ac.uk/58788/1/PRUComm%20General%20practitioner%20recruitment%20and%20retention%20review%20Final%20Report.pdf
- NHS Long Term Plan [Internet] 2019 [cited 2 Feb 2023]. Available from: https://www.longtermplan.nhs.uk/wp-content/uploads/2019/08/nhs-long-term-plan-version-1.2.pdf
- The Government’s 2022-23 mandate to NHS England [Internet] 2022 [cited 2 Feb 2023]. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1065713/2022-to-2023-nhs-england-mandate.pdf
- Lake J. Upping the game? Attitudes towards combining a GP trainer course with a postgraduate certificate in medical education in Wessex, UK. Educ Prim Care. 2014;25(5):263–267. doi: 10.1080/14739879.2014.11494292
- Main P, Pitts J, Hall A, et al. Becoming a general practice trainer: experience of higher preparatory training. Educ Prim Care. 2006;17(4):334–342. doi: 10.1080/14739879.2006.11864083
- Lyon-Maris J, Scallan S. Procedures and processes of accreditation for GP trainers: similarities and differences. Educ Prim Care. 2013;24(6):444–451. doi: 10.1080/14739879.2013.11494215
- Pitts J, While R, Smith F. Educating doctors within primary care: attracting non-training general practitioners to train. Educ Prim Care. 2005;16(1):36–41. doi: 10.1080/14739879.2005.11493480
- Thomson J, Haesler E, Anderson K, et al. What motivates general practitioners to teach. Clin Teach. 2014;11(2):124–130. doi: 10.1111/tct.12076
- Ingham G, Fry J, O’Meara P, et al. Why and how do general practitioners teach? An exploration of the motivations and experiences of rural Australian general practitioner supervisors. BMC Med Educ. 2015;15(1):190–198. doi: 10.1186/s12909-015-0474-3
- Sturman N, Régo P, Dick M-L. Rewards, costs and challenges: The general practitioner’s experience of teaching medical students. Med Educ. 2011;45(7):722–730. doi: 10.1111/j.1365-2923.2011.03930.x
- Griffin A, Knight L, Page M, et al. A critical evaluation of the London GP trainer programme. [Internet] 2018 [cited 27 April 2023] Available from: https://www.ucl.ac.uk/medical-school/sites/medical-school/files/lgptc-final-report-september-2018.pdf
- Pawson R, Tilley N. Realistic Evaluation. London (UK): Sage; 1997.
- Pawson R, Tilley N. An introduction to scientific realist evaluation. In: Chelimsky E Shadish WR, editors Evaluation for the 21st century: a handbook. Sage Publications, Inc; 1997. pp. 405–418.
- Pawson R. The Science of Evaluation: a Realist Manifesto. London (UK): SAGE Publications Ltd; 2013. doi: 10.4135/9781473913820
- Wong G, Westhorp G, Manzano A, et al. RAMESES II reporting standards for realist evaluations. BMC Med. 2016;14(1):96. doi: 10.1186/s12916-016-0643-1
- Wormald BW, Schoeman S, Somasunderman A, et al. Assessment drives learning: an unavoidable truth? Anat Sci Educ. 2009 Oct;2(5):199–204. doi: 10.1002/ase.102
- Black P, Wiliam D. Assessment and classroom learning. Assessment In Edu Principles, Policy & Practice. 1998;5(1):7–74. doi: 10.1080/0969595980050102
- Black P, Harrison C, Lee C, et al. Working inside the black box: assessment for learning in the classroom. Phi Delta Kappan. 2004;86(1):8–21. 2004. doi: 10.1177/003172170408600105
- Black P, Wiliam D. Inside the black box: raising standards through classroom assessment. Phi Delta Kappan. 1998 Oct;80(2):139–148.
- Burgess A, Mellis C. Feedback and assessment for clinical placements: Achieving the right balance. Adv Med Educ Pract. 2015;6:373–381. doi: 10.2147/AMEP.S77890
- Konopasek L1, Norcini J, Krupat E. Focusing on the formative: building an assessment system aimed at student growth and development. Academic Medicinequery. 2016 Nov;91(11):1492–1497. doi: 10.1097/ACM.0000000000001171
- Srivastava TK, Mishra V, Waghmare LS. Actualizing mastery learning in preclinical medical education through a formative medical classroom. Natl J Physiol Pharm Pharmacol. 2017;8(3):450–464. doi: 10.5455/njppp.2018.8.1144129112017
- Ferris HA, O’Flynn D. Assessment in medical education; What are we trying to achieve? Int J Higher Edu. 2015;4(2):139–144. doi: 10.5430/ijhe.v4n2p139
- Liu N, Carless D. Peer feedback: the learning element of peer assessment. Teach Higher Educ. 2006;11(3):279–290. doi: 10.1080/13562510600680582
- Jackson D, Davison I, Adams R, et al. A systematic review of supervisory relationships in general practitioner training. Med Educ. 2019;53(9):874–885. doi: 10.1111/medu.13897
- Wearne S. Effective feedback and the educational alliance. Med Educ. 2016;50(9):891–892. doi: 10.1111/medu.13110
- Lesmes-Anel J, Robinson G, Moody S. Learning preferences and learning styles: A study of Wessex general practice registrars. Br J Gen Pract. 2001;51(468):559–564.
- Waters M, Wall D. Educational CPD: how UK GP trainers develop themselves as teachers. Med Teach. 2007;29(6):e160–e169. doi: 10.1080/01421590701482431