Abstract

Background General practice placements are fundamental to undergraduate medical education but there are difficulties in recruiting teaching practices. Developing “near peer teaching” may help. Health Education England & UCL run a programme in general practice (GP) training schemes with Innovative Training Posts in medical education. Aim To evaluate GP innovative training posts in undergraduate medical education. Design and Setting Focus groups and interviews with GP specialty trainees (“trainees”), medical students & educational stakeholders in London. Method A qualitative study exploring stakeholders’ perspectives of this initiative. Transcribed interviews were analysed thematically. Results We interviewed 26 stakeholders. Students valued trainees’ generalist expertise and making explicit areas of medicine. Trainees adopted student-centred approaches, addressing students’ assessment agendas, in contrast to senior doctors. Trainees also provided career guidance. Trainees expressed benefits to their development; their identity as learners & educators, and clinical knowledge. Teaching & learning for trainees were inter related; as identified by “to teach something well is to understand it well”. Educational leaders were supportive but had to champion such initiatives. Conclusion Near peer teaching in general practice is relatively novel. There are strong educational benefits for learners & teachers clearly influenced by the social context of learning. Positive career roles are modelled by trainees.