Practice-based small group learning in GP specialty training

Hesselgreaves, H. and MacVicar, R. (2012) Practice-based small group learning in GP specialty training. Education for Primary Care, 23(1), pp. 27-33. (PMID:22306142)

Abstract

Practice-based small group learning (PBSGL) is an approach to continuing professional development (CPD) for general practitioners (GPs) that originated in Canada. It involves small groups of GPs who work through clinical modules. PBSGL is now an established method of learning in Scotland, found to be effective in GP, practice nurse and multi-professional cohorts. However, the effectiveness of PBSGL has not been examined in GP specialty training, where it is becoming widely employed. This research aimed to explore GP Specialty Trainees' (GPSTs') perspectives of the impact of PBSGL on curriculum needs, preparation for independent practice, and facilitator learning. Methods: To avoid the risk of extrapolating assumptions from others who have used PBSGL as a learning strategy, this study adopted a qualitative approach, and conducted one-to-one interviews with 16 GPSTs from a range of Scottish deaneries and stages in training. Data took the form of verbatim transcripts, and the constant comparative technique from grounded theory was used to analyse the data, through the establishment of codes and categories. Results: Findings were arranged in four main areas: • learning as a group was appreciated at this career stage, and group membership should consist of trainees at a similar career stage, as this supports psychological safety • PBSGL helped in locating a 'one best way' for future care planning, but was also used to find alternatives to trainees' current approaches • discussion during PBSGL helped GPSTs devise plans for how they would handle patients in the future • some facilitators moderated their involvement for the perceived benefit of the group. Discussion and conclusion: Learning is experienced in a very unique way for GPSTs, and the views of the cohort are formed on the basis of the delicate stage in their career. Aiding the transition from structured education into independent practice is a more immediate need for GPSTs than curriculum needs.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Hesselgreaves, Dr Hannah
• Authors: Hesselgreaves, H., and MacVicar, R.
• College/School: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Health Economics and Health Technology Assessment
• Journal Name: Education for Primary Care
• Publisher: Radcliffe Publishing Ltd.
• ISSN: 1473-9879
• ISSN (Online): 1475-990X