Current

Educational alliance project

Title: Feedback exchanges, supervisory relationships and the educational alliance: implications for GP registrar and supervisor training and support
EV Team: Dr Cat Kirby, Dr Belinda Garth, Dr Natalie Rodomski, Dr James Brown, Jenny Lamb
University Partners: Dr Rola Ajjawi and Associate Professor Margaret Bearman
Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University
Professor Debra Nestel
Faculty of Medicine Nursing & Health Science, Monash University
Timeframe: August 2017 – August 2018
Funding: Educational Research Grant, Royal Australian College of General Practitioners, $150,420

Project summary:
Establishing and maintaining open, effective feedback dialogues between GP supervisor and registrar is critical for learning but often challenging for both parties. The ‘educational alliance’ framework suggests that the overall supervisory relationship can affect learners’ attitudes to feedback long before a feedback exchange takes place. Our goal is to extend current thinking about feedback exchanges between supervisor and registrar, and how it may be better understood and facilitated through the educational alliance framework. Findings from this research have the capacity to inform how EV and the broader GP training community provides professional development and support for supervisors and registrars to build reciprocal, dialogic and effective supervisory relationships. The research will utilise audio recordings of open two-way feedback sessions between 10 pairs of GP supervisors and GPT2 registrars in Term 2 of 2017, copies of written feedback between the pairs, and follow-up semi-structured interviews 3 to 4 weeks following the feedback sessions.

GP Supervisor Identity project

Title: GP supervisors as clinicians and educators: Developing and maintaining multiple professional identities
EV Team: Dr Belinda Garth, Dr Cat Kirby, Dr James Brown
University Partners: Professor Debra Nestel
Faculty of Medicine Nursing & Health Science, Monash University
Timeframe: January 2017 – January 2018
Funding: Educational Research Grant, Australian College of Rural and Remote Medicine, $106,827

Project summary:
Being a GP supervisor involves an expansion of a GP’s professional identity to accommodate the roles of educator; including teacher, collaborative life-long learner, coach and role model. Within these roles, supervisors must negotiate multiple duties of care; to themselves, their patients, their registrar, and a broader responsibility to the medical profession. There is very little empirical research and literature pertaining to GP supervisors, particularly as it relates to developing and maintaining multiple professional identities.

The primary goal of this project is to explore the experiences of GP supervisors at different stages of supervisor professional development so that training programs can provide appropriate and effective support. This project will focus on identifying specific factors that facilitate or impede professional identity formation and the management of multiple roles, to enhance supervisor training, support and retention.
The methods include semi-structured interviews with 15 GP supervisors from three cohorts:

  • New GP supervisors with 12 months’ experience
  • Supervisors with 3-5 years’ experience
  • Supervisors with 20+ years’ experience

Review of Australian and International Models of GP Vocational Training and Education

Title: Review of Australian and International Models of GP Vocational Training and Education
EV Team: Dr Cat Kirby, Dr James Brown, Dr Merryn Smith, , Ms Jenny Lamb
RTO Partners: MCCC
University Partners: Dr David Snadden, University of British Columbia
Dr Susan Wearne, Australian Department of Health and Australian National University
Timeframe: July 2017 – July 2018
Funding: EV GP Training and MCCC

Project summary:
This research is examining Australian and international models of GP training and education, the ways in which the models are delivered, and the evidence and theory underpinning these approaches. This project aims to:

  • Contribute to the scholarship on best-practice in GP vocational education.
  • Inform the delivery and future development of GP vocational training in Australia
  • Build networks for sharing information between stakeholders in national and international delivery of GP vocational training

The project is utilising semi-structured interviews with key national and international stakeholders in GP training and education, a review of publicly available documents, and literature reviews examining evidence for best practice delivery of GP vocational training and education, and the use of educational theory in this field.

Past

New GP Supervisor project

Title: From clinician to educator: GP supervisor professional identity formation and the implications for training
EV Team: Dr Belinda Garth, Dr Cat Kirby, Dr James Brown
University Partners: Professor Debra Nestel
Faculty of Medicine Nursing & Health Science, Monash University
Timeframe: January 2016 – January 2017
Funding: Educational Research Grant, Department of Health, Australia, $149,996

Project summary:
GPs who become supervisors undergo a professional role transition that involves development of a new “educator” identity. The primary goal of this project is to deepen our understanding of the early stages of GP supervisors’ professional development so that training programs can effectively support new supervisors during their development. This project focused on identifying specific points, events and factors that facilitated or impeded professional development. Although there is literature on role transition and professional identity formation among medical students, there is very little empirical research and literature pertaining to GP supervisors.

The methods included:

  • Exploratory multiple-case study design
  • The unit of analysis is the individual supervisor and includes:
    • Round 1 interview at the start of Semester 1.
    • Weekly audio diary reflections throughout the semester.
    • Round 2 interview at the end of Semester 1.
  • Two focus groups with new GP supervisors (held at supervisor workshops in February and May 2016).

Learning Plans project

Title: Learning planning in GP vocational training. How do registrars identify, plan and pursue learning goals, and what is the value of mandated learning planners to this process?
EV Team: Dr Cat Kirby, Dr Belinda Garth, Dr James Brown
RTO Partners: Dr Peter Silberberg, North Coast General Practice Training
Dr Chris Harnden & Dr Tamsin Cockayne, Northern Territory GP Education
University Partners: Professor Leon Piterman, Monash University
Timeframe: July 2014 – August 2015
Funding: Educational Research Grant, Department of Health, Australia, $254,794

 

Project summary:
Learning plans are a familiar and requisite activity for those engaged in Australian general practice training. Mandated by the Royal Australian College of General Practitioners (RACGP) and the Australian College of Rural and Remote Medicine (ACRRM), learning plans have been embedded in GP training since the 1980’s, forming part of the credentialing process to assess registrar competence. This research aimed to examine how Australian General Practice Training (AGPT) registrars identify and address their learning needs, the utility of formal RTP learning plans in this process, and whether there are more effective ways to support registrar learning planning.

The research utilised a mixed methods design to collect data across parts of rural Victoria, rural New South Wales and the Northern Territory:

  • In-depth semi-structured focus groups with 35 AGPT registrars, 16 GP supervisors and 17 medical educators (MEs).
  • One-on-one semi-structured interviews with 12 recently-fellowed GPs.
  • A self-report log of 27 AGPT registrars’ learning activities over a two week period.
  • Retrospective learning plan usage data based on learning plans from three Regional Training Providers (RTPs).
  • Delphi technique to develop a best practice consensus statement on learning plan use.