Active participation in parallel surgeries in undergraduate GP
Research type
Research Study
Full title
Active participation in parallel surgeries in undergraduate general practice placements: how are students and patients contributions facilitated during workplace-based learning debrief interactions A pilot study
IRAS ID
252085
Contact name
David/DKHT Tan
Contact email
Duration of Study in the UK
0 years, 8 months, 31 days
Research summary
We are proposing a project to study the patient/student/teacher interaction during parallel surgeries in undergraduate general practice placements. The aim is to understand how students and patients contributions are facilitated during workplace-based learning debrief interactions in order to encourage active participation by both the student and patient. Parallel surgeries are a teaching strategy employed widely in the clinical setting of primary care education for undergraduate and speciality trainees across the UK. This involves the learner consulting with patients independently, usually without direct observation, with enough time to formulate their own clinical assessment independently. They then discuss their impressions and recommendations with a supervising doctor usually with the patient present. This model of experiential learning would appear to align closely to existing learning theories around workplace-based education, and an emphasis on active participation (Park et al) but there is no consensus on either how to approach the session or techniques to employ within the session, in order to make most effective use of them. There is some literature on GP undergraduate teaching but no focussed research to our knowledge has been undertaken of the student/doctor/patient/interaction during parallel surgeries. We therefore propose an observational pilot study to develop methods and identify initial important features of this interaction. Long term the aim would be to describe some of the fundamental processes observed during these interactions; how they facilitate (or challenge learning); and the ways in which students and clinicians use / work around these opportunities / challenges.
Reference: Park S, Khan NF, Hampshire M, Knox R, Malpass A, Thomas J, Anagnostelis B, Newman M, Bower P, Rosenthal J, Murray E, Iliffe S, Heneghan C, Band A & Georgieva Z. (2015) A BEME systematic review of UK undergraduate medical education in the general practice setting: BEME Guide No. 32 (UK). Medical Teacher. Volume 37 (Issue 7), pages 611-630.
REC name
North West - Greater Manchester West Research Ethics Committee
REC reference
19/NW/0017
Date of REC Opinion
9 Apr 2019
REC opinion
Further Information Favourable Opinion