Creating an Academy for GP-Teachers

INTRODUCTION GP teachers take new academic roles for which they have little formal training. GPs have been passive and detached in faculty development, leading to poor participation and lack of feasibility of teaching. NTNU in Trondheim has therefore initiated efforts to increase GPs’ participation in faculty development, allowing GPs to model and self educate teaching skills. RESEARCH QUESTIONS 1. How do GPs experience their teaching and what are their needs related to improving their skills? 2. Should an internet based GP academic community be used, and will such a community lead to improved teaching? CONCLUSIONS The probability of success of a faculty development initiative depends on: • identifying specific needs • ensuring GP-oriented partnerships • securing the feasibility of general practice and continuity of programs SUMMARY OF WORK Two focus groups were conducted, with analysis showing the following issues: • pressure on time • lack of teaching skills • lack of feasibility Focus group results were interpreted as a need for an academy, and an arena for exchange of practical experience and ideas among GPs. This formed the basis of a “bank of ideas/LPK-Akademiet”. Responding to these needs, the faculty sent representative GP teachers to study the Calgary-Cambridge model. They returned, presented the model and trained their colleagues. An accessible website was developed, and the GPs were invited to participate and use this new academic arena: http://www.ntnu.no/ism/lpk CONCLUSIONS The probability of success of a faculty development initiative depends on: • identifying specific needs • ensuring GP-oriented partnerships • securing the feasibility of general practice and continuity of programs SUMMARY OF WORK Two focus groups were conducted, with analysis showing the following issues: • pressure on time • lack of teaching skills • lack of feasibility Focus group results were interpreted as a need for an academy, and an arena for exchange of practical experience and ideas among GPs. This formed the basis of a “bank of ideas/LPK-Akademiet”. Responding to these needs, the faculty sent representative GP teachers to study the Calgary-Cambridge model. They returned, presented the model and trained their colleagues. An accessible website was developed, and the GPs were invited to participate and use this new academic arena: http://www.ntnu.no/ism/lpk TAKE-HOME MESSAGE GPs’ engagement in faculty development and feasibility of teaching can be improved with small cost-effective interventions, such as creating an online arena for exchange of practical experience and ideas. It is expected that this will improve teaching skills.