Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study

BACKGROUND: Primary Care reform in Canada and globally has encouraged the development of interprofessional primary care initiatives. This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. The objective of this study was to underst...

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Autores principales: Beber, Serena, Antao, Viola, Telner, Deanna, Krueger, Paul, Peranson, Judith, Meaney, Christopher, Meindl, Maria, Webster, Fiona
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4331463/
https://www.ncbi.nlm.nih.gov/pubmed/25889364
http://dx.doi.org/10.1186/s12909-015-0283-8
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author Beber, Serena
Antao, Viola
Telner, Deanna
Krueger, Paul
Peranson, Judith
Meaney, Christopher
Meindl, Maria
Webster, Fiona
author_facet Beber, Serena
Antao, Viola
Telner, Deanna
Krueger, Paul
Peranson, Judith
Meaney, Christopher
Meindl, Maria
Webster, Fiona
author_sort Beber, Serena
collection PubMed
description BACKGROUND: Primary Care reform in Canada and globally has encouraged the development of interprofessional primary care initiatives. This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. The objective of this study was to understand the experiences, supports and challenges facing non-physician health care providers in Family Medicine education. METHODS: Four focus groups were conducted using a semi-structured interview guide with twenty one NPHCPs involved in teaching at the University of Toronto, Department of Family & Community Medicine. The focus groups were transcribed and analyzed for recurrent themes. The multi-disciplinary research team held several meetings to discuss themes. RESULTS: NPHCPs were highly involved in Family Medicine education, formally and informally. NPHCPs felt valued as teachers, but this often did not occur until after learners understood their educator role through increased time and exposure. NPHCPs expressed a lack of advance information of learner knowledge level and expectations, and missed opportunities to give feedback or receive teaching evaluations. Adequate preparation time, teaching space and financial compensation were important to NPHCPs, yet were often lacking. There was low awareness but high interest in faculty status and professional development opportunities. CONCLUSIONS: Sharing learner goals and objectives and offering NPHCPs feedback and evaluation would help to formalize NPHCP roles and optimize their capacity for cross-professional teaching. Preparation time and dedicated space for teaching are also necessary. NPHCPs should be encouraged to pursue faculty appointments and to access ongoing Professional Development opportunities.
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spelling pubmed-43314632015-02-19 Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study Beber, Serena Antao, Viola Telner, Deanna Krueger, Paul Peranson, Judith Meaney, Christopher Meindl, Maria Webster, Fiona BMC Med Educ Research Article BACKGROUND: Primary Care reform in Canada and globally has encouraged the development of interprofessional primary care initiatives. This has led to significant involvement of non-physician Health Care Providers (NPHCPs) in the teaching of medical trainees. The objective of this study was to understand the experiences, supports and challenges facing non-physician health care providers in Family Medicine education. METHODS: Four focus groups were conducted using a semi-structured interview guide with twenty one NPHCPs involved in teaching at the University of Toronto, Department of Family & Community Medicine. The focus groups were transcribed and analyzed for recurrent themes. The multi-disciplinary research team held several meetings to discuss themes. RESULTS: NPHCPs were highly involved in Family Medicine education, formally and informally. NPHCPs felt valued as teachers, but this often did not occur until after learners understood their educator role through increased time and exposure. NPHCPs expressed a lack of advance information of learner knowledge level and expectations, and missed opportunities to give feedback or receive teaching evaluations. Adequate preparation time, teaching space and financial compensation were important to NPHCPs, yet were often lacking. There was low awareness but high interest in faculty status and professional development opportunities. CONCLUSIONS: Sharing learner goals and objectives and offering NPHCPs feedback and evaluation would help to formalize NPHCP roles and optimize their capacity for cross-professional teaching. Preparation time and dedicated space for teaching are also necessary. NPHCPs should be encouraged to pursue faculty appointments and to access ongoing Professional Development opportunities. BioMed Central 2015-02-13 /pmc/articles/PMC4331463/ /pubmed/25889364 http://dx.doi.org/10.1186/s12909-015-0283-8 Text en © Beber et al.; licensee BioMed Central. 2015 This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Beber, Serena
Antao, Viola
Telner, Deanna
Krueger, Paul
Peranson, Judith
Meaney, Christopher
Meindl, Maria
Webster, Fiona
Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study
title Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study
title_full Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study
title_fullStr Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study
title_full_unstemmed Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study
title_short Examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study
title_sort examining the teaching roles and experiences of non-physician health care providers in family medicine education: a qualitative study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4331463/
https://www.ncbi.nlm.nih.gov/pubmed/25889364
http://dx.doi.org/10.1186/s12909-015-0283-8
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