Supervised independence facilitated by the inspirational GP teacher.

Abstract

General practitioners (GPs) are role models with the potential to influence the career choice of medical students. Post-Covid-19, the clinical learning environment in general practice has employed new ways of working, including a greater proportion of telephone consultations. This study aimed to identify teaching solutions and strategies utilised by GP supervisors to create positive learning opportunities for final-year medical students at Brighton and Sussex Medical School (BSMS) during the academic year 2021-22. The data arose from a medical student evaluation survey, with applied thematic analysis used to identify emerging themes. The overarching theme was the use of 'supervised independence' to facilitate learning. Supervised independence involved giving learners responsibility alongside practical support which included integration into the general practice team. Five main types of learning opportunity were identified, all of which are deliverable in general practice placements more widely. The skill of facilitating supervised independence is a key attribute of an inspirational GP supervisor, which should be promoted among prospective teachers during preparation for teaching.