Keywords: Family Medicine Tutors Training
Background:
Doctors are expected to be competent tutors for medical residents despite lacking specific training. In Portugal, Family Medicine (FM) specialty training has gradually shifted towards primary care-based training, making the FM resident tutor a central figure. The Family Medicine Residency Coordination of the Lisbon Region (FMRCLR) proposed an Integrated Tutor Teams (ITT) framework for FM tutors in 2002: collaborative relational peer learning communities focused on andragogic teaching skills continuous development, aimed at addressing specific difficulties in FM residents supervision. Since 2002, ITT have evolved away from the initial framework and into very different working models.
Methods:
In 2022 FMRCLR, developed: 1) a questionnaire for ITT representatives to evaluate current models; 2) a learning needs questionnaire for FM tutors to assess personal training needs; 3) formal qualitative feedback from functional ITT; 4) an ITT handbook and 5) workshops on the ITT handbook for FM tutors.
Results:
FMRCLR has 660 FM tutors organized in 62 ITT 1) Representatives from 33 ITT replied: 76% ITT met monthly. 81% discussed teaching problems, 73% evaluation issues and 39% discussed teaching skills. 2) 101 tutors answered indicating the need for training in: structured feedback, andragogic teaching skills, identifying learning needs, implementing remediation programs; summative and formative assessment methods. 3) Feedback from seven well implemented ITT was obtained. 4) The handbook was published on the residency platform for ITT representatives and FM tutors. 5) Two workshops on the handbook stimulated discussion regarding its use. Currently ITT are adapting their current practice. Initial feedback has been positive.
Conclusion(s):
A collaborative and critical appraisal of ITT current practice led to a guide revising the ITT structure, helping FM tutors to better organize their collaborative learning team meetings according to current FM tutors specific needs. We expect tutor competency to increase and aim to re-evaluate after a 3-year interval.
Points for discussion:
Benefits/advantages of Integrated Tutor Teams/collaborative learning teams
Evaluation of stakeholders input in creating practical handbook guide
Models of Training the tutors´ programs - risks and opportunities
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