1. Dr Tracy Lovatt and Dr Maggie Bartlett t.j.lovatt@keele.ac.uk
Dr Potato Head: is GP tutor enthusiasm perceived differently by students and faculty?
Dr Tracy Lovatt and Dr Maggie Bartlett

2. Keele University School of Medicine
Why?
Bartlett, M., Potts, J. and McKinley, B., Do quality indicators for general practice teaching practices predict good outcomes for students?. Education for Primary Care, 27(4), pp
Keele University School of Medicine

3. Satisfaction Outcomes Enthusiasm
Turningpoint is very useful, most of audience will have used it
This is more versatile, and does away with the need to carry clickers around

4. Why?

5. Focus groups and Interview GP patch leads InterviewsM O D H T E S
Year-5
Medical Students
Focus groups and Interview
Braun and Clarke, 2006
Thematic Analysis
GP patch leads
(locality lecturers)
Interviews
Keele University School of Medicine

6. Student
centred
approach
Tutor
development

7. Keele University School of Medicine
Student centred
Agrees learning agenda
Supportive
Assists learning
Keele University School of Medicine

8. Keele University School of Medicine
Quote
“You need to know that the tutor supports you and will help you get to the answer…in my previous placement, I felt relaxed enough to ‘guess’ and try to piece it together verbally, even if I wasn’t one hundred percent sure. I knew the support would be there and I wouldn’t be made to feel foolish”.
Keele University School of Medicine

9. Keele University School of Medicine
Prepared
Asks students
Updates own knowledge
Arranges activities
Keele University School of Medicine

10. Keele University School of Medicine
Quotes
“In my fourth year placement, there was a timetable but they were actually less prepared as the timetable did not attend to my needs, for me it was much better when there was not a timetable but the tutor prepared learning opportunities for you”
(Student 1, interview)
“In a recent example, a tutor had a week’s notice to talk about eyes…he went to the text books to look-up what we needed to know and it made the session clear and succinct”
(Student 5, focus group)
Keele University School of Medicine

11. Keele University School of Medicine
Teaching skills
Instructional
Make complex concepts easier
Appears ‘natural’
Keele University School of Medicine

12. Keele University School of Medicine
Quotes
“The best tutors understand that it’s not about how much they know but how to put it across” (Student 4, focus group)
“Some are not naturally inclined to be good teachers” (Student 3)
“It’s hard to say why; some people are just more comfortable teaching” (Student 5)
“You can just see that someone is a natural teacher” (Student 6)
Keele University School of Medicine

13. Keele University School of Medicine
Rapport
Build relationship
Feel safe
Value the time
Keele University School of Medicine

14. Keele University School of Medicine
Quotes
“He (the tutor) made an effort to bond in the first week, I sat with him and we chatted between patients. In retrospect, it helped a lot more than you would think” (Student 1, interview)
“It’s more of a feeling you have, in my 4th year placement I was with one tutor and there was no rapport, I felt uncomfortable and thought I would be judged if I asked a question” (Student 6, focus group)
Keele University School of Medicine

15. Keele University School of Medicine
Altruism (or not)
Greater good
Make effort
Help
Keele University School of Medicine

16. Keele University School of Medicine
Quotes
“Enthusiasm is when you have a tutor that goes out of their way to help you”
(Student 2, focus group)
“I think it’s (enthusiasm) when they seem to genuinely care about making you a better doctor” (Student 3, focus group)
Keele University School of Medicine

17. Keele University School of Medicine
Belonging
Learning environment
Teamwork
Ownership
Keele University School of Medicine

18. Keele University School of Medicine
Quote
“It’s nice for them (the practice) to be expecting you and welcoming…when they expect you it shows a level of interest and this includes the receptionists and the practice manager…it’s really horrible when you turn up and they say ‘why are you here?’” (Student 2, focus group)
Keele University School of Medicine

20. Student and patch lead comparison
Relationship building
Student centred approach
Tutor motivation
Commitment
Teaching skills
Students enjoyed and engaged more with it
Didn’t seem to think about using it for revision
New version now available which is more interactive with powerpoint
Tutors had reservations about how much it impacted on employability skills of being able to ask questions in public and interact professionally

21. Keele University School of Medicine
Limitations
Data Collection
Researcher bias (Phenomenological Bracketing)
Student recruitment
References
Bartlett, M., Potts, J. and McKinley, B., Do quality indicators for general practice teaching practices predict good outcomes for students?. Education for Primary Care, 27(4), pp
Braun, V. and Clarke, V., Using thematic analysis in psychology. Qualitative research in psychology, 3(2), pp
Keele University School of Medicine