ArticleFuture healthcare journal2017
Participation in teaching opportunities during core medical training: barriers and enablers.
Article in Future healthcare journal, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed.
- Utilizing near-peer teaching to expand obesity medicine training within an internal medicine residency curriculum.Journal of clinical & translational endocrinology · 2025Article
- A junior doctor led near-peer acute ENT/head and neck surgery workshop for medical students.Surgery open science · 2024Article
- Understanding the barriers and enablers for postgraduate medical trainees becoming simulation educators: a qualitative study.BMC medical education · 2023Article
- Clinical teaching fellowships - enhancing the out of programme experience through a peer network.Clinical medicine (London, England) · 2019Article
- The role of junior doctors in delivering effective clinical teaching.Future healthcare journal · 2018Article
- Evaluation of 'Asked to see patient': a regional near-peer teaching programme.Future healthcare journal · 2018Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The development of teaching ability is an essential part of the core medical training curriculum. Delivering teaching for foundation trainees is one way to achieve this while also enhancing the training of junior colleagues, yet there is no current evidence that this occurs. This study describes the extent to which core medical trainees in a UK training region are teaching juniors and identifies potential influencing factors. Questionnaires were completed by 61 core medical trainees and 20 of these participated in five focus groups. Participants had delivered a median number of two training sessions; however, 36% had not delivered any. Focus group data suggested a clear interest in involvement, but barriers such as lack of time and lack of encouragement inhibited this. Although there is a wealth of potential opportunities to teach juniors, this study suggests these are not being fully utilised by core medical trainees. Measures have been proposed to help overcome the identified barriers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.