ArticleSouth African family practice : official journal of the South African Academy of Family Practice/Primary Care2020
Creating a learning environment in your practice or facility.
Article in South African family practice : official journal of the South African Academy of Family Practice/Primary Care, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
15 citing papers in PubMed.
- Quality Assurance in Laparoscopic Gynecological Training: A Narrative Review of Standards with a Multicenter Expert Perspective on Pathways Toward Effective Education and Care.Clinics and practice · 2026Article
- Health Care Providers' Perspectives on a Hybrid Outpatient Stroke Telerehabilitation Program: Qualitative Implementation Study.JMIR rehabilitation and assistive technologies · 2026Article
- Co-design and validation of a tool for monitoring and improving the quality of general practice learning environments.BMC health services research · 2026Article
- Midwives' competence and confidence in Kenya: a sequential explanatory study design.BMC health services research · 2026Article
- Exploring midwifery competence and confidence based on midwives' experiences and stakeholders' insights in Kenya: a descriptive phenomenological approach.BMC nursing · 2025Article
- Level of clinical competency and associated factors of nursing students in Ethiopia: systematic review and meta-analysis.BMC nursing · 2024Article
- "We just don't have the resources": Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa.BMC medical education · 2023Article
- Workplace-based learning opportunities in a South African family medicine training programme.African journal of primary health care & family medicine · 2023Article
- Perceptions of resources available for postgraduate family medicine training at a South African university.African journal of primary health care & family medicine · 2022Article
- The contribution of family physicians to district health services in South Africa: A national position paper by the South African Academy of Family Physicians.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2022Article
- Perceptions of postgraduate family medicine supervision at decentralised training sites, South Africa.African journal of primary health care & family medicine · 2022Article
- Strengthening African health systems through outreach and support and values-driven leadership.African journal of primary health care & family medicine · 2021Article
- Re-imagining health professions education in the coronavirus disease 2019 era: Perspectives from South Africa.African journal of primary health care & family medicine · 2021Article
- The contribution of family physicians and primary care doctors to community-orientated primary care.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2021Article
- Empowering Tomorrow's Trainers: Engaging Senior Pediatric Residents as Co-Developers of OSCEs for Junior Peers.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Family physicians are expected to build the capacity of the primary care team and to provide clinical training to students, but often lack the educational expertise and a supportive learning environment. This article aims to outline the competencies needed to fulfil these expectations and to assist with professional development in this area. The organisational environment has a profound effect on the success of learning and issues such as adequate infrastructure, optimal staff numbers and mix, appropriate patient mix, quality of care, supportive management and organisational culture are all important. Within this organisational culture learning is often dependent on an effective clinical trainer. Clinical trainers impact learning through role modelling, facilitation of learning and providing up to date information. They need educational competencies to embed brief and effective training into clinical practice, to provide effective feedback and to engage with small group teaching and assessment. The family physician can lead the entire team and practice through developing themselves as a clinical trainer, creating supportive relationships and transforming policies and processes to support innovation and learning.
Indexed as
Identifiers
What OpenQuestion holds
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.