ArticleBMC medical education2021
Understanding junior doctors' experiences of teaching on the acute take: a qualitative study.
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A systematic review of the current challenges of bedside teaching for medical students in the UK.BMC medical education · 2026Pooled it
- Developing early-career clinical educators - a qualitative study of a pedagogical internship track for junior doctors in Sweden.BMC medical education · 2026Article
- Pedagogy in practice: a qualitative analysis of evidence-based teaching methods used by graduate-entry near-peer medical educators.Frontiers in medicine · 2026Article
- Entrustment of student supervision to GP trainees - a qualitative interview study of factors influencing entrustment decisions.BMC medical education · 2025Article
- Lost in transition: from medical student to clinical supervisor - a mixed-methods study.BMC medical education · 2025Article
- A thematic analysis of newly qualified doctors' experiences of burnout.BMC medical education · 2025Article
- Benefits of a near-peer program from the tutors' perspective: a survey of Australian junior doctors in a regional teaching program.BMC medical education · 2025Article
- Student supervision by trainee doctors in GP teaching practices: Win-win situation or additional burden? An interview study on current practices and acceptance.GMS journal for medical education · 2024Article
- Effective bedside teaching as a foundation doctor.Clinical medicine (London, England) · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNew medical graduates are significantly unprepared to manage acutely unwell patients due to limited first-hand clinical exposure in the undergraduate curriculum. Supporting undergraduate learning in the acute setting can be challenging for junior doctors when balancing teaching and clinical responsibilities. Our aim was to explore junior doctors' first-hand experiences of supporting undergraduate education in the acute admissions environment(take).
methodsFourteen junior doctors in one teaching hospital in South West England took part in semi-structured focus groups (4-6 participants in each) which were audio-recorded, transcribed, and thematically analysed.
resultsJunior doctors described their educational role as comprising: teaching, demonstrating, coaching, and supervising. They perceived the acute take as a highly variable, unpredictable setting that offered a broad scope for learning. Tensions between doctors' clinical and educational roles were described, influenced by internal and external factors. Clinical work was prioritised over teaching and participants lacked confidence in supervisory and clinical skills. Doctors felt pressured to meet students' expectations and lacked understanding of their educational needs. Senior colleagues were highly influential in establishing an educational culture and were often a source of pressure to deliver timely clinical care. Organisations were perceived not to value teaching due to the lack of provision of dedicated teaching time and prioritisation of limited resources towards patient care. Participants managed tensions by attempting to formally separate roles, demoting students to passive observers, and they sought greater continuity in placements to better understand students' abilities and expectations.
conclusionsEducational opportunities for undergraduate students on the acute take are varied and highly valuable. This study provides insight into the provision of workplace education and its challenges from junior doctors' perspectives. We highlight areas for improvement of relevance to educational providers.
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