The role of reflexivity in exploring exclusion in GP training: a qualitative study of GP educators.

backgroundReflexivity is an under-researched concept in primary care education and educators receive no formal training in reflexivity. Evidence from other disciplines suggests that reflexivity can promote patient safety and inclusivity, making it a potentially valuable tool in medical training.

aimTo examine the use of reflexivity in GP training and how it can be used to explore experiences of exclusion. DESIGN &

settingA qualitative analysis of GP educators' perspectives in London and South East England.

methodFourteen primary care educators were recruited. Focus groups and semi-structured interviews were conducted. Participants' opinions of reflexivity were explored, focusing on their own reflexivity, and that of their learners and the medical faculty. Data were transcribed verbatim and thematically analysed.

resultsThe following three key themes were identified: the value of reflexivity; revealing unfairness through reflexivity; and tokenistic reflection versus creative reflexivity.

conclusionThis study indicates GP educators are not familiar with the concept of reflexivity but are keen to consider how it could impact their learners. Moreover, the research demonstrated how issues of diversity, inclusion, and exclusion are brought to light through reflexive practice, and how this affects international medical graduate (IMG) learners. The participants identified a lack of organisational reflexivity as an important factor affecting inclusion and differential attainment, and it was suggested there was an 'inverse education law'. The educators called for more diverse leadership, less tokenistic reflection, and more reflexive and creative learning tools to address the findings of this study.