Flexible teaching and learning in general practice.
BACKGROUND
Changing general practice workforce characteristics, with fewer people prepared to work excessive hours, mean that both teachers and learners need greater flexibility in their approach.


OBJECTIVE
This article describes the strategies one practice has used in aiming for optimum and stimulating medical education. Issues such as finding the right match between learner and teacher, and enriching the learning environment are discussed. Personal, professional and workforce boundaries are examined, as is the maintenance of identity and integrity.


CONCLUSIONS
Flexible teaching and learning needs to involve vertical and horizontal integration. Mentors who are thriving personally should lead by example. A nonclinical agenda is paramount. Appropriate accreditation within the training program and acknowledgment of the differences between rural and metropolitan general practice training needs further work.
Birks
Jane
J
Sturt Fleurieu GPET consortia, Barmera, South Australia. janebirks@yahoo.com.au
Farrell
Emily
E
Newson
Annette
A
D002983:Clinical Competence; D004501:Education, Medical / Q000379:methods / Q000458:organization & administration*; D005194:Family Practice / Q000193:education* / Q000458:organization & administration*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D013021:South Australia; D013337:Students, Medical; D013663:Teaching / Q000379:methods