title: Educational CPD: how UK GP trainers develop themselves as teachers.
abstract: BACKGROUND
  There is little in the literature giving the perspective of UK General Practice (GP) trainers on their development as teachers.
  
  
  OBJECTIVE
  What motivates GP trainers develop themselves as teachers? What obstacles to their professional development do GP trainers perceive?
  
  
  METHODS
  A questionnaire to all GP trainers in the West Midlands Deanery in 2004.
  
  
  RESULTS
  360/444 (81%) questionnaires were returned. 56.6% of GP trainers had another educational role in addition to training GP Registrars in the practice. 15.8% of trainers possessed an educational qualification. 13 had completed a Certificate in Medical Education and 28 were engaged in study towards that qualification. Trainers wanted more time to spend on their development as teachers than they presently have, and would then be interested in a wider variety of learning methods. However, 56.6% of trainers would still not choose to undertake a university-accredited course. Female GP trainers perceived more difficulty in obtaining protected time for their development as teachers (Educational CPD) (p = 0.021), were significantly less sure of their partners' support for this development (p = 0.033), and were more likely to agree with trainers undertaking a Certificate in Medical Education (p = 0.003). Having an additional educational role did not affect trainers' ability to take protected time, but significantly increased the amount of time aspired to (p = 0.005). Nothing made more difference to trainers' perception of their ability to undertake Educational CPD than did the perceived attitude of their partners.
  
  
  CONCLUSIONS
  Educational CPD was very important to GP trainers, but getting protected time was difficult. Consideration of the needs and opinions of partners was a very strong barrier to trainers taking sufficient protected time. Given more available time, GP trainers would be more likely to consider gaining academic qualifications in education. However, this was not be something that all trainers wanted.
authors.affiliation: Birmingham Research Park, Birmingham, UK. mark.waters@nhs.net
authors.forename: Mark
authors.initials: M
authors.lastname: Waters
authors.forename: David
authors.initials: D
authors.lastname: Wall
mesh_terms: D000328:Adult; D004502:Education, Medical, Continuing; D005194:Family Practice / Q000193:education*; D005260:Female; D006801:Humans; D008297:Male; D008611:Mentors; D009042:Motivation; D010821:Physicians, Family / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching; D006113:United Kingdom