ID-5184 Wonca Abstracts supplement A-K 13-10-23 - Flipbook - Page 220
WONCA 2023 Supplement 1: WONCA 2023 abstracts (A–K)
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How can we make this work? Exploring ways to optimise
learning through direct observation by external assessors
Dr Sarah Gani1,2,3, Rula Ali1,2, Mr Benjamin Mundy1,2
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RACGP, 2Formerly – GP Synergy, 3University of Sydney
At the start of the pandemic GP Synergy was the regional training organisation in NSW and the ACT
providing training to GPs through both the Australian General Practice Training (AGPT) and Practice
Experience Program (PEP). In-practice observation of consultations through AGPT clinical teaching
visits (CTVs) and PEP direct observations (DOs) were integral parts of these GP training pathways.
CTVs and DOs provided educational support to general practitioners in training (GPiT), allowing realtime assessment and feedback, as well as identifying GPiTs requiring additional assistance.
Pandemic-related disruption to GP training created an urgent need for flexible and sustainable
approaches to CTVs and DOs. This presented a major educational, organisational and logistical
challenge requiring extensive cross-team collaboration. In response, we initiated innovative modes
of CTV and DO delivery utilising a remote assessor and various educational strategies. An existing
research project investigating perceived educational utility of CTVs and DOs presented a unique
opportunity to compare remote direct observations to more traditional face-to-face observations.
Remotely conducted CTVs and DOs were perceived as having high educational utility. Remote CTVs
were rated similarly highly when compared with prepandemic face-to-face CTV utility data.
As the impact of a pandemic-induced altered learning environment for GPiT continued, our
remote observations identified several issues potentially affecting the depth of clinical learning. The
combination of increased telehealth consultations of shorter duration and lower complexity, and an
overall reduction in the breadth of clinical exposure, highlighted the challenge of maintaining skill
development (eg physical examination skills).
Our experience has shown the effectiveness of remote observations in delivering education,
assessment and feedback in GP training. It has also revealed the limitations of remote observation in
an altered learning environment. Using a combination of face-to-face and remote observations during
training can act to help mitigate issues of concern.
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