A systematic review of the approaches to multi-level learning in the general practice context, using a realist synthesis approach: BEME Guide No. 55

Dick, ML; Henderson, M; Wei, Y; King, D; Anderson, K; Thistlethwaite, J

A systematic review of the approaches to multi-level learning in the general practice context, using a realist synthesis approach: BEME Guide No. 55

Dick, ML Henderson, M Wei, Y King, D Anderson, K Thistlethwaite, J

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Publication Type:: Journal Article
Citation:: Medical Teacher, 2019, 41 (8), pp. 862 - 876
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Dick, ML	en_US
dc.contributor.author	Henderson, M	en_US
dc.contributor.author	Wei, Y	en_US
dc.contributor.author	King, D	en_US
dc.contributor.author	Anderson, K	en_US
dc.contributor.author	Thistlethwaite, J	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Medical Teacher, 2019, 41 (8), pp. 862 - 876	en_US
dc.identifier.issn	0142-159X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138092
dc.description.abstract	© 2019, © 2019 AMEE. Background: Recent global increases in medical student numbers and shifts in medical education from teaching hospitals to community settings call for effective strategies to meet the demand for general practice teaching placements. It has been proposed that “multi-level learning” (MLL), in which learning and teaching are shared across different levels of learners, may provide teaching efficiencies and valuable experiences for learners and teachers. Aims: To identify, evaluate and synthesize the evidence related to the types, benefits, challenges, and facilitators of MLL in community-based general practice, and the underlying mechanisms and associated contexts to explain the reported outcomes. Method: A realist synthesis approach guided the systematic review. Results: Fifteen papers were identified, providing primary evaluation data predominantly from interviews with or surveys of key stakeholders. Generally, all levels of learners reported overall satisfaction with their MLL experiences. Medical students appreciated learning from prevocational doctors and registrars due to social and cognitive congruence. Mechanisms and contexts that supported our hypotheses regarding successful MLL outcomes were identified, with “a strong teaching culture” being a major mechanism. Conclusions: The findings can help inform practices considering the implementation or enhancement of MLL initiatives in general practice. Further research should include measuring defined learning outcomes.	en_US
dc.relation.ispartof	Medical Teacher	en_US
dc.relation.isbasedon	10.1080/0142159X.2019.1595554	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Cognition	en_US
dc.subject.mesh	Education, Medical, Undergraduate	en_US
dc.subject.mesh	General Practice	en_US
dc.subject.mesh	General Practitioners	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Interprofessional Relations	en_US
dc.subject.mesh	Learning	en_US
dc.subject.mesh	Program Evaluation	en_US
dc.subject.mesh	Students, Medical	en_US
dc.subject.mesh	Teaching	en_US
dc.title	A systematic review of the approaches to multi-level learning in the general practice context, using a realist synthesis approach: BEME Guide No. 55	en_US
dc.type	Journal Article
utslib.citation.volume	8	en_US
utslib.citation.volume	41	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	8	en_US
pubs.publication-status	Published	en_US
pubs.volume	41	en_US

Abstract:

© 2019, © 2019 AMEE. Background: Recent global increases in medical student numbers and shifts in medical education from teaching hospitals to community settings call for effective strategies to meet the demand for general practice teaching placements. It has been proposed that “multi-level learning” (MLL), in which learning and teaching are shared across different levels of learners, may provide teaching efficiencies and valuable experiences for learners and teachers. Aims: To identify, evaluate and synthesize the evidence related to the types, benefits, challenges, and facilitators of MLL in community-based general practice, and the underlying mechanisms and associated contexts to explain the reported outcomes. Method: A realist synthesis approach guided the systematic review. Results: Fifteen papers were identified, providing primary evaluation data predominantly from interviews with or surveys of key stakeholders. Generally, all levels of learners reported overall satisfaction with their MLL experiences. Medical students appreciated learning from prevocational doctors and registrars due to social and cognitive congruence. Mechanisms and contexts that supported our hypotheses regarding successful MLL outcomes were identified, with “a strong teaching culture” being a major mechanism. Conclusions: The findings can help inform practices considering the implementation or enhancement of MLL initiatives in general practice. Further research should include measuring defined learning outcomes.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/138092