Abstract
This qualitative study based in the UK explored how a small group of general practitioners identified and monitored their educational needs and assessed their learning. The subjects were a heterogeneous sample of 20 GP principals and nonprincipals purposefully selected to reflect the variety of practising GPs today. The resulting interviews demonstrated that these GPs regularly identified their educational needs and assessed their learning activities through mechanisms in normal work. This happened at an emotional level and was perpetuated by continuing patient contact. Internal motivational factors were as important as external ones in driving this process. External assessment of this learning was hampered by the lack of formal documentation. In conclusion, evidence is presented that GPs are prime examples of effective, self-directed learners. This study suggests that normal work and internal motivational factors drive the educational process. The possibility is raised that this spontaneous learning process could be fractured by the imposition of an external, centrally managed process that imposes learning tasks upon GPs. By systematically documenting everyday learning activity, GPs would be able to provide evidence of their learning through everyday work. What limits this step could be explored and addressed in future research
| Original language | English |
|---|---|
| Pages (from-to) | 370 - 378 |
| Number of pages | 9 |
| Journal | Education for Primary Care |
| Volume | 13 |
| Issue number | 3 |
| Publication status | Published - Aug 2002 |
