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It was refreshing to see a review of the importance of the tutor in
professional education at a time when there is great concern for the
recruitment of doctors in primary care 1 . Irby produced a comprehensive
thematic review of the value of community orientated medical education,
both at undergraduate and postgraduate levels 2 . He identified several
community tutor behaviours that students perceived were helpful in
facilitating their learning. These included the tutor as a role model, an
effective supervisor, a dynamic teacher and a supportive person.
The relationship between tutor and undergraduate student is also
essential for a good community learning experience yet it may be difficult
to achieve, with tutors trying to constantly balance the needs of the
tutor, the needs of the student and the available resources 3. This study
of community undergraduate tutors identified seven main concepts that
influenced student learning in the community: tutor preparation and
enthusiasm, skills and knowledge of the tutor, time issues, student
attitudes, student expectations, practice infrastructure and the nature of
the learning process on a course delivered by a problem-based method. An
imbalance will lead to an unsatisfactory community learning experience for
the student.
The undergraduate student attachment is at time when both personal
and professional identity is being developed by the student4. It is a
crucial time when future career choices are being made, especially for
female students 5 .
I suggest that at a time when there are problems in recruitment to
primary care, a major contributory factor may be the undergraduate
community experience. The response should be to recognise the importance
of this community experience and to produce an environment that will
enhance student learning. For this to be successful it is essential to
develop community tutors and to provide adequate resources to practices to
allow them to become first-rate learning environments.
1 Paice E, Heard S, Moss F. How important are role models in making
good doctors BMJ 2002.; 325:707-10. (28 September).
2 Irby DM.Teaching and learning in ambulatory care settings : a
thematic review of the literature Academic Medicine 1995; 70: 898 – 931.
3 Sandars J, Boreham N. The challenge of being a community tutor on
the Manchester Medical Undergraduate Degree Programme. Education for
Primary Care 2002; 13: 346-55.
4 Lublin JR . Role modelling : a case study in general practice
Medical Education 1992; 26 : 116-122.
5 Gordon JJ, Lyon PM . As others see us : students' role models in
medicine Medical Journal of Australia 1998; 169: 103 –5.
John Sandars
General Practitioner and Lecturer
School of Primary Care,
The University of Manchester,
Rusholme Health Centre,
Walmer St,
Manchester
M14 5NP
As a senior medical student I affirm the importance of proper role
models in medical education. However, most medical schools do not formally
educate students in defining this role model. The ideals of the
physician's role and the doctor-patient relationship must be afforded as
much emphasis in the medical school curriculum as is anatomy, pathology,
and internal medicine.
Developing undergraduate community tutors
What’s a good doctor and how do you make one?
EDITOR
It was refreshing to see a review of the importance of the tutor in
professional education at a time when there is great concern for the
recruitment of doctors in primary care 1 . Irby produced a comprehensive
thematic review of the value of community orientated medical education,
both at undergraduate and postgraduate levels 2 . He identified several
community tutor behaviours that students perceived were helpful in
facilitating their learning. These included the tutor as a role model, an
effective supervisor, a dynamic teacher and a supportive person.
The relationship between tutor and undergraduate student is also
essential for a good community learning experience yet it may be difficult
to achieve, with tutors trying to constantly balance the needs of the
tutor, the needs of the student and the available resources 3. This study
of community undergraduate tutors identified seven main concepts that
influenced student learning in the community: tutor preparation and
enthusiasm, skills and knowledge of the tutor, time issues, student
attitudes, student expectations, practice infrastructure and the nature of
the learning process on a course delivered by a problem-based method. An
imbalance will lead to an unsatisfactory community learning experience for
the student.
The undergraduate student attachment is at time when both personal
and professional identity is being developed by the student4. It is a
crucial time when future career choices are being made, especially for
female students 5 .
I suggest that at a time when there are problems in recruitment to
primary care, a major contributory factor may be the undergraduate
community experience. The response should be to recognise the importance
of this community experience and to produce an environment that will
enhance student learning. For this to be successful it is essential to
develop community tutors and to provide adequate resources to practices to
allow them to become first-rate learning environments.
1 Paice E, Heard S, Moss F. How important are role models in making
good doctors BMJ 2002.; 325:707-10. (28 September).
2 Irby DM.Teaching and learning in ambulatory care settings : a
thematic review of the literature Academic Medicine 1995; 70: 898 – 931.
3 Sandars J, Boreham N. The challenge of being a community tutor on
the Manchester Medical Undergraduate Degree Programme. Education for
Primary Care 2002; 13: 346-55.
4 Lublin JR . Role modelling : a case study in general practice
Medical Education 1992; 26 : 116-122.
5 Gordon JJ, Lyon PM . As others see us : students' role models in
medicine Medical Journal of Australia 1998; 169: 103 –5.
John Sandars
General Practitioner and Lecturer
School of Primary Care,
The University of Manchester,
Rusholme Health Centre,
Walmer St,
Manchester
M14 5NP
John.Sandars@man.ac.uk
Competing interests: No competing interests