RT Journal Article
SR Electronic
T1 The role of reflexivity in exploring exclusion in GP training: a qualitative study of GP educators
JF BJGP Open
JO BJGP Open
FD Royal College of General Practitioners
SP BJGPO.2025.0036
DO 10.3399/BJGPO.2025.0036
VO 10
IS 1
A1 Wedgwood, Frances
A1 Bailey, Simon
A1 Khan, Nagina
YR 2026
UL http://bjgpopen.org/content/10/1/BJGPO.2025.0036.abstract
AB Background Reflexivity is an under-researched concept in primary care education and educators receive no formal training in reflexivity. Evidence from other disciplines suggests that reflexivity can promote patient safety and inclusivity, making it a potentially valuable tool in medical training.Aim To examine the use of reflexivity in GP training and how it can be used to explore experiences of exclusion.Design & setting A qualitative analysis of GP educators’ perspectives in London and South East England.Method Fourteen primary care educators were recruited. Focus groups and semi-structured interviews were conducted. Participants' opinions of reflexivity were explored, focusing on their own reflexivity, and that of their learners and the medical faculty. Data were transcribed verbatim and thematically analysed.Results The following three key themes were identified: the value of reflexivity; revealing unfairness through reflexivity; and tokenistic reflection versus creative reflexivity.Conclusion This study indicates GP educators are not familiar with the concept of reflexivity but are keen to consider how it could impact their learners. Moreover, the research demonstrated how issues of diversity, inclusion, and exclusion are brought to light through reflexive practice, and how this affects international medical graduate (IMG) learners. The participants identified a lack of organisational reflexivity as an important factor affecting inclusion and differential attainment, and it was suggested there was an ‘inverse education law’. The educators called for more diverse leadership, less tokenistic reflection, and more reflexive and creative learning tools to address the findings of this study.