GP educators are generally unfamiliar with the concept of reflexivity but are aware how their culture and background affects the judgements they make They are keen to know more and expressed concern about the need for a more reflexive and less prejudiced workforce GP educators are comfortable with reflexive narratives, instinctively linking their own experiences to their work as clinicians and educators They recognised the value of reflexivity in educator–learner relationships, using it to tease out blind spots and sharing their own limitations to help disentangle challenging moments
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Embed teaching on reflexivity into current training programmes for educational supervisors Consider teaching about reflexivity in conjunction with current diversity teaching Continue to support and fund peer-mentoring groups such as trainers’ groups Prioritise the weekly tutorial, identified in the research as one of the most fertile areas for promoting reflexivity
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GP educators were very concerned about the vulnerability of their learners in their written reflections, particularly following Bawa-Garba They call for more reassurance around psychological safety for learners They identified that structures often unfairly impacted on IMGs Several educators identified a lack of organisational reflexivity and identified structural racism withing GP training structures
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Educational and clinical supervisors to recognise the vulnerability of their learners Easier access to existing wellbeing services Consider more targeted support for IMGs around induction, linguistics, and seeking help that continues throughout the training RCGP and DHSC to consider how to encourage more diverse leadership within primary care
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GP educators have concerns about mandated reflective writing, and believe it adversely impacts IMGs who do not have the linguistic capital AI could upskill IMGs’ writing, but there is concern that the reflections would no longer be genuine or reflexive GP educators often prefer reflective conversations that feel safer or private reflections that are not shared They suggested creative and innovative alternatives, for example, voice notes, AI, and other creative projects to encourage reflexive thinking Although learners often prefer lectures, GP educators felt that group work was superior and could develop more reflexive thinking GP educators would like to see structural change such as free exams, or no exams, more diversified training schemes by abandoning the recruitment scores, less time in hospital and longer training
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RCGP to consider the value of mandated written reflection in the era of ChatGPT Continue to support the value of tutorial discussions and the case-based discussion in promoting reflexivity Medical faculties to recognise the value of innovative and creative educational tools and promote these in TPD conferences and educator workshops Prioritise group work with good facilitation in the half-day release Consideration of longer training for GPs and abandon the use of assessment scores in recruitment and allocation of GP trainees
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