LAUSR

I read with great interest the article by Alberti et al. [1] outlining the benefits of General Practice (GP) trainees teaching medical students as near peers. As a medical student and Associate Fellow of the Higher Education Academy, I have seen how near peer teaching benefits both teacher and student. Peer teachers increase their knowledge and improve their communication skills whilst learners receive personalised and stimulating sessions [2]. GP trainees should therefore seek primary care posts with teaching opportunities. Furthermore, ‘Teach the Teacher’ courses should be offered by GP training programmes to ensure high teaching standards that provide maximum benefit to teachers and learners [1]. GP practices are ideal for near peer teaching with typically fewer students than hospital wards so students become comfortable with GPs and trainees in their practice. Supervision by a more senior doctor may be useful to ensure patient safety [2] and GP tutors can also be involved. Alberti et al. [1] describe how junior doctors in hospitals provide regular teaching to medical students. However, with rotas and teams spread across clinics, theatres and wards, medical students can find it difficult to build relationships with hospital doctors. Conversely, in high quality primary care placements, students feel safe, supported and are engaged by their near peer mentors [3]. The article [1] mentions that GP trainees can influence students to consider a career in primary care during their GP placements. Amin et al. [4] described that final year students are particularly open to careers in primary care. This is an appropriate time to dispel misconceptions about GP roles. Promoting GP as a potential career is particularly important as the Department of Health in England aims to recruit 50% of medical graduates into GP, 30% more than plan to become GPs [4]. Despite this, only 13% of undergraduate medical education occurs in primary care [4]. Experiences during this time should be maximised. To conclude, near peer teaching in primary care medical education can have tremendous value for both GP trainees and medical students. In primary care, this teaching can ensure medical students receive personalised education whilst encouraging them to undertake a primary care career. GP trainees are an underused resource and should be encouraged to teach by medical schools, practices and training programmes. To ensure this is possible, near peer teaching should become an expectation of GP trainees not an option for them.