Background: Around Australia general practice teaching capacity is stretched as there are more learners at all levels. Vertical integration has been identified as a part of the solution. This system relies on involvement of registrars. Methods: This study involved semi-structured interviews with registrars and supervisors in the Northern Territory to determine their perceptions of supervising students in general practice. Results: Registrars described themselves as more thorough when they had a student, altering their consultations to set a good example and ensure professional credibility. They saw advantages for their patients and for their learning. Thoroughness slowed them down and was the main barrier for teaching, particularly if it resulted in seeing fewer patients and reducing their income. Lack of physical space constrained teaching opportunities. Discussion: Registrars are willing to be part of the medical education workforce in the NT. They require training in how to supervise students, and confidence in consulting skills. With increased access to consulting rooms, registrars can allow students to commence seeing patients before joining the consultation, improving learning opportunities and patient flow. Alternative models of employment could overcome time and financial constraints.
|Number of pages||4|
|Journal||Australian Family Physician|
|Publication status||Published - Jan 2014|
- Education, medical, undergraduate
- Rural health services