The acceptability of general practice registrars as teachers: an exploratory study

Vertical integration of teaching is seen as a key response to increasing number of learners in general practice. Central to vertically integrated teaching is the perceived capability and appropriateness of general practice (GP) registrars as teachers. This exploratory study of GP registrar teaching in regional general practices in the state of Tasmania, Australia investigated the nature and extent of teaching, factors that promote and inhibit teaching, and perceptions of prevocational doctors, registrars and supervisors about registrars as teachers. We suggest, based on the findings of the exploratory study, that supporting registrars in a sustainable teaching environment requires a practice-specific, structured approach to encourage registrars as teachers.