A question of risk
How do undergraduate GP teachers experience entrustment decision-making in primary care
Bibliographic Data
| ID | 15328754 |
|---|---|
| Authors | Jayne Cullen (0000-0002-3373-0574, Newcastle University, corresponding author), Hugh Alberti (0000-0002-8542-9599, Newcastle University) |
| Year | 2025 |
| Volume | 30 |
| Issue | 1 |
| Pages | 2479755-2479755 |
| Publication date | 2025-11-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2025.2479755 |
| PMID | 41263601 |
| OpenAlex | W4416419525 |
| Language | EN |
| References cited | 25 |
The decision to trust a learner to actively participate in care is a fundamental part of clinical training. However, concerns about patient safety mean that clinical practice often presents newly qualified doctors with situations they are unable to manage independently. 'Entrustable professional activities' (EPAs) have been proposed as a possible solution to this unpreparedness. Understanding how undergraduate GP teachers make entrustment decisions, which is a gap in the existing literature, may be an appropriate first step towards understanding whether EPAs can be applied to undergraduate primary care. To explore teachers' experiences of entrustment decision-making in an undergraduate primary care context. This is an interpretive phenomenological study. Data were collected through semi-structured interviews with final year GP teachers. Interviews were audio recorded, transcribed and subjected to thematic analysis. Five GP teachers were interviewed. Five themes and twenty-four subthemes were produced. These captured participants' experiences of entrustment decision-making, as well as the factors influencing these decisions. The teacher's personal approach to risk was a key consideration. The experience of GP teachers is also shaped by their context and challenges such as managing complexity and uncertainty that are inherent to the GP role. Entrustment decision-making is complex and is experienced individually by different teachers, resulting in a range of approaches to supervision. Despite these differences there are various common factors that impact the decision of whether to entrust. This study allows several recommendations to be made that may enable us to move towards entrustment of undergraduate students in a primary care context
Context (archaeology · Hermeneutic phenomenology · Patient care · Primary care · Qualitative research · Thematic analysis · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Nursing education and management
Entrustment Decision Making in Clinical Training
Curriculum development for the workplace using Entrustable Professional Activities (EPAs)
The Case for Use of Entrustable Professional Activities in Undergraduate Medical Education
Using thematic analysis in psychology
Unfolding the Phenomenological Research Process
| Citation velocity | historical |
|---|---|
| Highly cited | No |