First Wave Evaluation Report 2010

GENERAL PRACTICE STUDENTS NETWORK

A joint initiative of GPRA & AMSA

GPSN SCHWARTZ FIRST WAVE SCHOLARSHIP PROGRAM

PROGRAM EVALUATION REPORT

ACADEMIC YEAR 2009-2010 Produced with funding support from

Acknowledgements The General Practice Students Network would like to thank the GPSN Schwartz First Wave Scholarship Program’s founding benefactor Dr Jerry Schwartz of the Schwartz Foundation for his support of this scholarship. Thank you to GPRA for administering the scholarship program. The GPSN would also like to thank our foundation sponsor MDA National for kindly providing each scholarship recipient with one year’s free professional indemnity insurance.

Thank you to the 12 Regional Training Providers for assisting to fund the First Wave Scholarship placements. We extend a special note of thanks to WAGPET who funded 17 students.

Thank you to all 14 participating universities and their respective departments for facilitating this scholarship on campus.

We would also like to thank General Practice Education and Training (GPET) for their ongoing support of our organisation, enthusiasm for medical students and commitment to the future of Australian General Practice.

Lastly, we acknowledge the Hon. Nicola Roxon MP and the Department of Health and Ageing for their support of this initiative.

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Table of Contents

1

The Scholarship Program

4

1.1 Overview of the Scholarship Program

4

1.2 Overriding Objectives of the Scholarship

4

1.3 A Peer-to-Peer Model of Teaching

4

1.4 History of the Program

4

1.5 The 2009-2010 Academic Year Program Offering

6

Executive Summary

7

2.1 Key Findings from the Student and Supervisor Evaluation Surveys

7

2.2 Areas for Improvement for Future Waves of the Program

8

Overview of the Scholarship Program

9

3.1 Basic Stages of the Scholarship Program

9

3.2 Clinical Placement Objectives

11

Research Objectives & Methodology

12

4.1 Student Evaluation Survey

12

4.2 Supervisor Evaluation Survey

12

Student Evaluation Survey Results

13

5.1 Demographic Details

13

5.2 Awareness of Regional Training Provider

16

5.3 The First Wave Scholarship Experience

16

5.4 Impact of the First Wave Program on Students’ Future Career Choice

23

5.5 Likelihood of Recommending First Wave Program & Future Program

26

5.6 Afterword: Student First Wave Experiences

29

5.7 The General Practice Students Network (GPSN)

29

6

Supervisor Evaluation Survey Results

31

7

Appendices

38

Appendix A: The First Wave Philosophy

38

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3

4

5

Appendix B: 2009-2010 First Wave Scholars & Participating Universities, RTPs and Medical Practices 39 %TTIRHM\ ' +472 &VMI½RK 4ETIV 3TXMQMWMRK +IRIVEP 4VEGXMGI 6SXEXMSRW

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Appendix D: 2009-2010 Academic General Practice Scholarship Research Projects

44

Appendix E: Student Evaluation Survey Questionnaire

45

Appendix F: Supervisor Evaluation Survey Questionnaire

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1

The Scholarship Program

1.1 Overview of the Scholarship Program

Whilst there is the intent of encouraging more medical students to consider a career in general practice, and ultimately apply to the Australian General Practice Training program, the underlying objective of the program is to assist all participating students to make an informed decision about their future vocation; whether general practice is for them or if they are better suited to another specialty.

The GPSN Schwartz First Wave Scholarship Program offers ER STTSVXYRMX] JSV QIHMGEP WXYHIRXW MR XLIMV ½VWX SV WIGSRH year to experience General Practice under the guidance of a dedicated General Practice Supervisor.

The program offers students, selected via a formal application process, a choice of two different experiences:

8LI TVSKVEQ EPWS EMQW XS MRGVIEWI XLI TVS½PI SJ KIRIVEP TVEGXMGI

Clinical General Practice Scholarship: Students undertaking a Clinical Scholarship complete six clinical placement sessions in General Practice under the supervision of an experienced GP in a fully functional medical practice

By exposing students to the breadth and depth of what a life and career in General Practice can entail, the program also aims to dispel the common negative myths that exist about General Practice amongst the medical student community.

Having an informed understanding of the role of the General Practitioner is something that all medical students can take into their medical careers.

Academic General Practice Scholarship: Students undertaking an Academic Scholarship complete four supervised clinical placement sessions in General Practice as well as work on a General Practice related research project.

1.3 A Peer-to-Peer Model of Teaching

Clinical Scholarship students are required to complete 21 supervised clinical placement hours (generally 6 x 3.5 hour sessions) and Academic Scholarship students complete 14 supervised clinical placement hours (4 x 3.5 hour sessions).

The GPSN Schwartz First Wave Scholarship Program is based on a peer-to-peer model of teaching whereby GP Registrars who are currently enrolled in the AGPT program supervise medical students on their clinical placements.

8LI FIRI½XW SJ XLI +IRIVEP 4VEGXMGI I\TIVMIRGI MW WYTTPIQIRXIH F] WXVYGXYVIH I\TSWYVI XS EJ½PMEXIH EPPMIH health services, reinforcing the growing importance of the multidisciplinary approach in patient care.

With students and Registrars closer in age than students and GP Supervisors (in most cases) this may facilitate the passing of knowledge and experience and encourage a mentoring relationship that can continue on through the student’s medical training.

At the conclusion of the program, the medical student should have an appreciation and understanding of how General Practice functions as a coordinator and leader in patient primary care. Further to this, they should be able to comprehend the day-to-day functioning of the practice environment and how this differs to the hospital system.

1.4 History of the Program The GPSN Schwartz First Wave Scholarship Program was SJ½GMEPP] PEYRGLIH F] XLI 1MRMWXIV JSV ,IEPXL XLI ,SR 2MGSPE Roxon in March 2008 and is an initiative of the General Practice Students Network (GPSN). The GPSN is a national student organization, administered by General Practice Registrars Australia (GPRA), which seeks to promote the FIRI½XW SJ E PMJI ERH GEVIIV MR +IRIVEP 4VEGXMGI

1.2 Overriding Objectives of the Scholarship The First Wave program was designed to provide students with a structured and positive experience in General Practice early on their medical careers.

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1 | The Scholarship Program

Table 1: Scholarship Places by University University Flinders University James Cook University Monash University University of Adelaide University of Melbourne University of New England University of New South Wales University of Notre Dame Fremantle University of Notre Dame Sydney University of Queensland University of Sydney University of Tasmania University of Western Australia University of Western Sydney TOTAL

Clinical Scholarships 2 1 4 2 2 2 4 8 2 3 4 2 10 1

Academic Scholarships 2 2 1 -

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Total 2 3 4 2 4 2 4 91 2 3 4 2 102 1 52

Figures shown in Table 1 are actual numbers, not percentages One Academic Scholarship recipient from the University of Notre Dame Fremantle started but did not complete the Academic component of their scholarship and is thus not shown in the above table, however this student completed the Student Evaluation Survey and their responses are contained in the survey results

1

2

One UWA Clinical Scholarship scholar did not complete the Student Evaluation Survey

of prestige that is seen as highly valuable amongst students. First Wave has the potential to match the success and standing of the John Flynn Placement Program by offering students with an early, structured experience in General Practice. Given the current climate supporting the multi-disciplinary approach to patient care, students undertaking the First Wave program can experience XLMW ½VWX LERH ERH HIZIPST a greater appreciation and understanding for the environment that they will eventually enter as a doctors.”

Joe-Anthony Rotella, GPSN Chair 2007-2008 Please refer to Appendix A which contains The First Wave Philosophy for further background on the initiation of this program.

8LI ½VWX TMPSX SJ XLI +472 Schwartz First Wave Scholarship Program was conducted in 2008 in collaboration with the University of Melbourne, the University of Notre Dame Sydney and the University of Western Australia, along with the Regional Training Providers (RTPs) VMA, GP Synergy and WAGPET. A total of 23 WXYHIRXW GSQTPIXIH XLI WGLSPEVWLMT MR XLI ½VWX TMPSX % GST] SJ the evaluation report of the initial pilot can be requested from GPSN at gpsn.enquiries@gpra.org.au

The Scholarship Program was an idea of the GPSN Founding Chair, and then University of Melbourne medical student, Joe-Anthony Rotella: “The Schwartz First Wave Program was born out of a recognised need to provide medical students with greater exposure to outer metropolitan and academic General Practice, both being areas XLEX EVI I\TIVMIRGMRK WMKRM½GERX WLSVXEKIW FSXL RS[ ERH MRXS XLI future. It follows a precedent that has already been set by the John Flynn Placement Program, where medical students are given an opportunity for an early, structured exposure to rural medicine.

The program is one that is associated with opportunities not found within standard medical curriculum as well as a degree

In 2009-2010 GPRA were able to expand the Scholarship 4VSKVEQ WMKRM½GERXP] LEZMRK SFXEMRIH WTSRWSVWLMT JVSQ RTPs and funding from private sponsors. During its second pilot, 54 medical students from 14 universities across Australia commenced the program.

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The First Wave Scholarship Program involves a coordinated approach and involves the following key General Practice stakeholders: General Practice Education and Training (GPET) General Practice Registrars Australia (GPRA) The General Practice Students Network (GPSN) University Departments of General Practice Regional Training Providers (RTPs) GP Registrars, General Practitioners and GP Supervisors Medical Practices, Practice Managers and other Practice Staff.

Most students completed their placements in urban and outer-metropolitan medical practices however a subset of First Wave recipients completed their placements in regional locations as part of ‘special packages’ offered by some RTPs. These special regional placements generally involved the student travelling out to and staying in a regional location and completing clinical placement sessions in a one week (or less) period; these students were also involved in other activities as organized by the RTP. In summary, the 2009-2010 in take of First Wave students completed their clinical placements in the following settings: Urban/outer metropolitan practices – 32 students Regional practices – 9 students Special regional packages3 – 11 students

1.5 The 2009-2010 Academic Year Program Offering

It should also be noted that three of the above listed student placements were actually completed at hospitals; two of the WA urban/outer metropolitan placements were completed at Fremantle Hospital General Practice and one of the Queensland special regional placements was completed at Stanthorpe Hospital.

A total of 52 medical students from 14 universities across Australia completed the First Wave Scholarship Program during the 2009-2010 academic year; 47 students completed the Clinical General Practice Scholarship and 5 students completed the Academic General Practice Scholarship.

The scholarship places that were offered by university are provided in Table 1.

The scholarship places that were able to be offered at each university were driven by the funding that was available per RTP region. In some cases RTP preference also determined whether a spot was offered in a particular university rather than another.

The RTPs who ran special packages in 2009-2010 were CoastCityCountry Training (CCCT), GP Synergy, North Coast GP Training (NCGPT) and Queensland Rural Medical Education (QRME); students who completed these special regional placements were from the University of Notre Dame Sydney, University of Sydney, University of New England, University of New South Wales and University of Queensland 3

A list of the 2009-2010 First Wave Scholars and participating Universities, RTPs and Medical Practices are contained in Appendix B. Students were required to complete their clinical placement sessions (6 sessions for clinical scholarship students and 4 sessions for academic scholarship students) between September 2009 (following attendance at an Orientation Workshop), and February 2010. Students were also encouraged to attend any basic training workshops that their RTP was running for their GP Registrars for some additional GP exposure.

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2

Executive Summary

2.1 Key Findings from the Student and Supervisor Evaluation Surveys

*SYV MR ½ZI WXYHIRX VIWTSRHIRXW ³WXVSRKP]´ EKVIIH that their Clinical Placement Supervisor was a positive role for them, with a further 14% agreeing with this statement.

Further, 98% of students felt that they established a positive relationship with their Supervisor; 96% of the supervisor VIWTSRHIRXW EPWS GSR½VQIH XLEX XLI] JIPX XLI] IWXEFPMWLIH E positive relationship with the student(s) they supervised.

8LI IZEPYEXMSR VITSVX SJ XLI ½VWX TMPSX SJ XLI +472 7GL[EVX^ First Wave Scholarship Program conducted in 2008-2009 indicated that there was support for the program in three locations across Australia. The results from the evaluation SJ XLI WIGSRH TMPSX SJ XLI TVSKVEQ E WMKRM½GERXP] I\TERHIH offering from the initial pilot, now indicate that the First Wave Scholarship Program is an effective program which both Scholars and Supervisors alike, would like to see continued, across all States in Australia.

Results from the student evaluation survey show that the First Wave Supervisors are giving students the opportunity to observe a number of GP consultations and learn clinical skills (100% ‘yes to a great extent/yes to some extent’). They are also being encouraged to take part in preventative health care (86%), to undertake simple tasks such as blood pressure measurements and immunisation (90%) and are being exposed to some areas of multidisciplinary care (90%). Supervisors also appear to be ensuring that their students are being given a well-rounded introduction to how a general practice operates; EPP WXYHIRX VIWTSRHIRXW [MXL XLI I\GITXMSR SJ SRI GSR½VQIH that they were given at least some opportunities to engage with practice staff other than their Supervisor and they had developed some understanding of how a general practice is run and patients managed (both 98%).

As high as 96% of all First Wave scholars who responded to the student evaluation survey (all, with the exception of one) MRHMGEXIH XLEX XLI] ³[MPP HI½RMXIP] VIGSQQIRH´ XLI *MVWX ;EZI Scholarship Program to other medical students. Likewise, 92% of the First Wave Supervisors who responded to the supervisor evaluation survey (a response rate of 55% was achieved for this sample) were of the opinion that the First ;EZI 4VSKVEQ [MPP FIRI½X +IRIVEP 4VEGXMGI MR XLI PSRK XIVQ given that it provides medical students with an early exposure to General Practice.

The RTPs, which are responsible for handpicking appropriate doctors to supervise students, appear to be doing a great job of this in the vast majority of cases.

The survey results indicate that the program is certainly meeting its objective of providing students with a broad introduction to the specialty of General Practice. Students are coming away from the program with a better understanding of the role General Practice plays in Australia’s health system (96% ‘yes to a great extent/yes to some extent’) and of the continuity of care concept that makes it unique amongst specialties (96%). Students are also attaining some exposure to the diverse range of medicine that can be practised (98%) and of the lifestyle and work-balance opportunities available in General Practice (92%).

It is also good to see that Supervisors are also enjoying the scholarship experience, with all supervisor respondents saying that they had either a ‘very positive’ (46%) or ‘mostly positive’ (54%) experience supervising overall. Furthermore, all bar one of the supervisor respondents indicated that they would be keen to take part in the program again (96%). These results highlight that, in addition to providing students with a positive General Practice experience, it is also providing doctors who have an interest, with the opportunity to undertake a mentoring role.

One of the stand-out successes of the second pilot program is that First Wave appears to be putting students under the supervision of enthusiastic and inspiring Supervisors who are providing students with a quality exposure to general practice during their clinical placement sessions.

Another key outcome of the second pilot of the First Wave program is that the scholarship experience is indeed assisting students to make a decision about their future vocation; nine in every ten student respondents felt that the program was

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ongoing mentoring relationship with one another, are not clear or are not being equipped with ways to achieve this. This is an area that either or both GPRA management and RTPs can facilitate to a greater degree.

either ‘extremely’ or ‘quite’ useful to this extent (90%). The program is also effective in encouraging students to choose General Practice as their future career; almost three-quarters SJ XLI WXYHIRX VIWTSRHIRXW GSR½VQIH XLEX XLI] EVI now ‘more likely’ to consider General Practice as a career since completing the program. Whilst students applying to the First Wave Scholarship Program may already be positively predisposed towards General Practice to some extent, the scholarship experience is at the very least reinforcing student’s interest in the specialty.

Finally, whilst the First Wave program aims to promote a peer-to-peer model of teaching whereby GP Registrars are positioned as the teachers or mentors, doctors of a range of experience were involved in supervising students in 20092010 and included GP Supervisors and General Practitioners.

A discussion may need to be had between GPRA and RTPs with regards to whether the program should aim for a purely peer-to-peer model of teaching or not.

2.2 Areas for Improvement for Future Waves of the Program The results from the 2009-2010 student and supervisor evaluation surveys indicate that the GPSN Schwartz First Wave Scholarship Program is successfully providing students with a positive and inspiring introduction to the specialty of General Practice. The results suggest that this is being achieved by providing a student experience which involves placing a student under the supervision of an enthusiastic and inspiring Supervisor, and one which provides a varied, active learning experience, together with some networking opportunities. Whilst the evaluation results of the second pilot of the program suggest it was an overall success, they EPWS LMKLPMKLXIH WSQI EVIEW XLEX [MPP RIIH ½RI XYRMRK JSV ER SJ½GMEP VSPP SYX SJ XLI TVSKVEQ It was apparent from some of the verbatim comments made by some Supervisors that they were not entirely clear on what the goals of the program were. Coupled with the fact that more supervisor respondents indicated having a ‘mostly positive’ compared to a ‘very positive’ experience overall supervising suggests that Supervisors perhaps require better support in the role. If feasible, a consultative stage with some of the participating Supervisors could be conducted to gather more detailed feedback on how the supervising experience can be improved.

Further, it is suggested in some of the results from both the student and supervisor evaluation surveys that many students and supervisors, whilst being interested in maintaining an

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3

Overview of the Scholarship Program

3.1 Basic Stages of the Scholarship Program

depend on which RTP practice is most convenient for the student to get to and/or the interests of the student and focus of the medical practice.

This section details the main stages that occur in the roll-out of the GPSN Schwartz First Wave Scholarship Program.

Students are also matched to a main Clinical Placement Supervisor at this stage and are asked to set up an introductory meeting with their Supervisor after they attend an orientation workshop to the Scholarship Program (see Stage 6).

Stage 1: Advertising of the Scholarship Program The Scholarship Program is advertised to students at participating universities via a number of means. GPRA management enlists the assistance of the University Departments of General Practice to broadcast an email to all ½VWX ERH WIGSRH ]IEV QIHMGEP WXYHIRXW MRZMXMRK XLIQ XS ETTP] to the scholarship.

Stage 5: Clinical Placement Supervisors Briefed Once Supervisors are selected they are briefed as to the objectives and requirements of the scholarship. Some written guidelines are provided by GPRA management, but otherwise RTPs are relied upon to brief their selected Supervisors.

An email invitation is also sent to all GPSN members at participating universities, GPSN Student Ambassadors are asked to promote the program on campus and an article promoting the program is also placed in the monthly GPSN eNewsletter. Interested students are directed to the GPSN website to apply for a spot in the program.

Stage 6: Students Attend Orientation Workshop All First Wave Scholarship recipients are required to attend an Orientation Workshop to the Scholarship Program. In 2009, all scholarship recipients attended the workshop which was held in Sydney on the 19th and 20th of September 2009, [MXL XLI I\GITXMSR SJ ½ZI WXYHIRXW [LS [IVI YREFPI XS attend for various personal reasons.

Stage 2: Students Submit Written Applications Students are required to submit a formal written application.

The application form is available to download from the GPSN website once applications open.

In addition to introducing the aims and objectives of the program, a comprehensive overview of General Practice and its role in the wider medical landscape is given. The workshop also includes a session that attempts to debunk some of the myths regarding General Practice and assists students in recognising the value in pursuing a vocation in General Practice. In bringing all scholarship recipients together from around the country, the workshop also attempts to create a network of mutual support and enthusiasm for General Practice.

Stage 3: First Wave Recipients Selected Selection of First Wave recipients is based on the quality of the written application and in some cases against individual RTP selection criteria. Applications are reviewed by a selection panel. Selection panels vary by region but normally comprise of one or more of the following; GPRA First Wave project manager, RTP staff member(s), University Department of General Practice staff member(s) and/or a GPSN student representative. In some regions, short-listed candidates are interviewed (as deemed appropriate by individual RTPs).

A session is also run by an RTP medical educator which aims to equip students with ideas on how they can gain the most FIRI½X JVSQ XLIMV GPMRMGEP TPEGIQIRX WIWWMSRW

Stage 4: Successful Students Matched with Medical Practice and Supervisor Once selected, students are matched to one of the participating RTP medical practices. This matching process is undertaken either by GPRA management or individual RTPs. The matching of students to practices can in some cases

Stage 7: Resource Supplementation and Placement Schedule & Learning Plan Determined Students get in touch with their Supervisor to set up an introductory meeting to determine a placement schedule and learning plan for their clinical placement sessions.

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Students are briefed to anticipate that each student experience will be unique as opportunities and experiences will differ in each practice. Supervisors are encouraged to work with the student to develop a learning plan whereby they spend at least two-thirds of their time with the student in SVHIV XLEX XLI] KEMR WYJ½GMIRX I\TSWYVI XS +IRIVEP 4VEGXMGI but to also introduce the student where possible (and feasible) to suitable areas of multidisciplinary care, e.g. student spends up to 2 sessions with on-site allied health services, practice nurses, practice managers and/or pathology etc.

The learning plan is suggested as a guide which can be reviewed during the course of the placement.

Students undertaking the Academic General Practice Scholarship are also required to submit a report summarizing their experience with their academic research project. All reporting guidelines are provided in the student’s First Wave Companion, the booklet containing their clinical session logs.

Academic Scholarships: Additional Steps In addition to completing four clinical placement sessions, Academic Scholarship students also complete work on a general practice research project under the guidance of an Academic Placement Supervisor. Students are required to meet with their Academic Placement Supervisor to discuss the project they will be working on and what their role will be in the research prior to commencing any work on this. A list of the 2009-2010 academic research projects that First Wave students worked on are provided in Appendix D.

Students and Supervisors are provided with relevant resources to assist them in determining an appropriate learning plan for the student; these include the First Wave Companion and First Wave Information Booklet, which include a range of activities and experiences the students can be exposed to or involved in, and an example placement WGLIHYPI 8LI +472 FVMI½RK TETIV Optimising GP Rotations, which suggests a ‘gold standard’ approach to student involvement in General Practice placements, is also available (see Appendix C).

Stage 8: Students Undertake Clinical Placement Sessions Students are required to complete their clinical placement sessions between September and February of the following year, thus over a four-month period which is typically over the student holiday period. Where RTPs have organized a special regional package for recipients, they are also completed during this timeframe (typically within a one-week block). Students also attend appropriate RTP workshops as determined between the student and respective RTP. Stage 9: Submission of Required Reporting and Evaluation Students are required to submit their completed logbooks (one clinical session log per session) to GPRA management upon completing their clinical placement sessions. Students are also required to complete the Student Evaluation Survey as part of their scholarship reporting requirements.

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3 | Overview of the Scholarship Program

3.2 Clinical Placement Objectives Clinical Placement Supervisors are asked to use their discretion in determining the structure and content of the First Wave student’s clinical placement. Supervisors are however encouraged to organize a placement whereby at the conclusion of their placement the student will ideally have: Been provided with a comprehensive introduction to the practice, its staff and general running of the practice Developed an appreciation for General Practice and the role it plays in the long-term health care of the patient Gained an understanding of lifestyle and work-life balance opportunities in General Practice Observed a number of General Practice consultations Taken part in General Practice preventative health care e.g. care plan and health checks Gained an understanding of history taking and examination in General Practice Received encouragement to undertake simple tasks under supervision, e.g. blood pressure measurement and immunisation Spent some time spent with on-site allied health services (if available) Been provided with some exposure to community activities that complement the activities of the GP (if available/possible), and Attended a Basic Training Workshop run by the local RTP.

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Research Objectives & Methodology 4.2 Supervisor Evaluation Survey

All First Wave students and participating Clinical Placement Supervisors were invited to complete an evaluation survey based on their experience in the 2009-2010 First Wave program. They were invited to provide their responses and feedback with the premise that their feedback would assist in improving the program for future participants.

A total of 47 general practitioners were involved in supervising the 2009-2010 cohort of First Wave students, with some supervising more than one First Wave recipient.

Whilst all students had one main Supervisor, some students had the opportunity to sit in on the consultations of other doctors at their First Wave practice (as organized by their main Supervisor/RTP). It should be noted that only students’ main Supervisors were invited to respond to the Supervisor Evaluation Survey.

4.1 Student Evaluation Survey All First Wave Scholarship students were sent an email invitation to complete an online evaluation of the Scholarship Program upon GPRA management receiving their reporting for the scholarship.

Supervisors were sent an email invitation to the evaluation WYVZI] YTSR XLI WXYHIRX ½RMWLMRK XLIMV TPEGIQIRX MR SVHIV to aid recall as much as possible. Responses were received between 20 November 2009 and 29 March 2010.

A total of 52 students completed the evaluation survey.

With all First Wave scholars completing the survey with the exception of one 4, a response rate of 98% was achieved.

With a total 26 Supervisors participating in the Supervisor Evaluation Survey, a response rate of 55% was achieved; given this response rate, the results from this survey should be treated as indicative only as opposed to wholly representative of all the Supervisors who participated in the program. Please see Table 4 (in Section 6, Supervisor Evaluation Survey Results) for a breakdown of the range of doctors who were involved in supervising the First Wave scholars.

Students completed the Evaluation Survey between 3 February 2010 and 17 March 2010.

The survey questionnaire consisted of a combination of X[IRX] ½ZI GPSWIH ERH STIR IRHIH VIWTSRWI UYIWXMSRW ERH is provided in Appendix E.

The Student Survey sample includes one Academic Scholarship student who did not complete the academic component of their scholarship. Further two student respondents began but did not answer all questions on the survey questionnaire.

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The Supervisor questionnaire consisted of 10 questions (including both closed- and open-ended response questions).

The questionnaire was kept brief in order that it would not be too time-consuming to complete and general in nature in order to illicit some general feedback from participating Supervisors only. The Supervisor survey questionnaire is contained in Appendix F.

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Student Evaluation Survey Results

This section presents the results from the evaluation survey conducted with the 2009-2010 First Wave scholars.

The majority of First Wave students were aged under 25 ]IEVW SJ EKI [MXL EVSYRH SRI MR ½ZI FIMRK SPHIV (18%). This result could perhaps suggest that medicine is a new career for many mature age students. This is certainly VIžIGXIH MR XLI TVSTSVXMSR SJ *MVWX ;EZI WXYHIRXW [LS MRHMGEXIH EPVIEH] LEZMRK E XIVXMEV] UYEPM½GEXMSR EW LMKL EW SJ EPP WXYHIRX VIWTSRHIRXW LEH E XIVXMEV] UYEPM½GEXMSR SJ WSQI REXYVI %W WLS[R F] XLI PMWX SJ UYEPM½GEXMSRW FIPS[ QSWX SJ XLI *MVWX ;EZI WXYHIRXW [LS LEH E TVMSV UYEPM½GEXMSR [IVI coming from other health science disciplines.

5.1 Demographic Details 8EFPI (IQSKVETLMG 4VS½PI SJ 7XYHIRX 6IWTSRHIRXW Gender Male Female

% 30 70

n 15 35

Age Group 18-24 25-30 31-40

% 82 10 8

n 41 5 4

Currently Hold Tertiary Qualification(s) Yes No/Not answered

% 46 54

n 24 28

%

n

2 98

1 49

% 90 8 2

n 45 4 1

68

34

32

16

Identify Self as Aboriginal or Torres-Strait Islander Yes No Household Situation Single Married or Defacto Married or Defacto with child/children Place of Birth Australia Other (inc. India, 8%, Canada, 4% and others)

5 8IVXMEV] 5YEPM½GEXMSRW 'YVVIRXP] ,IPH Base: All Student Respondents (n=24; note n=28 did not answer this question) ˆ Bachelor Degree (General) - 4 responses ˆ Bachelor of Science (inc Honours; Psychology) – 4 responses ˆ Bachelor of Medical Science – 2 responses ˆ Bachelor of Applied Science (OT; Exercise and Sport Science) – 2 responses ˆ Masters (general) – 2 responses ˆ The following were individual responses: Âť Bachelor of Arts, major in Philosophy Âť Bachelor of Radiography and Medical Imaging Âť Bachelor of Science (Adv), A.Mus.A (piano) Âť Bachelor of Biomedical Science and Bachelor of Science (Honours) Âť Bachelor of Pharmacy Âť Bachelor of Nursing Âť Bachelor of Medical Science and Bachelor of Human Biology with Honours Âť Honours Degree in Mechanical Engineering, Diploma in Engineering Practice Âť Bachelor of Physiotherapy Âť Bachelor of Science (Honours) & PhD

Base: All Respondents. Note: the following number of respondents did not provide a response for, ‘gender’, n=2; ‘age group’, n=2; ‘tertiary UYEPM½GEXMSRW´ R! ÂłMHIRXMJ] WIPJ EW %FSVMKMREP SV 8SVVIW 7XVEMX Islander’, n=2; ‘household situation’, n=2 and ‘place of birth’, n=2. %W [EW XLI GEWI MR XLI ½VWX TMPSX SJ XLI TVSKVEQ QSWX SJ XLI students who took part in the 2009-2010 pilot were female

XLMW MW WSQI[LEX VIžIGXMZI SJ XLI LMKLIV TVSTSVXMSR SJ females studying medicine in Australia and also perhaps of the higher proportion of females, compared to males, who are attracted to the specialty of general practice; in 2009, 64% of Registrars enrolled in the AGPT program were female.

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Chart 1: University Studying At

Q2. At which University are you studying? Base: All Student Respondents (n=52)

A breakdown of the universities students were studying at is shown in Chart 1 above. This shows that around a third of the students were from WA (37%) with students from NSW (25%) being the next highest represented. The reader WLSYPH RSXI XLEX XLI TIVGIRXEKIW WLS[R EVI VI¾IGXMZI SJ XLI scholarship places that were offered per state or region (note: one WA scholar did not complete the evaluation survey). See

Section 1.5 The 2009-2010 Academic Year Program Offering for further details on the scholarship places.

8LI *MVWX ;EZI 7GLSPEVWLMT TVSKVEQ MW SRP] SJJIVIH XS ½VWX and second year medical students. Chart 2 (see page 15) WLS[W XLEX E VIPEXMZIP] IZIR WTPMX SJ ½VWX ERH WIGSRH ]IEV students took part in the second pilot of the program, with QEVKMREPP] QSVI ½VWX ]IEVW FIMRK WIPIGXIH

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5 | Student Evaluation Survey Results

Chart 2: Year of Medical Training Undertook in 2009

Q3. What year of your medical training did you undertake/are you undertaking in 2009? Base: All Student Respondents (n=52)

Table 3: Awareness of One’s Regional Training Provider (RTP)

Adelaide to Outback General Practice Training Program (AOGP) CoastCityCountry Training (CCCT) General Practice Training Tasmania (GPTT) GP Synergy Institute of General Practice Education (IGPE) North Coast GP Training (NCGPT) Queensland Rural Medical Education (QRME) (formerly Rural & Regional Queensland Consortium (RRQC)) Tropical Medical Training (TMT) Victoria Felix Medical Education (VFME) Victorian Metropolitan Alliance (VMA) WentWest Western Australian General Practice Education & Training (WAGPET) Don’t know/Not sure TOTAL

% Awareness (based on Total Sample)

n

% Awareness (based on Students Hosted by that RTP)

7.7%

4

100%

5.8% 3.8% 3.8% 3.8% 5.8%

3 2 2 2 3

100% 100% 100% 100% 100%

5.8%

3

100%

5.8% 1.9% 5.8% 1.9%

3 1 3 1

100% 33% 60% 33%

36.5%

19

100%

11.5%

6

n/a

100% Q5. Who was your Regional Training Provider (RTP)? Base: All Student Respondents (n=52)

15

n/a

5.2 Awareness of Regional Training Provider

5.3 The First Wave Scholarship Experience

Upon being provided with the contact details of their medical practice and Supervisors, all First Wave students were also given a contact person at their respective RTP.

The GPSN Schwartz First Wave Scholarship Program aims to give medical students a broad introduction to General 4VEGXMGI %W EPWS FSVRI SYX MR XLI IZEPYEXMSR SJ XLI ½VWX TMPSX the Scholarship Program appears to be successfully meeting this objective.

In addition to attending their clinical placements, students were encouraged to attend a basic Registrar training workshop organized by their RTP if an appropriate one was available for them to attend. In a couple of cases, RTPs organized WTIGM½G [SVOWLSTW JSV XLIMV *MVWX ;EZI WXYHIRXW XLYW WXYHIRX involvement with RTPs varied across the program.

Most students found that the program helped improve their understanding of the role General Practice plays in Australia’s health system (96% ‘Yes to some extent/a great extent’, see Chart 4 on page 17) and in the long-term healthcare of patients (100%, Chart 3, below). Most students also came away with an understanding of the continuity of care concept that makes General Practice unique amongst specialties (96%, Chart 3, below).

Student respondents were asked to select from a prompted list who their RTP was. The results in Table 3 (see page 15) show that the majority of students were aware of their RTP with only a few (12%) being unclear.

Chart 3: General Knowledge & Exposure Gained Through First Wave Scholarship Experience

Q8a, b, c & d. Please rate the extent to which you agree with each of the following statements in relation to your First Wave Scholarship experience. Base: All Student Respondents (note, n=2 did not answer these questions)

16

5 | Student Evaluation Survey Results

Chart 4: General Knowledge & Exposure Gained Through First Wave Scholarship Experience, Continued

Q12a, b, c. Please rate the extent to which you agree with each of the following statements in relation to the GPSN Schwartz First Wave Scholarship. Base: All Student Respondents (note, n=2 did not answer these questions) The Student Evaluation results also indicate that the First Wave program successfully exposes students to some of XLI FIRI½XW SJ E GEVIIV MR +IRIVEP 4VEGXMGI 1SWX WXYHIRX respondents indicated that they gained an understanding of the lifestyle and work-life balance opportunities in General Practice (92%) and some exposure to the diverse range of medicine that can be practised (98%).

Students were asked to rate the extent to which they felt they were exposed to a range of experiences and activities during their scholarship (Chart 5, page 18).

One of the key objectives for students undertaking the First Wave program is for them to observe a number of General 4VEGXMGI GSRWYPXEXMSRW MR SVHIV XLEX XLI] KEMR E WYJ½GMIRX exposure to General Practice; the survey results indicate that this aim is certainly achieved with two-thirds of respondents (66%) stating that this occurred ‘to a great extent’ and the remaining ‘to some extent’ (34%). It is also good to see that the majority of students indicated that they took part in GP preventative health care activities (86%), received encouragement to undertake simple tasks such as blood pressure measurements and immunisation (90%) and also gained an understanding of the history taking and examination that occurs in General Practice (100%).

Students were asked whether participation in the Scholarship Program improved their understanding of the General Practice training program and whether it improved their understanding of the remuneration in General Practice.

Whilst these are not overriding objectives of the program, they are areas that would be good for students to gain some exposure to during their clinical placement sessions; it is good to see that most students did gain at least some exposure to both (92% and 82% respectively, Chart 4, above).

17

Chart 5: General Activities Undertaken by Students during Clinical Placements

Q8e, f, g & h. Please rate the extent to which you agree with each of the following statements in relation to your F irst Wave Scholarship experience. Base: All Student Respondents (note, n=2 did not answer these questions)

Q11. Was there anything that you would have liked to have done during your Clinical Placement Sessions that you did not take part in, or could not be involved in for some reason?

“No, I was able to take part in a range of areas.”

Amongst the respondents who indicated what else they would have like to have done (n=18) most responses indicated an interest in undertaking more hands-on activities or clinical skills and/or gaining some more exposure to allied health, e.g.:

Base: All Student Respondents (note, n=22 did not answer these questions) Student respondents were asked to indicate in their own words if there was anything that they would have like to have done during their clinical placement sessions that they did not take part in. Of those who provided a response, 40% (n=12) indicated that there was nothing else they would have liked to have done, e.g.:

“More hands on experience – but it was just the nature of the patients that came to the clinic.”

“No – it was a wonderful, well-rounded experience and I plan to return!”

“More clinical skills and more allied health exposure.”

“Community health groups GPs are involved in.”

“I felt that the doctors could have used me to take an interview and present the history before the patient came in.”

18

5 | Student Evaluation Survey Results

Chart 6: Exposure to Allied Health Services during Clinical Placements

Q8i & j. Please rate the extent to which you agree with each of the following statements in relation to your First Wave Scholarship experience. Base: All Student Respondents (note, n=2 did not answer these questions)

of multidisciplinary care such as spending time with practice nurses and/or allied health. Given that students complete 21 clinical placement hours for the Clinical Scholarship or 14hours for the Academic Scholarship, it is great to see that these sorts of activities are able to be scheduled into some students’ placements.

“Taking blood or vaccinations.”

“Any RTP sessions would have been good, however none were available at the time of my placement due to it occurring during late January (holidays).”

Whilst the primary focus of the First Wave program is exposure to General Practice there is a secondary objective of exposing students, where possible, to suitable areas of multidisciplinary care. Students are briefed to expect that such exposure will vary as it depends on what is on offer at their First Wave practice.

The results from the Student Evaluation Survey indicate that, in addition to giving students a broad exposure to General Practice, the program is also providing students with great networking opportunities early on in their medical careers.

Nine in every ten student respondent (90%) agreed that the scholarship provided them, to at least some extent, with opportunities to build professional networks (see Chart 7, page 20). Further, two in every three (66%) agreed that there

The results from the student survey show that around one in three First Wave students got the opportunity to partake in community activities that complete a GP’s work (32%, Chart 6, above). Further, most (90%) were exposed to some areas

19

Chart 7: Engagement Opportunities Offered during Scholarship

Q9c, d, e & f. Please rate the extent to which you agree with each of the following statements in relation to your scholarship experience. Base: All Student Respondents (note, n=2 did not answer these questions) Students are asked to develop a Placement Schedule & Learning Plan with their Clinical Placement Supervisor to scope out what the student will be involved in during each of their placement sessions; the aim being to give the student a structured learning experience. It should be noted that students undertaking the special regional packages TYX XSKIXLIV F] WSQI 684W EVI RSX VIUYMVIH XS ½PP SYX XLMW schedule given that what they undertake is largely determined by their RTP.

were opportunities to engage with their Regional Training Provider; whilst this is a good result, it suggests there is scope for some RTPs to improve their engagement with their students during the scholarship program if they wished.

The results also suggest that most students are being given a well-rounded introduction to how a general practice operates; it is great to see that all student respondents with the exception of one felt that they were given at least some opportunities to engage with practice staff other than their Supervisor and that they developed some understanding of how a general practice is run and patients managed (both 98%).

The survey results suggest that the placement schedule worked reasonably well, with around one in three VIWTSRHIRXW WE]MRK XLEX XLI] FIRI½XIH JVSQ [SVOMRK out a schedule prior to attending their placement sessions to ³E KVIEX I\XIRX´ ERH E JYVXLIV WE]MRK XLI] FIRI½XIH ³XS some extent’.

Student respondents were also asked for their feedback with regards to some logistical aspects regarding the scholarship.

20

5 | Student Evaluation Survey Results

Chart 8: Support during Scholarship

Q9a & b. Please rate the extent to which you agree with each of the following statements in relation to your scholarship experience. Base: All Student Respondents (note, n=2 did not answer these questions) Once they are offered a spot in the program, students liaise with their RTP to varying degrees, however GPRA management, who administer the program, would be their main contact point throughout the course of their scholarship experience (from FIMRK RSXM½IH SJ XLIMV WIPIGXMSR XLVSYKL XS SVKERM^MRK XLIMV XVMT to the orientation workshop, informing them of their medical practice and Supervisor as well as being the main contact point for any grievances or concerns). As high as 64% of student respondents felt that they received good advice and support from GPRA management ‘to a great extent’ and a further 30% said ‘to some extent’ which is an excellent result.

Participating RTPs are responsible for handpicking medical practices and appropriate doctors to supervise students. It is of great testament to the program that as high as 80% of the student respondents ‘strongly’ agreed that their Clinical Placement Supervisor was a positive role model for them and a further 14% agreed that this was the case (see Chart 9 on page 22). This result indicates that RTPs are indeed appointing the right doctors to supervise students in the vast majority of placements. Furthermore, all bar one student respondent (98%) felt that they established a positive relationship with their Supervisor.

Student respondents were asked a series of questions in relation to their Clinical Placement Supervisor in order to gauge how successful the First Wave program is at putting medical students in touch with enthusiastic and inspiring Supervisors.

In terms of students having intentions of keeping in touch with their Supervisor in future, the results are a little less clear cut; 46% of student respondents ‘strongly agreed’ that they plan XS ERH E JYVXLIV ³EKVIIH´ EPXLSYKL EPQSWX SRI MR ½ZI

21

Chart 9: Relationship with Clinical Placement Supervisor

Q10a, b, c. Please rate the extent to which you agree with each of the following statements in relation to your Clinical Placement Supervisor. Base: All Student Respondents (note, n=2 did not answer these questions)

(16%) indicated that they neither agreed nor disagreed with this statement; this result could suggest that students are not clear about how they feel in relation to this. These sentiments are also WSQI[LEX VI¾IGXIH MR XLI 7YTIVZMWSV )ZEPYEXMSR 7YVZI] VIWYPXW where many Supervisors indicated being unsure if they would keep in touch with their student or provided a tentative ‘maybe’ (see Chart 22, Section 6, page 34). This could perhaps be due to students and Supervisors not being sure of how to maintain a mentor relationship and is an area that GPRA management or the relevant RTP can facilitate to a greater degree in future.

“My Clinical Placement Supervisor was an inspiration for me as he provided holistic treatment to all of his patients and acted as an ambassador for them within the health system to assist them in gaining access to required facilities and resources.”

“My Clinical Placement Supervisor was great - he is a fantastic doctor and has become a great mentor.”

“My Supervisor was fantastic, enthusiastic, a great teacher and very supportive and encouraging. He also allowed me to participate wherever I could and encouraged learning of clinical skills/knowledge based on the patients we saw and what they presented with, etc.”

A sample of the unprompted verbatim comments provided at Q10 of the Student Survey (Attitudinal Statements about Clinical Placement Supervisor) is provided below:

“I would like to keep in touch with my Supervisor but in reality I’m not sure this will happen.”

“This was a great opportunity to make a strong general practice contact.”

22

5 | Student Evaluation Survey Results

Chart 10: Current Preferred Career Choice by Current Year of Medical Training

Q6. Please indicate which of the following (if any) is your current preferred career choice? & Q3. What year of your medical training did you undertake/are you undertaking in 2009? Base: All Student Respondents (n=52)

5.4 Impact of the First Wave Program on Students’ Future Career Choice

that students applying for the First Wave program are already somewhat positively predisposed towards General Practice (although another measure showed that just 8% of respondents indicated being interested in being a GP prior to the scholarship, see Q7 results shown in Chart 12, page 25).

Chart 10 presents Current Preferred Career Choice by year SJ QIHMGEP XVEMRMRK [LMPWX WEQTPI WM^IW EVI RSX WYJ½GMIRX to make reliable comparisons the results indicate that a preference for General Practice was higher amongst the WIGSRH ]IEV GSQTEVIH XS XLI ½VWX ]IEV WXYHIRXW MR XLI WEQTPI (39% vs. 21%).

Student respondents were asked a series of questions to determine if the First Wave Scholarship experience is assisting medical students to make an informed decision regarding their future vocation.

Initially, respondents were asked to select from a list of specialties which was their current preferred career choice.

Given that students completing the First Wave program are MR IMXLIV XLIMV ½VWX SV WIGSRH ]IEV SJ WXYH] MX MW RSX WYVTVMWMRK that the most common response was to say that they were undecided at present (50%, see Chart 10 above).

Some of the verbatim responses given by students at this question (Q6 Current Preferred Career Choice, n=15) provided some further insight into some of the choices medical students are considering with regards to their career; they also highlight that a positive exposure to a specialty can TPE] E WMKRM½GERX VSPI MR MR¾YIRGMRK WXYHIRXW´ GEVIIV GLSMGIW

Of the specialties provided, General Practice was the most popular current preferred current choice however (29% total sample); this result could suggest to some extent

23

Chart 11: Usefulness of the GPSN Schwartz First Wave Scholarship Program in Assisting Students to Decide on Their Future Career Choice

Q14. How would you rate your overall experience with the GPSN Schwartz First Wave Scholarship Program in terms of it assisting you to decide on your future career choice? Base: All Student Respondents (n=52) (note, n=2 did not answer this question) “General Practice is much more an option now.” First year medical student

A sample of these comments are provided below: “General Practice with a Procedural (Rural) aspect/Dermatology” First year medical student

Student respondents were asked to indicate how useful they felt their experience with the First Wave Scholarship program was in terms of it assisting them to decide on their future career choice.

8LEX EW LMKL EW SJ XLI WXYHIRX VIWTSRHIRXW GSR½VQIH that the program is useful to at least some extent in this regard (either ‘extremely’, ‘quite’ or ‘somewhat’ useful, see Chart 11 above) is another key indicator of the success of this program.

“I am keeping my options open, but currently deciding between General Practice and Radiology, with General Practice in the lead...” First year medical student “It changes based on whatever rotation I am in. I am in Obstetrics and Gynecology, so I want to be that, previously Respiratory Medicine, wanted to be that, etc.” Second year medical student

In terms of the scholarship experience playing a role in encouraging students to consider General Practice as a career choice, the program is also proving to be very successful; almost three-quarters of the student respondents (71%) indicated that they are now ‘more likely’ to consider General Practice as a career choice since completing the program (see Chart 12 on page 25).

“The GPSN Schwartz First Wave Scholarship has been highly informative about a career in General Practice and has encouraged me to seriously consider General Practice as my future career choice.” First year medical student “There are a few areas that I am interested in, but General 4VEGXMGI HI½RMXIP] MW SRI SJ Q] ½VWX TVIJIVIRGIW ² Second year medical student

24

5 | Student Evaluation Survey Results

Chart 12: Likelihood of Considering General Practice as a Career Since Completing the GPSN Schwartz First Wave Scholarship

Q7. Would you say you are more likely to consider General Practice as a career since completing our GPSN Schwartz First Wave Scholarship? Base: All Student Respondents (n=52) Chart 13: Likelihood of Recommending the GPSN Schwartz First Wave Scholarship Program to other Medical Students

Q13. How likely are you to recommend the GPSN Schwartz First Wave Scholarship Program to other medical students?

Base: All Student Respondents (n=52) (note, n=2 did not answer this question)

25

5.5 Likelihood of Recommending First Wave Program & Future Program

Some students (n=12) made unprompted additional comments at Q7 (Likelihood of considering General Practice as a career choice since completing the program); a sample of these is provided below:

Student respondents were asked to indicate how likely they were to recommend the GPSN Schwartz First Wave Scholarship program to other medical students (Chart 13, page 25).

“I always wanted to be one, BUT, seeing it in practice early on HI½RMXIP] LEW VIMRJSVGIH Q] VIEWSRW JSV [ERXMRK MX ² First year medical student

The fact that all student respondents, with the exception of X[S WXEXIH XLEX XLI] ³[MPP HI½RMXIP] VIGSQQIRH´ XLI TVSKVEQ and thus potentially advocate it to other medical students, is another very strong indicator of the success of the 20092010 pilot program; it appears to be largely meeting the expectations of, and resonating positively with, participants.

“I had a wonderful time on my placement and was given a realistic and encouraging insight into General Practice.” First year medical student “Much more likely [to consider General Practice as a career choice].” First year medical student

Student respondents were asked to state in their own words what stood out as their favourite part of their scholarship experience. This could be any aspect about the program.

Responses were categorized into broad categories and the results shown in Chart 14 (page 27).

±-X [EW E RI[ I\TIVMIRGI XLEX HI½RMXIP] IRPMKLXIRIH QI QSVI about the profession.” First year medical student

A range of responses were received including having the opportunity to perform clinical procedures, the student’s Supervisor and the Orientation Workshop that students attended, however the most common responses were in relation to the actual clinical placement sessions (42%).

Some of students’ verbatim responses are provided below and really highlight the enthusiasm that the program engendered and students’ appreciation for their Supervisor in particular: “Actual clinical placement sessions - I had a very supportive Supervisor who let me really get involved with consultations and minor procedures.”

“My excellent GP Supervisor who is such a good role model for me and who I greatly admire.”

“Clinical sessions - especially history taking and examinations AND research project AND networking.”

“I really enjoyed the Orientation Workshop, as this was a great way to meet students from all across Australia. The placement sessions were also very interesting.”

26

5 | Student Evaluation Survey Results

Chart 14: Favourite Part of First Wave Scholarship Experience

Q15. Please tell us what your favourite part of your First Wave Scholarship Experience was. This can be any aspect about the program (e.g. the Orientation Workshop, actual clinical placement sessions, your Supervisor, medical practice, meeting other students, your RTP etc)? Base: All Student Respondents (n=50) (note, n=2 did not answer this question) “Speakers at the Orientation Workshop were inspiring and insightful.

My Supervising GP was fantastic; I’d love to keep in contact with her.

It was also great to meet students from across Australia.”

Student respondents were also asked to indicate in their own words what improvements they thought could be made to the Scholarship Program for future participants.

“The placements were fantastic, I was able to participate in a range of clinical settings and engage and assist in varying procedures, histories and examinations.”

Amongst those who provided a response, the most common type of comment was to say that the program was great as it was and/or that they couldn’t think of any suggestions.

Common suggestions for improvement included increasing the length of the placement period and/or for the program to have students doing more clinical placement sessions (16%, WII 'LEVX TEKI 3XLIVW QEHI WTIGM½G WYKKIWXMSRW relating to the Orientation Workshop and others in relation to Supervisors.

“The actual clinical placement sessions, having an extremely friendly Supervisor and working with the GP Registrars.”

Responses categorized as ‘other’ in Chart 14 (n=5) included: “Meeting with other members of the multidisciplinary clinical practice team such as nurses.”

Some of the students’ verbatim suggestions are provided below:

“Taking part in the everyday running of a medical practice.”

“It’s very short and I think 5 working days might have been a better length of time to be on the placement rather than the 21 hours of the scholarship.”

“The discussion with those in training programs and talking about specialities.”

27

Chart 15: Suggestions for How the Program could be Improved for Future Scholarship Recipients

Q16. Do you have any suggestions for how the program could be improved for future scholarship recipients? Base: All Student Respondents (n=32) (note, n=20 did not answer this question)

“Maybe the Supervisors could be briefed a little bit more about what their role was.”

“The program is excellent and I can’t think of any improvements on how it is run.”

“No - the program exceeded my expectations and provided me with opportunities to both learn about General Practice and expand my medical knowledge.”

±(I½RMXIP] PSRKIV HYVEXMSR ?VIUYMVIHA % [IIO [SYPH FI E RMGIV amount of time for the placement to really have an impact.”

“The social function at the Orientation Workshop could be improved - encouraging mixing between students more.”

“None! Was a really informative, well-designed and productive experience.”

“Perhaps allow greater say in placement choice, as I encountered WSQI XVEZIP HMJ½GYPXMIW [MXL Q] TPEGIQIRX PSGEXMSR ² “The more organised the recipient is with their clinical placements XLI QSVI XLI] [MPP FIRI½X JVSQ XLIQ ²

28

5 | Student Evaluation Survey Results

5.6 Afterword: Student First Wave Experiences 5.7 The General Practice Students Network (GPSN) The results from the Student Evaluation Survey indicate that the majority of students who undertook the First Wave Scholarship program in 2009-2010 enjoyed a valuable and informative experience. There were however a couple of students who indicated through their responses that they either did not enjoy such a positive experience or whose expectations were not met.

As the GPSN Schwartz First Wave Scholarship Program is an initiative of the General Practice Students Network (GPSN), student respondents were asked a couple of questions regarding the student organization.

Around two-thirds of the student respondents (68%) had heard about the GPSN prior to applying to or hearing about the First Wave program, a very good result for the student organization (Chart 16, page 30).

One First Wave student indicated in their evaluation survey XLEX XLI] ³HI½RMXIP] [MPP RSX VIGSQQIRH´ XLI TVSKVEQ WII Chart 13, page 25) and a second student, whilst indicating that they would recommend the program, did not feel they gained much General Practice exposure. Both cases were followed up with the relevant RTP to ensure that the related issues can be addressed in future waves of the program.

It is also good to see that around a third of the student respondents (32%) indicated an interest in getting involved with the GPSN at their university in the future on the back of their experience with the First Wave program (see Chart 17, page 30).

This result, coupled with the fact that just about all First Wave scholars are likely to recommend the First Wave program to others (see Chart 13, page 25), will hopefully mean that the 2009-2010 First Wave scholars will be generating positive more word-of-mouth about the GPSN, the First Wave program and in turn General Practice, amongst the medical student body.

29

Chart 16: Awareness of the General Practice Students Network (GPSN) Prior to First Wave

Q17. The First Wave Scholarship Program is an initiative of the General Practice Students Network (GPSN). Had you heard about the GPSN prior to applying or hearing about the First Wave program? Base: All Student Respondents (n=50) (note, n=2 did not answer this question) Chart 17: Interest in Getting Involved with the GPSN at One’s University in Future

Q18. Do you think you will get involved with the GPSN at your university in the future?

Base: All Student Respondents (n=50) (note, n=2 did not answer this question)

30

6

Supervisor Evaluation Survey Results The results from the Supervisor Evaluations Survey indicate that around four in every ten of the 2009-2010 Clinical Placement Supervisors were GP Registrars (42%) with most of the Supervisors (58%) being more experienced practitioners (Table 4, left). Indeed, few of the Supervisors (8%) had not supervised a medical student before (see Chart18, below).

This section presents the results from the evaluation survey conducted with the doctors who supervised the 2009-2010 cohort of First Wave students.

Table 4: Supervisor Details %

n

GP Registrar in the AGPT Program

42.3

11

GP Supervisor

23.1

6

General Practitioner

34.6

9

There could be a number of reasons why more GP Registrars were not involved in supervising students in the 2009-2010 First Wave program including availability of Registrars to supervise at chosen practices and/or experience or interest in supervising medical students amongst Registrars. This could be an area of WSQI MRZIWXMKEXMSR TVMSV XS ER SJ½GMEP VSPP SYX SJ XLI TVSKVEQ namely, discussions may need to be had with individual RTPs with regards to what people’s thoughts are on Registrars supervising medical students and possibly repositioning the program from being purely ‘peer-to-peer’-based.

26 Q10 (Supervisors). Please indicate which one of the following best describes you? Base: All Supervisor Respondents (n=26) The First Wave Scholarship Program works towards having GP Registrars currently in the AGPT program supervising scholarship recipients; the aim of this being to encourage a mentoring relationship which can continue into the student’s medical career. This approach also gives Registrars the opportunity to take on the role of mentor.

It is very encouraging to see that all Supervisors who responded to the Supervisor Evaluation Survey stated that they had either a ‘very’ positive or ‘mostly’ positive experience supervising their First Wave student(s) (see Chart 19, page 32).

Despite this strong result, it would be good to see a higher proportion of ‘very’ positive responses in future.

Having said this, the selection of Supervisors is at the discretion of RTPs; the training providers are relied upon to select the doctors they feel are most appropriate to supervise the students.

Chart 18: Supervising Experience

Q9 (Supervisors). Have you been involved in supervising a medical student before?

Base: All Supervisor Respondents (n=26)

31

Chart 19: Overall Experience Supervising First Wave Scholarship Student(s)

Q1 (Supervisors). How would you rate your overall experience in supervising the First Wave Scholarship student(s)? Base: All Supervisor Respondents (n=26)

Chart 20: Positive Relationship Established with First Wave Student

Q3 (Supervisors). Do you feel that you established a positive relationship with the First Wave student(s)? Base: All Supervisor Respondents (n=26)

32

6 | Supervisor Evaluation Survey Results

“Went very well; lots of discussion and feedback (bilaterally) between me and the student (as well as the patients).”

GP Registrar

A consultative stage with some of the 2009-2010 participating Supervisors prior to the commencement of a 2010-2011 wave of the program may be useful in gauging some feedback on what could be done to improve Supervisors’ experience.

“Students were very positive and motivated - had opportunities to experience all areas and activities of the practice.”

General Practitioner

Q2. Please provide any general feedback on how you feel the student(s) went during their clinical placement sessions?

“Polite, cheerful, keen to learn and be involved, enthusiastic.”

GP Registrar

Base: All Supervisor Respondents (n=25) (note, n=1 did not answer this question)

The results from the Supervisor Evaluation Survey indicated that most First Wave Supervisors (96%) established a positive relationship with their First Wave student(s) (Chart 20, page 32) which is another great result for the pilot program.

Supervisor respondents were asked to provide some general feedback on how they thought their student(s) went during their clinical placement sessions. Responses generally indicated that students were very enthusiastic, positive and keen to learn.

Some additional comments (n=9) were provided at this question (Q3 Established Positive Relationship with First Wave Student); a sample of these is provided below:

A couple of Supervisor comments suggested that some students do arrive with pre-formed expectations which Supervisors need to deal with and one comment indicated that there is a bit of a balancing act involved in keeping WXYHIRXW WYJ½GMIRXP] IRKEKIH

±1IIXMRK E ½VWX ]IEV WXYHIRX MW EGXYEPP] E FIXXIV XMQI XS MRXVSHYGI them to General Practice” General Practitioner

A sample of the verbatim responses (n=25) is provided below:

“Not really enough time [to establish a positive relationship with the student].” GP Registrar who gave a ‘No’ response

±&IMRK NYWX SYX SJ ½VWX ]IEV MX [EW SGGEWMSREPP] HMJ½GYPX XS ½RH XLI FEPERGI FIX[IIR OIITMRK XLIQ IRKEKIH ERH ½RHMRK VIPIZERX things for them to do.” GP Registrar

“We worked together as a team.” General Practitioner “All practice members enjoyed having him.” General Practitioner

±7IIQIH XS ½RH MX YWIJYP I\TIVMIRGI XLSYKL TVSFEFP] GEQI [MXL a high level of pre-formed ideas.” GP Supervisor

That all Supervisor respondents felt their student(s) had a positive general attitude during the course of their clinical placement sessions (with the majority saying a ‘very’ positive attitude (81%)), suggests that a good group of students were selected to partake in the program in 2009-2010 (Chart 21, page 34).

“Overall they went well; however, some seem to expect a much more structured work/education environment whereas the reality is that General Practice is deliberately less structured in order XS WYTTP] E QSVI ¾I\MFPI WIVZMGI ERH XIEGLMRK LEW XS ½X MR [MXL that.” GP Supervisor

The Scholarship Program aims to enable a mentoring relationship to develop between Supervisor and student that can continue into the future. When asked if they plan to keep in touch with the First Wave student(s) they supervised, the results were relatively split; whilst around a third of the supervisor VIWTSRHIRXW KEZI E ½VQ ³]IW´ XLI VIQEMRMRK WEMH ³QE]FI´ or they were unsure if they would (see Chart 22, page 34).

“Very keen to learn but the time was very short.” GP Registrar “Enthusiastic, showed initiative and represented his university well.” General Practitioner “My student was very keen and I enjoyed having her sit in with me.” GP Registrar

33

Chart 21: Supervisor’s Perception of Student’s General Attitude during Clinical Placement Sessions

Q4 (Supervisors). How would you describe the general attitude of the student(s) allocated to you during the course of their clinical placement sessions with you? Base: All Supervisor Respondents (n=26)

Chart 22: Planning to Keep in Touch with First Wave Student(s) Supervised

Q5 (Supervisors). Do you plan to keep in touch with the First Wave student(s) you supervised? Base: All Supervisor Respondents (n=26)

34

6 | Supervisor Evaluation Survey Results

“Not really clear on goals. The RTP did give some phone advice and emails, but I was still unsure exactly what the aim of the program was/is.” General Practitioner, gave a ‘No’ response

These results, plus some of the unprompted verbatim comments provided at this question suggest that perhaps both student and Supervisor need to be given some formal guidelines for maintaining a mentor-mentee relationship.

This is thus another area that could be looked into by GPRA management as an area for development for the program.

“[Yes] However I feel that the academic component guidelines/ expectations were not so clear.” GP Registrar, gave a ‘Yes’ response “Might have been worth a phone call to discuss things.” General Practitioner, gave a ‘Yes’ response

A sample of the verbatim comments that were provided at this question (Q5 Planning to Keep in Touch with First Wave Student(s) Supervised, n=9) is provided below:

In order to provide a measure of the effectiveness of the First Wave program from the perspective of the Supervisors, respondents were asked to indicate whether they thought the *MVWX ;EZI 7GLSPEVWLMT 4VSKVEQ [MPP FIRI½X +IRIVEP 4VEGXMGI in the long-term, given that it provides students with an early, positive exposure to the specialty (Chart 24, page 36).

±2S TPERW LS[IZIV [SYPH FI LETT] JSV XLI ½VWX WXYHIRX ?LSWXIH at practice] to attend at any time and help in any way in future.”

GP Supervisor, gave a ‘Don’t know’ response “I would be happy to if she would like to.” GP Registrar, gave a ‘Don’t know’ response

With the exception of two respondents who felt they couldn’t say, all supervisor respondents gave a resounding ‘yes’ (92%), a great endorsement for the program.

“It is great to provide them with exposure to General Practice early on, makes them much more interested.” General Practitioner, gave a ‘Yes’ response

The unprompted additional comments made by some supervisor respondents (n=7) further highlighted the participating doctor’s enthusiasm for the program:

±2S WTIGM½G EVVERKIQIRXW [IVI QEHI FYX - [SYPH FI MRXIVIWXIH in hearing how he is doing and he would be welcomed back in the future.” General Practitioner, gave a ‘Don’t know’ response

“Without doubt, very important for early exposure!” GP Registrar, gave a ‘Yes’ response

GPRA management provides First Wave Clinical Placement Supervisors with some written guidelines prior to their supervising students but otherwise rely on RTPs to brief their selected Supervisors on the aims and objectives of the Scholarship Program.

“I think the timing of the placement compared with graduation QEOIW XLMW HMJ½GYPX XS GSQQIRX YTSR ,S[IZIV - WXMPP FIPMIZI MX MW very useful to expose those with vague interest early on in their career.” GP Supervisor, gave a ‘Don’t know’ response

Within this context, Supervisors were asked whether they JIPX XLI] VIGIMZIH WYJ½GMIRX WYTTSVX JVSQ +46% QEREKIQIRX and/or their RTP in their role as a First Wave Supervisor. ;LMPWX XLI QENSVMX] SJ WYTIVZMWSV VIWTSRHIRXW GSR½VQIH XLEX they did (96%, see Chart 23, page 36), some of the unprompted verbatim comments made at this question suggest that this is an EVIE XLEX QE] RIIH WSQI ½RI XYRMRK MX MW ETTEVIRX JVSQ WSQI of these comments that not all Supervisors were clear as to the goals of the program and/or felt comfortable and well-resourced enough to meet these goals;

±1SWX HI½RMXIP] - FIPMIZI E JYRHEQIRXEP IPIQIRX SJ MRGVIEWMRK the number and standard of GPs.” GP Supervisor, gave a ‘Yes’ response “Even if they don’t end up as GPs, they will have a better understanding of the depth of practice and the inter-professional relationships GPs have.” GP Registrar, gave a ‘Yes’ response “They realise what is best in this kind of job.” General Practitioner, gave a ‘Yes’ response “For most the only personal experience they have had is with their own GP. I am hoping it will open their eyes to this aspect of the

“Perhaps some more written goals/targets?” GP Registrar, gave a ‘Yes’ response

35

'LEVX 6IGIMZIH 7YJ½GMIRX 7YTTSVX JVSQ +46% 1EREKIQIRX ERH SV 684

5 7YTIVZMWSVW (MH ]SY JIIP XLEX ]SY VIGIMZIH WYJ½GMIRX WYTTSVX JVSQ +46% 1EREKIQIRX ERH SV ]SYV 684 [MXL VIKEVHW XS what was required of you in your role as a First Wave Clinical Placement Supervisor? Base: All Supervisor Respondents (n=26)

'LEVX 3TMRMSR EW XS ;LIXLIV *MVWX ;EZI ;MPP &IRI½X +IRIVEP 4VEGXMGI MR XLI 0SRK 8IVQ

Q7 (Supervisors). Do you think that, by providing medical students with an early positive exposure to General 4VEGXMGI XLMW TVSKVEQ [MPP FIRI½X +IRIVEP 4VEGXMGI MR XLI PSRK XIVQ# &EWI %PP 7YTIVZMWSV 6IWTSRHIRXW R!

36

6 | Supervisor Evaluation Survey Results

broad nature of the medical practice and give her some insight into why she is learning what is being taught and thus make it more relevant and interesting.” General Practitioner, gave a ‘Don’t know’ response “Please fund more of the same!” General Practitioner, gave a ‘Yes’ response Q8. If you would be interested in taking part in the program again next year please provide your email address for this purpose?

Base: All Supervisor Respondents (n=25) (note, n=1 did not answer this question) All supervisor respondents were asked to provide their email address if they were interested in taking part in a future wave of the program. The fact that all bar one of the Supervisors who responded to the survey (96%) indicated being interested in participating again, is another great endorsement for the program.

37

7

Appendices

Appendix A: The First Wave Philosophy

Programs that involve dedicated doctors, as preceptors for medical students, such as the John Flynn Placement Program (JFPP) have been exceptionally popular with students. Not only do they offer unique clinical experiences but also extend the privilege to be mentored by a doctor. As a consequence, such opportunities are highly sort after and thus carry an almost tangible prestige.

%TTVS\MQEXIP] SRI ½JXL SJ %YWXVEPMER QIHMGEP KVEHYEXIW [MPP go on to choose General Practice as their future vocation.

-X MW GPIEV XLEX MR PMKLX SJ XLI WMKRM½GERX QIHMGEP [SVOJSVGI shortage in General Practice that is presently being I\TIVMIRGIH XLEX XLIWI RYQFIVW RIIH XS FI WMKRM½GERXP] higher. Whilst the number of medical graduates is continuing to rise exponentially with each passing year, a more active approach needs to be taken to ensure enough of these incoming graduates eventually become the nation’s future General Practitioners.

The First Wave Program aims to create a similar opportunity JSV QIHMGEP WXYHIRXW MR XLIMV ½VWX ]IEV XS I\TIVMIRGI +IRIVEP Practice under the guidance of a dedicated GP preceptor.

Whilst JFPP has a rural focus, First Wave will focus on two other areas of workforce shortage in General Practice- outer QIXVSTSPMXER ERH EGEHIQMG +IRIVEP 4VEGXMGI 8LI FIRI½XW of the General Practice experience will be supplemented F] WXVYGXYVIH I\TSWYVI XS EJ½PMEXIH EPPMIH LIEPXL WIVZMGIW reinforcing the growing importance of the multidisciplinary approach in patient care.

In recent times, interest in General Practice has waned due to a number of factors. Some are the consequence of our present reality- increasing workload in the General Practice EVIE XIGLRSPSKMGEP EHZERGIW MR SXLIV ½IPHW SJ QIHMGMRI and the high variability of General Practice exposure in medical education curricula. Other factors are products of misinformation- the insinuation that General Practice is less intellectually stimulating, the wider community perception that it is at best a second-rate specialty and that it is not deserving of the same prestige given to other medical specialties.

The First Wave Program offers an opportunity to meld the General Practice experience with a scholarship’s prestige ERH I\TSWYVI XS EVIEW XLEX EVI MR WTIGM½G RIIH SJ %YWXVEPME´W JYXYVI +IRIVEP 4VEGXMXMSRIVW 8LI FIRI½XW SJ XLMW MRMXMEXMZI extend not only to the student but also the wider General Practice and lay community.

The present situation provides an imperative for those who care greatly for the future of General Practice to strive to IRLERGI XLI TVS½PI SJ XLI WTIGMEPX] 8LMW LS[IZIV GERRSX FI limited to simple correction of the various misconceptions.

It must instead, extend further to allow medical students to embark upon an experience of General Practice that is both positive and inspiring. Given the current clinical climate, allowing students to engage in a General Practice experience that encompasses allied health will highlight the role of the GP as a coordinator of a patient’s multidisciplinary care.

It is thus with pride that I present to you, the GPSN First Wave Program.

Joe-Anthony Rotella 2008 GPSN Chair

6IWIEVGL LEW WLS[R XLEX ½VWX I\TSWYVI XS ER] WTIGMEPX] TPE]W ER MQTSVXERX VSPI MR MR¾YIRGMRK XLI TIVGITXMSRW SJ QIHMGEP students as they progress through medical school. By optimising XLI QIHMGEP WXYHIRX´W ½VWX I\TSWYVI XS +IRIVEP 4VEGXMGI E positive foundation for considering the speciality as a future vocation can be built. Rural health clubs have recognised this GSRGITX ERH TVSZMHI VYVEP ³½IPH XVMTW´ XS WXYHIRXW MR XLIMV IEVPMIV years of medical school with much success.

38

7 | Appendices

Appendix B: 2009-2010 First Wave Scholars & Participating Universities, RTPs and Medical Practices

Elizabeth Connor Elizabeth Ward Kelly Banz Laura McDermott Silje Laskowski Vanessa Grace Matabang

First Wave Scholars: Flinders University Arthur Proudfoot Heidi Cutting

University of Notre Dame Sydney Kate Gonski Mealear Sar

James Cook University Brendon Nguyen Sean Blackall Surabhi Khosla

University of Queensland Julian Wong Karl Eisner Kerina Costantini

Monash University Elizabeth Buchholz Emily Jenkins Mikael Dunlop Sharon Maree Johnson

University of Sydney Anthony Schiemer Jade Schroers Sarah Turner Timothy Greg Jones

University of Adelaide Danielle Fitzpatrick Vivian Lee

University of Tasmania Georgina Elizabeth Taylor Sadhishaan Sreedharan

University of Melbourne Arunbalaji Muthusamy Karina Aprico Rim Ghali Soon Kim Yeoh

University of Western Australia Arun Sivakumar Deepshikha Sharma Kaitlin Dubrawski Kavin Intrada Madeleine Venables Maureen Krasnoff Phoebe Power Prerana Ayyar Stephanie van der Moezel Vindya Abeysinghe

University of New England Kristie-Lea Rhodes Lucy Ranzenbacher University of New South Wales Alex Ngo Cecilia Alice Connell Murray Haar Vivian Yeung

University of Western Sydney Abbir Ouban

University of Notre Dame Fremantle Adrian Tarca Anne-Marie Harrison Clark Maul

39

Bayside Medical Centre Bega Valley Medical Practice Castle Hill Medical Centre Cecil Hills Medical Centre Chelsea Village Family Practice Cooktown Medical Centre Coolaroo Clinic Crystal Brook Medical Practice Derby Street Family Medical Centre Duchess Medical Practice Fremantle Family Doctors Fremantle Hospital General Practice Gold City Medical Centre Health at Campbelltown Hermit Park Clinic and Skin Cancer Care Joondalup Drive Medical Centre Lennox Head Medical Centre Lockridge Medical Centre Mead Medical Group Millmerran Medical Centre Moss Vale Medical Centre Narrandera Medical Centre North Street Medical Centre Ocean Keys Family Practice Ocean Shores Medical Centre Parmelia Medical Centre Pioneer Medical Centre Preston Family Medical Practice Romsey Medical Centre Rowville Health Schwarz Family Practice Smith Street Practice Stanthorpe Hospital Stirk Medical Group Stoke Street Family Medical Centre Upper Mountains Medical Centre Bullinah Aboriginal Health Service Byron Bay Skin Cancer Clinic

Participating Universities: Flinders University James Cook University Monash University University of Adelaide University of Melbourne University of New England University of New South Wales University of Notre Dame Fremantle University of Notre Dame Sydney University of Queensland University of Sydney University of Tasmania University of Western Australia University of Western Sydney Participating Regional Training Providers (RTPs): Adelaide to Outback General Practice Training Program (AOGP) CoastCityCountry Training (CCCT) General Practice Training Tasmania (GPTT) GP Synergy Institute of General Practice Education (IGPE) (now part of GP Synergy) North Coast GP Training (NCGPT) Queensland Rural Medical Education (QRME) (formerly RRQC) Tropical Medical Training (TMT) Victoria Felix Medical Education (VFME) (now part of Beyond Medical Education) Victorian Metropolitan Alliance (VMA) WentWest Western Australian General Practice Education & Training (WAGPET) Participating Medical Practices: Adelaide Health Care Ashwood Medical Group Augusta Road Medical Centre Barber Street Medical Centre Bay Centre Medical Clinic

40

7 | Appendices

%TTIRHM\ ' +472 &VMI½RK 4ETIV Optimising General Practice Rotations

» Recommended resources and book-lists » Assessment Encourage students to meet with their GP clinical teacher to discuss and formulate shared learning objectives for the rotation, with a view to reviewing them midway through the rotation.

Provide students with information about support programs that may be relevant to their placement.

Guarantee students carry appropriate indemnity to cover their GP rotation.

The current climate of medical education is changing. With an increasing number of medical students, it will be necessary to broaden the scope of clinical teaching to include alternative learning environments external to tertiary teaching hospitals.

General Practice (GP) will play a major role in this expansion of medical education. It is imperative therefore that the learning experience in general practice is optimised to match the expectations of medical students, GP clinical teachers and medical schools alike.

The GP Clinical Teacher should: Welcome the student by providing a comprehensive introduction to the practice, its staff and the general running of the practice itself. This should include a tour of the facility.

Introduce the student to the use of information technology, including patient data management software (e.g. Medical Director).

Introduce the student to local pathology and radiology systems so they can understand and partake in the referral process.

In collaboration with the medical student, determine the level of involvement with patients in the form of: » Observing the GP in consultation » Being observed by the GP whilst consulting with patients » Seeing patients in an individual consulting room » Observing the GP perform procedures and operations » Performing procedures under supervision » A combination of all of the above Where the practice also provides medical support to a local hospital, the facility should be included in the introduction. The student’s level of involvement and interaction with the hospital should be determined from the outset of the placement.

Where a GP offers specialist services (e.g. obstetrics, general surgery or anaesthetics) the student’s role in these TVEGXMGIW WLSYPH FI GPEVM½IH At the commencement of the rotation, meet with the medical student to discuss and formulate key learning objectives for the duration of the rotation with the intention of reviewing these at a later date.

This expansion comes at a time when Australia is facing a decline in the number of medical graduates entering GP. Providing a positive educational experience in GP is essential if the speciality is to attract a greater number of Australian graduates. Optimising GP rotations also offers a tangible way of dealing with clinical capacity issues. Australia will be best placed to deal with an increased number of medical students and a declining general practice workforce if it can offer a comprehensive and robust clinical experience at the undergraduate level.

If we do not act to optimise the GP rotation, we run the risk of compromising the quality of a generalist Australian medical education. In this paper, GPSN offers the following recommendations to medical students, GP clinical teachers and Australian medical schools.

To ensure appropriate introduction to the rotation: The Medical School should: Provide an introductory lecture immediately prior to the GP rotation, which addresses several key areas » GP as a specialty – Introduction to General Practice by a General Practioner, which should be dynamic and inspirational in style – A brief overview of GP training pathways – An opportunity to debunk popular myths about GP » Course components and curricular requirements

41

The Medical Student should: Prior to commencing their rotation, seek to identify their S[R MRXIVIWX EVIEW SJ +4 ERH XLIMV WTIGM½G TIVWSREP learning objectives.

Approach their GP rotation in a positive manner, and seek to make the most of all learning opportunities.

At the commencement of the rotation, meet with the GP clinical teacher to discuss and formulate key learning objectives for the duration of the rotation with the intention of reviewing these at a later date throughout the rotation.

Actively participate in orientation to the practice by meeting the staff.

Seek to understand administrative processes within the practice including billing and referral systems.

Assist the GP with information required to claim the Practice Incentive Payment. %GXMZIP] WIIO QIERW XS TVSZMHI WYJ½GMIRX VIQYRIVEXMSR JSV the GP clinical teachers as recognition of the time, effort and lost earnings.

Recognise the efforts of GP clinical teachers by awarding XLIQ GIVXM½GEXIW SJ ETTVIGMEXMSR EHNYRGX GPMRMGEP XMXPIW

[LIVI ETTVSTVMEXI ERH SXLIV EGEHIQMG FIRI½XW Invite GP Clinical Teachers to provide feedback on their experience during the rotation, whether it be by correspondence or in person.

To ensure the rotation is educationally effective: The Medical School should: Ensure that the GP is adequately briefed on the aims of the placement and feels comfortable and well resourced to meet these goals.

Ascertain the teaching model the facility wishes to employ. The medical school should provide feedback on the model, and offer suggestions towards interactive and stimulating placements.

Provide students with the opportunity to provide feedback on their placement, their GP clinical teacher and their experience. This should be done with the intention to review and act on any recommendations for change.

To ensure adequate support for the GP Clinical Teacher: The Medical School should: Provide GP clinical teachers with the appropriate resources to best enhance the teaching experience. These might include: » An orientation session where – GPs are adequately informed about The student’s learning objectives Standards with regards to the student’s practical skills and knowledge corresponding to their current stage of learning Core curricular requirements Assessment criteria – New GP clinical teachers can receive advice on teaching from an experienced GP clinical teacher – GPs are exposed to methods of managing medical students in general practice (e.g. the Dawn DeWitt Wave model) Emphasise the importance of supervision in GP rotations, but stress that interactive models where the student is actively involved in the consulting process are probably most effective.

Make available an easily accessible university contact for teaching-related and/or administrative enquiries

The GP Clinical Teacher should: Encourage the student to partake in as many general practice and general practice specialty activities as possible, including, but not limited to, home visits, theatre assisting, anaesthetics, obstetrics, health promotion and day procedures.

Make themselves available to the students as a key resource by remaining approachable and welcoming questions from the student.

Ensure some time for formal teaching during the course of the rotation, either during lunch breaks or in a dedicated time-slot.

Have a scheduled time for the revision of the student’s key learning objectives, ideally midway through the rotation.

42

7 | Appendices

The GP Practice should: Inform patients of the presence of medical students in their practice, both by visible signage and verbal notice by both receptionist and doctor. This is important to best facilitate patient consent and involvement in the practice’s teaching program.

Provide adequate resources to enhance the medical student’s learning environment including, but not limited to, a computer terminal with internet access, small library, relevant journals and phone line. Universities should assist with any establishment costs.

Provide a consulting room if the student wishes to see patients individually. Where possible, this room should be linked with the practice IT network. Senior students should be given opportunities to record patient notes and discuss patient management with the supervising GP. The Medical Student should: Actively acquire resources for learning, and to utilise the GP as a key resource.

Integrate local learning infrastructure with resources external to the general practice.

Engage in clinical and non-clinical general practice processes.

43

Appendix D: 2009-2010 Academic General Practice Scholarship Research Projects Insulin therapy in Type 2 Diabetes Mellitus (University of Melbourne) Student: Arunbalaji Muthusamy Supervisors: Prof Doris Young and Dr Irene Blackberry Measuring and Improving Parental Vaccination Rates in Queensland General Practices (James Cook University) Student: Brendon Nguyen Supervisor: (V 8VEG] 'LIJ½RW Consent in Paediatrics (University of Notre Dame Australia, Fremantle) Student: Clark Maul Supervisor: Amit Vohra Victims of Intimate partner abuse and Child maltreatment Education in medicine (VOICE) (University of Melbourne) Student: Karina Aprico Supervisor: Assoc Prof Kelsey Hegarty -R¾YIR^E :EGGMREXMSR HYVMRK 4VIKRERG] .EQIW 'SSO 9RMZIVWMX] Student: Surabhi Khosla Supervisor: Dr Amanda Torkington

44

7 | Appendices

Appendix E: Student Evaluation Survey Questionnaire Thank you for being part of the GPSN Schwartz First Wave Scholarship Program 2009-2010. We trust that you enjoyed the experience.

We would appreciate your feedback about your scholarship experience as your responses will enable us to improve the program for future recipients and supervisors.

Section 1: Getting Started 5 .YWX XS WXEVX [MXL GSYPH ]SY TPIEWI GSR½VQ [LMGL WGLSPEVWLMT ]SY HMH Clinical General Practice Scholarship Academic General Practice Scholarship Q2. At which University are you studying?

Flinders University James Cook University Monash University University of Adelaide University of Melbourne University of New England University of New South Wales University of Notre Dame Fremantle University of Notre Dame Sydney University of Queensland University of Sydney University of Tasmania University of Western Australia University of Western Sydney Other (please specify) Q3. What year of your medical training did you undertake/are you undertaking in 2009?

1st year medical school 2nd year medical school Q4. Did you attend the First Wave Orientation Workshop that was held in Sydney on 19 & 20 September 2009?

Yes I attended the workshop No I did not attend the workshop

45

Q7. Would you say you are more likely to consider General Practice as a career since completing your GPSN Schwartz First Wave Scholarship?

Yes, more likely No – no change, I always wanted to be a GP No – no change, I still don’t want to be a GP No – I’m now less likely to become a GP Don’t know/Can’t say

Q5. Who was your Regional Training Provider (RTP)?

Adelaide to Outback General Practice Training Program (AOGP) CoastCityCountry Training (CCCT) General Practice Training Tasmania (GPTT) GP Synergy Institute of General Practice Education (IGPE) North Coast GP Training (NCGPT) Rural & Regional Queensland Consortium (RRQC) (now called Queensland Rural Medical Education, QRME) Tropical Medical Training (TMT) Victoria Felix Medical Education (VFME) Victorian Metropolitan Alliance (VMA) WentWest Western Australian General Practice Education & Training (WAGPET) Don’t know/Not sure Other (please specify)

Please provide any additional comments you may have regarding your answer to the above question: Section 3: Your First Wave Scholarship Experience Q8. Please rate the extent to which you agree with each of the following statements in relation to your First Wave Scholarship experience: [Response scale: Yes to a great extent/Yes to some extent/No this did not occur/Not sure/Not applicable]

Section 2: Your Career Choice I developed an appreciation for General Practice and the role it plays in the long-term healthcare of the patient I gained an understanding of lifestyle and work-life balance opportunities in General Practice I was exposed to the various career options within General Practice and the diverse range of medicine that can be practised I now understand the continuity of care concept that makes General Practice unique among specialties I observed a number of General Practice consultations and learnt clinical skills I took part in General Practice preventative health care such as care plans and health checks I gained an understanding of history taking and examination in General Practice I received encouragement to undertake simple tasks under supervision such as blood pressure measurement and immunisation I took part in some community activities that complement the activities of the GP (e.g. time with women’s health group, play groups etc) I was exposed to some areas of multidisciplinary care (e.g.

Q6. Please indicate which of the following (if any) is your current preferred career choice: Anaesthetics Emergency Medicine General Practice Surgery Medicine (i.e. Hospital Medicine) Obstetrics & Gynaecology Paediatrics Pathology Psychiatry Radiology Research I am currently undecided Please provide any additional comments you may have regarding your answer to the above question:

46

7 | Appendices

Please provide any additional comments you may have regarding your answer to any of the above statements:

time with General Practice nurse, time observing allied health, visiting aged care facilities, time with radiologist etc)

Q11. Was there anything that you would have liked to have done during your Clinical Placement Sessions that you did not take part in, or could not be involved in for some reason?

Please provide any additional comments you may have regarding your answer to any of the above statements: Q9. Please rate the extent to which you agree with each of the following statements in relation to your scholarship experience:

Q12. Please rate the extent to which you agree with each of the following statements in relation to the GPSN Schwartz First Wave Scholarship:

[Response scale: Yes to a great extent/Yes to some extent/No this did not occur/Not sure/Not applicable]

[Response scale: Yes to a great extent/yes to some extent/no this did not occur/not sure/not applicable]

- FIRI½XIH JVSQ [SVOMRK SYX E 4PEGIQIRX 7GLIHYPI

Learning Plan with my Clinical Placement Supervisor, prior to commencing my Clinical Placement Sessions I received good advice and support from GPSN Management during my scholarship There were opportunities for me to engage with my Regional Training Provider during my scholarship There were opportunities for me to build professional networks during my scholarship I had opportunities to work with or interact with practice staff, other than my Supervisor (e.g. practice nurse, other GPs, practice manager, allied health staff etc) I developed an understanding of how a general practice runs and how patients are managed

It has improved my understanding of the General Practice training program It has improved my understanding of the role of General Practice in Australia’s health system It has improved my understanding of the remuneration in General Practice (e.g. salaries that can be earned) Please provide any additional comments you may have regarding your answer to any of the above statements: Q13. How likely are you to recommend the GPSN Schwartz First Wave Scholarship Program to other medical students? ;MPP HI½RMXIP] VIGSQQIRH Might recommend Unlikely to recommend (I½RMXIP] [MPP RSX VIGSQQIRH Don’t know/Not sure

Please provide any additional comments you may have regarding your answer to any of the above statements: Q10. Please rate the extent to which you agree with each of the following statements in relation to your Clinical Placement Supervisor:

Q14. How would you rate your overall experience with the GPSN Schwartz First Wave Scholarship Program in terms of it assisting you to decide on your future career choice?

Extremely useful Quite useful Somewhat useful Not useful Don’t know/Can’t say

[Response scale: Strongly agree/Agree/Neither agree nor disagree/ Disagree/Strongly disagree/Not sure] I feel that I established a positive relationship with my Clinical Placement Supervisor My Clinical Placement Supervisor was a positive role model for me I plan or hope to keep in touch with my Clinical Placement Supervisor

Please provide any additional comments you may have regarding your answer to the above question:

47

Q21. What age group are you in?

Under 18 18-24 25-30 31-40 Over 40

Section 4: Future Q15. Please tell us what your favourite part of your First Wave Scholarship Experience was.

This can be any aspect about the program (e.g. the Orientation Workshop, actual clinical placement sessions, your Supervisor, medical practice, meeting other students, your RTP etc).

5 4PIEWI PMWX ER] XIVXMEV] UYEPM½GEXMSRW ]SY GYVVIRXP] LSPH (e.g. Diplomas, Bachelor Degree, Masters etc): [Optional]

Q16. Do you have any suggestions for how the program could be improved for future scholarship recipients? [Optional]

Q23. Do you identify yourself as Aboriginal or Torres-Strait Islander?

Yes No

Q17. The First Wave Scholarship Program is an initiative of the General Practice Students Network (GPSN). Had you heard about the GPSN prior to applying to or hearing about the First Wave program?

Yes No Not sure

Q24. Which of the following best describes your household situation?

Single Single with child/children Married or Defacto Married or Defacto with child/children

Q18. Do you think you will get involved with the GPSN at your university in the future?

Yes I am already involved in the GPSN No Maybe Don’t know/Can’t say

Q25. Where is your place of birth?

Australia Overseas (please specify country): That was our last question!

8LERO ]SY JSV ½PPMRK SYX XLMW WYVZI] =SYV JIIHFEGO [MPP FI invaluable in shaping the First Wave Scholarship Program into the future. Thanks again and we wish you all the best in your future endeavours.

Q19. Please provide your email address if you would like for the GPSN to contact you about getting involved with your local GPSN club:

If you’d like to keep in touch with the General Practice Students Network or GPRA please contact us directly on 1300 131 198,

Section 5: Thank You Thank you for your feedback. We just have a few more questions about you so that we can understand how different people have responded.

The General Practice Students Network (GPSN) General Practice Registrars Australia (GPRA)

Q20. What is your gender?

Male Female

48

7 | Appendices

Appendix F: Supervisor Evaluation Survey Questionnaire

Q5. Do you plan to keep in touch with the First Wave student(s) you supervised?

Yes No Maybe Don’t know

Thank you for taking this survey.

Section 1: First Wave Scholarship Experience

Please provide any additional comments:

Q1. How would you rate your overall experience in supervising the First Wave Scholarship student(s)?

Very positive Mostly positive Neither positive nor negative Mostly negative Very negative Don’t know/Can’t say

5 (MH ]SY JIIP XLEX ]SY VIGIMZIH WYJ½GMIRX WYTTSVX JVSQ GPRA Management and/or your RTP with regards to what was required of you in your role as a First Wave Clinical Placement Supervisor?

Yes No N/A Please provide any additional comments:

Q2. Please provide any general feedback on how you feel the student(s) went during their clinical placement sessions:

Q7. Do you think that, by providing medical students with an early positive exposure to General Practice, this program will FIRI½X +IRIVEP 4VEGXMGI MR XLI PSRK XIVQ# Yes No Don’t know/Can’t say

Q3. Do you feel that you established a positive relationship with the First Wave student(s)?

Yes No Maybe Don’t know

Please provide any additional comments:

Please provide any additional comments:

Q8. If you would be interested in taking part in the program again next year please provide your email address for this purpose:

Q4. How would you describe the general attitude of the student(s) allocated to you during the course of their clinical placement sessions with you?

Very positive Mostly positive Neither positive nor negative Mostly negative Very negative Don’t know/Can’t say

Section 2: Last Questions We just have a couple more questions so that we can understand how different supervisors have responded …

Q9. Have you been involved in supervising a medical student before?

Yes No

Please provide any additional comments:

Please provide any additional comments:

49

Q10. Please indicate which one of the following best describes you: GP Registrar in the AGPT program GP Supervisor General Practitioner Other (please specify) Thank you for your feedback, it is very much appreciated, General Practice Registrars Australia (GPRA) The General Practice Students Network (GPSN)

50

GENERAL PRACTICE STUDENTS NETWORK

Email: gpsn.enquiries@gpra.org.au Fax: (03) 9629 8896 Mail: Level 4, 517 Flinders Lane, Melbourne VIC 3001