A Framework to Guide the Implementation of Best Practice Clinical Learning Environments in Community General Practice: Australia
2. Materials and Methods
2.1. Context of This Study
2.2. Conceptual Design
2.3. Phase 1: Agreeing a Plan
2.4. Phase 2: Drafting and Feedback on a Framework
2.5. Phase 3: Refining and Re-Testing the Framework
- What are your general impressions of the GPCLE Framework?
- Is there anything missing from the framework?
- Is this applicable in your working/teaching context and/or how could this be facilitated?
- Is there any wording that could be clearer?
- Is there any other feedback you have?
2.6. Phase 4: Refining and Checking for Validity
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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|1: Agreeing a plan|
|2: Drafting and feedback on a framework|
|3: Refining and re-testing the framework|
|4: Refining and checking for validity|
|Element||Mean Rating||Objective||Mean Rating|
|An organisational culture that values learning||0.85||Education is valued||0.87|
|Educators are valued||0.83|
|Students/Learners are valued||0.83|
|There is a career structure for educators||0.47|
|Education is included in all aspects of planning||0.60|
|Use of facilities and resources are optimised for all educational purposes||0.55|
|Best practice clinical practice||0.88||There is an organisational commitment to quality of care and continuous quality improvement||0.81|
|Clinical staff are highly skilled, knowledgeable and competent||0.79|
|The organisation adopts best evidence into practice||0.79|
|A positive learning environment||0.83||The environment is welcoming||0.86|
|The environment is safe||0.87|
|Appropriate learning opportunities take place||0.86|
|There is clarity about educational objectives||0.77|
|Clinical education staff are high-quality||0.81|
|Learners are well prepared||0.63|
|There are appropriate ratios of learners to educators||0.75|
|There are appropriate ratios of learners to patients/clients||0.82|
|There is continuity of learning experience||0.78|
|There are structured learning programs and assessment||0.65|
|An effective GP practice–education provider relationship||0.80||Open communication occurs at all levels of the partner organisations||0.81|
|Mutual respect and understanding exists between the health service and its training provider partner||0.80|
|The partners assist each other to optimise their contribution to the training of health professionals||0.76|
|Relationship agreements codify expectations and responsibilities of the partners in the delivery of clinical education||0.77|
|Effective communication processes||0.85||Communication is not taken for granted by the organisation||0.84|
|Communication informs actions, behaviours and decision-making||0.85|
|Communication facilitates feedback||0.84|
|Communication facilitates improved teaching and learning||0.86|
|Appropriate resources and facilities||0.74||Learners and staff have access to the facilities and materials needed to optimise the clinical learning experience||0.82|
|BPCLE Framework||GPCLE Framework|
|1. An organisational culture that values learning||1. The practice values learning|
|Education is valued||Education is valued|
|Educators are valued||Educators are valued|
|Learners are valued||Learners are valued|
|Education is included in all aspects of planning||Teaching is planned|
|There is a career structure for educators|
|Use of facilities and resources are optimised for all educational purposes|
|2. Best practice clinical practice||2. Best practice clinical care|
|There is an organisational commitment to quality of care and continuous quality improvement||There is a commitment to quality care and quality improvement|
|Clinical staff are highly skilled, knowledgeable and competent||Practice staff are highly skilled and competent|
|The organisation adopts best evidence into practice||The practice uses evidence in clinical decision-making|
|3. A positive learning environment||3. A positive learning environment|
|The environment is welcoming||The environment is welcoming|
|The environment is safe||The environment is safe|
|There is clarity about educational objectives||There is clarity about learning objectives, needs and interests|
|Clinical education staff are high-quality||GP supervisors and other teaching staff support effective learning|
|Appropriate learning opportunities take place||Learners gain knowledge and skills specific to general practice|
|Learners are well prepared|
|There are appropriate ratios of learners to educators|
|There are appropriate ratios of learners to patients|
|There is continuity of learning experiences|
|There are structured learning programmes and assessment|
|4. An effective health service-training provider relationship||4. An effective general practice–training provider relationship|
|Mutual respect and understanding exists between the health service and its training provider partner||Partnerships are respectful|
|The partners assist each other to optimise their contribution to the training of health professionals||The practice and training providers work together to optimise learning opportunities|
|Open communication occurs at all levels of the partner organisations||There is open communication between the practice and the training provider|
|Relationship agreements codify expectations and responsibilities of the partners in the delivery of clinical education.||Written agreements are in place|
|5. Effective communication processes||5. Effective communication processes|
|Communication facilitates improved teaching and learning||Supervisors and trainees have regular and sensitive dialogue about learning|
|Communication is not taken for granted by the organisation||Practice staff use high standards of communication|
|Communication informs actions, behaviours and decision-making|
|Communication facilitates feedback|
|6. Appropriate resources and facilities||6. Appropriate resources and facilities|
|Learners and staff have access to the facilities and materials needed to optimise the clinical learning experience||The practice provides infrastructure and resource to enable learning|
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O'Sullivan, B.; Hickson, H.; Kippen, R.; Cohen, D.; Cohen, P.; Wallace, G. A Framework to Guide the Implementation of Best Practice Clinical Learning Environments in Community General Practice: Australia. Int. J. Environ. Res. Public Health 2021, 18, 1482. https://doi.org/10.3390/ijerph18041482
O'Sullivan B, Hickson H, Kippen R, Cohen D, Cohen P, Wallace G. A Framework to Guide the Implementation of Best Practice Clinical Learning Environments in Community General Practice: Australia. International Journal of Environmental Research and Public Health. 2021; 18(4):1482. https://doi.org/10.3390/ijerph18041482Chicago/Turabian Style
O'Sullivan, Belinda, Helen Hickson, Rebecca Kippen, Donna Cohen, Phil Cohen, and Glen Wallace. 2021. "A Framework to Guide the Implementation of Best Practice Clinical Learning Environments in Community General Practice: Australia" International Journal of Environmental Research and Public Health 18, no. 4: 1482. https://doi.org/10.3390/ijerph18041482