Reaching consensus on GP interprofessional competencies: a nominal group study.

Background: As the requirements for collaboration in primary care increase, effective interprofessional teamwork between GPs and other primary care professionals is crucial. The need for more training in interprofessional collaborative competencies is widely recognised. However, existing competency frameworks do not sufficiently specify interprofessional collaboration to guide interprofessional competency development.

Unravelling residents' and supervisors' workplace interactions: an intersubjectivity study.

Context: Successful engagement between residents and supervisors lies at the core of workplace learning, a process that is not exempt from challenge. Clinical encounters have unique learning potential as they offer opportunities to achieve a shared understanding between the resident and supervisor of how to accomplish a common goal. How residents and supervisors develop such a mutual understanding is an issue that has received limited attention in the literature.

Factors adversely affecting student learning in the clinical learning environment: a student perspective.

Purpose: To investigate, from the students' perspective, factors that may adversely affect student learning in the clinical environment.

Method: Medical students evaluated the perceived effectiveness of the clinical learning environment at the end of various clerkship rotations, such as surgery, gynaecology, paediatrics, ophthalmology. After each clerkship students answered a standard questionnaire containing closed-ended questions about supervision, patient contacts, organisation, learning effectiveness and the learning climate, as well as one open-ended question about the clerkship-site's perceived weaknesses.

The relationship between professional behaviour grades and tutor performance ratings in problem-based learning.

Purpose: We investigated the influence of harsh grading by tutors on tutor performance rating by students.

Methods: A total of 187 tutors assessed students' professional behaviour in tutorial groups. Students rated tutor performance after receiving their grades for professional behaviour.