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BACKGROUND: Bedside teaching is an important modality for training medical students and postgraduate trainees in clinical settings. Despite its significance, the effective practice of Bedside teaching has been declining over the past few decades. The literature highlighted the need for structured training, assessment, and certification or in other words entrustment of bedside teachers. The current study aims to develop and validate the Entrustable Professional Activities (EPAs) for bedside clinical teachers. METHODS: A multi-method study with clinical teachers, medical educationists, and postgraduate medical students was conducted from July 2021-22. First, a nominal group using the jigsaw puzzle technique was conducted with 16 participants to identify EPAs. Then these EPAs were mapped and validated by the skills/competencies identified in the literature. Next, the EPAs were evaluated using the EQual rubric by 3 medical educationists. This was followed by two-rounds of modified Delphi to develop consensus among 90 participants in round-one and 69 in round-two. For qualitative data, a thematic analysis was conducted. For quantitative data, means and standard deviations were calculated. RESULTS: The study identified five EPAs for bedside clinical teachers: developing bedside teaching program, planning bedside teaching session, conducting bedside teaching, conducting bedside assessments and evaluating bedside teaching. CONCLUSIONS: This study comprehensively developed and validated a full description of EPAs for bedside clinical teachers. The EPAs identified in the study can serve as a guiding framework for bedside clinical teachers' training, assessment, and entrustment.

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BACKGROUND: The COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators' physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers' physical activity, emotion regulation, and competence for online teaching remains underexplored. OBJECTIVES: This study aimed to investigate the interplay between EFL teachers' physical activity, emotion regulation strategies, and competence for online teaching. RESULTS: Structural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers' competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence. CONCLUSIONS: These findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic. IMPLICATIONS: The study highlights the need for targeted interventions aimed at supporting EFL teachers' well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.

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Introduction: Information literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy. Method: An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage. Results: Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment. Discussion: Our results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

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BACKGROUND: With the increasing prevalence of online teaching, understanding the dynamics that impact educators' well-being and effectiveness is paramount. This study addresses the interconnected relationships among online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers in the digital learning environment. OBJECTIVES: The primary objectives of this research are to investigate the direct and mediated effects of online teaching competence and self-efficacy on emotion regulation and digital burnout among teachers. Additionally, the study aims to explore the mediating role of emotion regulation in the relationship between self-efficacy and digital burnout. The overarching goal is to provide comprehensive insights into the factors influencing teacher well-being in the online teaching context. METHODOLOGY: A cross-sectional survey design was employed, involving a convenience sample of educators from a specific university. Participants responded to validated self-report measures assessing online teaching competence, self-efficacy, emotion regulation, and digital burnout. Statistical analyses, including regression and mediation analyses, were conducted to examine the relationships among the key variables. RESULTS: The findings reveal significant relationships and effects among the investigated variables. Online teaching competence is a substantial predictor of emotion regulation and digital burnout. Similarly, self-efficacy significantly impacts emotion regulation and digital burnout. Emotion regulation mediates the relationship between online teaching competence, self-efficacy, and digital burnout. These results highlight the intricate connections shaping teachers' experiences in the digital teaching environment. CONCLUSIONS AND IMPLICATIONS: In conclusion, this study provides robust evidence supporting the interconnectedness of online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers. The implications underscore the importance of fostering these competencies through targeted professional development. Educational institutions and policymakers can use these insights to implement strategies that enhance teacher well-being, ultimately promoting a more effective and sustainable online teaching environment.

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TVET teachers need comprehensive competence in response to the societal change of digitalization. Comparing to well-developed preparation programs in general education, the training framework for TVET teacher still need to be examined, especially in school-based TVET system. This study aims to propose a teaching competence framework and investigates its fitness and effectiveness in on-service training. A training program was conducted corresponding to it in a case school in China. The program achieves significant improvement in competence by using pretest and posttest measure, and receives satisfactory feedback from a survey among participating teachers. Factors which may affect training operation and outcome are discussed.

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Objective: Teachers' instructional ability is an important guarantee for the quality of instruction. With the continuous enrichment of the content of medical education, there arises an urgent need to strengthen theoretical research on the instructional competence of teachers of clinical courses. Methods: Based on the grounded theory approach, we explored the constituent elements of clinical teachers' instructional competence through conducting in-depth interviews with 16 outstanding clinical medical teachers. Results: By progressively encoding the original sentences, 97 codes, 33 concepts, and 11 categories were obtained, and ultimately 5 main categories of teaching competence of clinical teachers were derived-motivation, knowledge, ability, personal character, and development. Conclusion: Instructional competence is the continuous accumulation of knowledge and ability, as driven by development and supported by strong motivation and personal character. Improvements in instructional competence require not only the efforts by teachers themselves, but also a wide variety of institutional and policy support.

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With the digital transformation of education, data and digital technologies are regarded as the driving forces for teaching innovation. Teachers' data literacy and digital teaching competence are becoming increasingly important for empowering students' digital capacity, ethically technology usage, and collaboration or communication skills in the classroom. Therefore, whether teachers' data literacy and digital teaching competence can empower students in the classroom needs to be explored. This study aims to reveal the relationship between teacher's information communication technology (ICT) attitude, ICT skills, data literacy, digital teaching competence and empowering students. The data were collected from an online self-assessment scale which included a total of 629 K-9 teachers who participated in this study. Using SPSS and AMOS, a model was built by using Structural Equation Models to explain and predict the relationships. The results indicated that: (a) ICT attitude had no significant impact on digital teaching competence, and ICT skills significantly predicted digital teaching competence, but neither ICT attitude nor skills had a significant direct impact on empowering students; (b) data literacy significantly predicted digital teaching competence and had a significant direct impact on empowering students; (c) digital teaching competence, as dominant mediator in ICT attitude, ICT skills and data literacy, strongly predicted empowering students. The findings provided valuable evidence for teachers, policymakers, administrators, teacher educators, and teachers to better reimagine the teachers' digital teaching competence. In the future, the teachers' digital teaching competence should become the top priority in teacher ICT training, which was the most direct influencing factor for empowering students.

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Competent mathematics teachers who have knowledge of gifted students' needs can challenge them in math and prevent boredom and possible underachievement. This retrospective study explores how Norwegian gifted students perceive their earlier teachers' mathematical competency, as well as their reflections about boredom in school. The data were collected through qualitative semistructured interviews with 11 mathematically gifted students who participated in accelerated classes throughout school. The informants ranged in age from 16 to 19 years and were asked about how they experienced their math classes, teachers, and social aspects. The results indicate that students view their teachers as having less mathematical knowledge in earlier school than in later years and that teachers' mathematical knowledge might affect whether they are able to challenge and identify students who are gifted in mathematics.

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Nurse preceptors are key stakeholders in providing quality clinical education. This study aimed to explore the perspectives of nurse preceptors on a web-based clinical pedagogy program and clinical teaching. A descriptive qualitative design was adopted. The program was made accessible to the nurse preceptors who were assigned nursing students from July 2019 to June 2020. Upon completion of clinical teaching, a total of 19 nurse preceptors participated in four focus group discussions. The discussions were audio recorded and transcribed verbatim, and thematic analysis was conducted. Five themes, with 11 subthemes, emerged: (i) Undergoing the process of self-awareness and development; (ii) Mastering newly acquired skills to refine own teaching approach; (iii) Implementing consistent evaluation and constructive feedback; (iv) Dual roles and responsibilities of preceptor; and (v) Benefits and barriers of the program. This study highlighted the knowledge and skills preceptors gained through the program which gave them newfound confidence and facilitated their clinical teaching and evaluation. As the shift towards online learning progresses, web-based learning can be a useful platform for professional development of nurse preceptors.

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Objetivo: compreender a percepção dos professores de um curso técnico em enfermagem sobre as competências para o exercício da docência nesse nível de ensino. Método: estudo de natureza exploratória e descritiva, de corte transversal e abordagem qualitativa. Participaram 14 enfermeiros-docentes que lecionam as disciplinas teóricas no curso técnico de enfermagem da instituição. Para obtenção dos dados, utilizou-se questionário contendo 13 perguntas fechadas e um roteiro para realização de entrevista semiestruturada. Resultados: os resultados mostram que os enfermeiros-docentes do curso Técnico de Enfermagem, são predominantemente do gênero feminino, todos são bacharéis em enfermagem e, o tempo de docência no ensino técnico, variou entre 12 a 24 meses. A análise qualitativa mostrou que quanto às competências docentes: da percepção àquelas necessárias ao exercício da docência, foram delimitadas as seguintes categorias - Atributos; Dominar Conteúdo Teórico e Prático; Buscar Aperfeiçoamento; Saberes Pedagógicos. Conclusão: Este estudo permitiu apreender, na percepção dos professores, o que são competências, e quais na percepção deles participantes, são necessárias para exercer a docência no ensino técnico de enfermagem. Espera-se ainda, que estudo contribua com reflexões sobre a necessidade de capacitação dos professores para que essas competências sejam aprimoradas ou desenvolvidas. (AU)

Objective: To understand the perception of teachers of a technical course in nursing about the skills for teaching at this level of education. Methods: Exploratory and descriptive study, cross sectional and qualitative approach. 14 nurses-teachers who teach the theoretical subjects in the institution's technical nursing course participated. To obtain the data, a questionnaire containing 13 closed questions and a script for conducting semi-structured interviews was used. Results: The results show that the nurse-professors of the Nursing Technician course, are predominantly female, all have bachelor's degrees in nursing and, the teaching time in technical education, varied between 12 to 24 months. The qualitative analysis showed that regarding the teaching competences: from the perception to those necessary for the exercise of teaching, the following categories were defined - Attributes; Master Theoretical and Practical Content; Search for improvement; Pedagogical knowledge. Conclusion: This study allowed to apprehend, in the perception of teachers, what are competencies, and which in their perception, are necessary to exercise teaching in technical nursing education. It is also expected that a study will contribute to reflections on the need for teacher training so that these skills can be improved or developed. (AU)

Objetivo: Comprender la percepción de los docentes de un curso técnico en enfermería sobre las habilidades para la docencia en este nivel educativo. Métodos: Estudio exploratorio y descriptivo, abordaje transversal y cualitativo. Participaron 14 enfermeras docentes que imparten las asignaturas teóricas del curso técnico de enfermería de la institución. Para la obtención de los datos se utilizó un cuestionario que contenía 13 preguntas cerradas y un guión para la realización de entrevistas semiestructuradas. Resultados: Los resultados muestran que las enfermeras profesoras del curso de Técnico en Enfermería, son predominantemente mujeres, todas tienen licenciaturas en enfermería y, el tiempo de docencia en educación técnica, varió entre 12 a 24 meses. El análisis cualitativo mostró que en cuanto a las competencias docentes: desde la percepción hasta las necesarias para el ejercicio de la docencia, se definieron las siguientes categorías - Atributos; Maestría en contenido teórico y práctico; Búsqueda de mejoras; Conocimientos pedagógicos. Conclusión: Este estudio permitió aprehender, en la percepción de los docentes, qué son las competencias, y cuáles en su percepción, son necesarias para ejercer la docencia en la formación técnica en enfermería. También se espera que un estudio contribuya a reflexionar sobre la necesidad de la formación del profesorado para que estas habilidades puedan mejorarse o desarrollarse. (AU)

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:: Entrustable professional activities (EPAs) provide a novel approach to support teachers' structured professionalization and to assess improvement in teaching competence thereafter. Despite their novelty, it is important to assess EPAs as a construct to ensure that they accurately reflect the work of the targeted profession. BACKGROUND:: The co-creation of an EPA framework for training and entrustment of small-group facilitators has been discussed in the literature. Although a rigorous design process was used to develop the framework, its content validity has not been established yet.Approach: A modified Delphi technique was used. Three survey rounds were conducted from December 2019 to April 2020. Expert health professions educationalists were recruited using purposive sampling and snowball techniques. In Round 1, a rubric consisting of seven items was used to assess the quality of nine pre-designed EPAs. In Round 2, competencies required to perform the agreed-upon EPAs were selected from 12 competencies provided. In Round 3, consensus was sought on sub-activities recommended for agreed-upon EPAs. Quantitative data were analyzed using multiple statistical analyses, including item-wise and rubric-wise content validity indices, asymmetric confidence interval, mean, standard deviation, and response frequencies. Qualitative data were thematically analyzed using content analysis. FINDINGS:: Three of the nine proposed EPAs achieved statistical consensus for retention. These EPAs were: (1) preparing an activity, (2) facilitating a small-group session, and (3) reflecting upon self and the session. Nine of the 12 pre-determined competencies achieved consensus and were then mapped against each agreed-upon EPA based on their relevance. Finally, results indicated consensus on five, six, and four sub-activities for EPA 1, EPA 2, and EPA 3, respectively. CONCLUSIONS:: The final framework delineates three EPAs for small-group facilitation and their associated sub-activities. The full description of each EPA provided in this article includes the title, context, task specification, required competencies, and entrustment resources. Program developers, administrative bodies, and teaching staff may find this EPA framework useful to structure faculty development, to entrust teachers, and to support personal development.

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Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios.

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The teacher's personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g., teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher's personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies' personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher's personality in general and do, e.g., not find considerable differences between the PE teacher's and other teacher's personality. Nine studies examine the relationship between the PE teacher's personality and different correlates such as burnout, highlighting, e.g., that female PE teachers' burnout process is less homogeneous than males. Eleven studies examine the PE teacher's personality from an external view and show, e.g., that students of different age groups perceive the PE teacher's personality differently. Our review offers possible practical implications. By e.g., knowing their personality structure - their inside -, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e., transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher's personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights.

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Objective To apply objective structured teaching evaluation (OSTE) in teaching competence assessment for general practice preceptors in community training bases.Methods The teaching competency was assessed with OSTE for 28 general practice preceptors in Fengxian District of Shanghai in December 2017.The application of OSTE was evaluated with questionnaire among preceptors,examiners and standardized students(SS).Results Among 28 preceptors there were 23 females (82.1％),with an average age of (37.3±4.2) years.The average teaching duration was (2.8±2.1) years.In the five OSTE station,the highest total score was (88.1 ±2.7) points in the first station self-presentation,while the lowest was (70.8± 14.5) points of the second part physical examination feedback of the third station ambulatory care teaching.The total score in the fifth station (doctor-patient communication teaching) of participants with＜ 15 years of community practice was higher than those ≥15 years of community practice [(80.1±8.5) vs.(71.6± 7.1),t=2.092,P=0.007].Except"being able to adapt to this form of evaluation",the proportions of choosing "very good"were all more than 50％ in other 4 aspects.The overall willingness of "recommending OSTE as the main method to evaluate the teaching competence of GP trainers" was higher in examiners and SS than that inpreceptors (Z=2.836,P=0.005).Conclusion The innovative approach of OSTE has been widely recognized,but the professional capability,the cognition of general practice,the teaching competence and the willingness to use OSTE need to be strengthened for general practice receptors in community bases.

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OBJECTIVES: Faculty development plays a pivotal role in developing competent and effective teachers. The eventual goal of faculty development is to transfer newly acquired knowledge, skills, and attitudes to the workplace to positively influence students' learning. However, the transfer of training skills is a complex phenomenon, and not much has been reported about the factors affecting this process, especially in the health sciences. This study aims to explore the factors hindering or aiding the transfer of training (newly learned competencies) to the workplace. METHODS: This cross-sectional qualitative study employed a purposive sampling technique and incorporated seven programme developers. The data were collected through semi-structured interviews, and then analysed using thematic analysis. RESULTS: The interviews with programme developers and faculty trainers revealed that the transfer of training to educational practices is a complex and multidimensional process. Primarily, such transfer is influenced by many variables that can be broadly categorised into three groups: trainee characteristics, training design features, and environmental factors. CONCLUSION: The current study has implications for understanding learning transfer after a faculty development programme. It provides a brief overview of the individual, programmatic, and environmental factors that influence the transfer of training to an educational setup.

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Objective To compare the awareness, training and assessment of teaching competence between hospital and community general practice (GP) trainers. Methods A questionnaire survey on teaching competence was conducted among 161 hospital GP trainers and 110 community GP trainers in 2016 April. Results There were 96 male and 175 female participants with an average age of (30.4 ± 8.0) years. On the the awareness of teaching competence,the propotion of"very important"of"creating a quality teaching environment for students","knowing how to teach students","ability to teach students medical knowledge and skills", " feedback ability ", "showing the virtue of being a teacher" in hospital and community trainers were 47.8％(77/161) and 40.0％(44/110), 66.5％(107/161) and 59.1％(65/110), 71.5％(115/161) and 62.8％(69/110), 54.7％(88/161) and 52.7％(58/110), 65.2％(105/161) and 60.9 (67/110), respectively;there were no significant differences of all importance ratings between the two groups (all P>0.05). Hospital trainers had higher proportions of "having received teaching method training" [70.2％(113/161)vs. 50.0％(55/110),χ2=11.302,P=0.001] and"having received teaching training before practice teaching for the first time" [(45.3％(73/161)vs. 21.8％(24/110),χ2=15.735,P<0.001] than those of community trainers. The proportion of "having received teaching comptence evaluation" was higher in hospital trainers than that in community trainers [(60.9％(98/161)vs. 43.6％(48/110),χ2=7.810,P=0.004], but there were no significant difference in teaching comptence evaluation methods between two types of trainers (P>0.01). Conclusion The awareness of teaching competence is similar between hospital and community GP trainers, but the community trainers are lack of teaching competence training, and their teaching competence evaluation methods need to be improved.

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OBJECTIVE: The aim of this study was to explore psychiatrists' perspectives on how clinical teaching and supervision can be improved in postgraduate psychiatric training. METHOD: All New Zealand members of the Royal Australian and New Zealand College of Psychiatrists (fellows: n=367; affiliates: n=167) were invited to participate in an online survey that collected responses to two open-ended questions. The responses were then analysed qualitatively. RESULTS: A total of 27% psychiatrists responded. Two major themes emerged: supervisor competencies and the workplace educational environment, with subthemes of supervisor training, feedback and culture change. CONCLUSIONS: Suggestions to improve clinical teaching and supervision included defining supervisor teaching competencies, instituting evidence-based faculty development, a feedback structure and strengthening leadership support for workplace-based education.

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AIM: To develop a valid and reliable self-assessment scale that can be used by registered nurses in Taiwan to completely measure their patient education competence. METHODS: The Patient Education Competence Scale for Registered Nurses was developed by using expert reviews, item analysis, exploratory factor analysis, criterion validity, and internal consistency and stability to test the construct validity and instrument stability. RESULTS: The exploratory factor analysis of the Patient Education Competence Scale for Registered Nurses from 133 responses revealed 24 items loading on two factors: implementation of patient education and preparation for patient education. The Patient Education Competence Scale for Registered Nurses correlated positively with the Clinical Teaching Competence Inventory. The Cronbach's alpha ranged from 0.96 to 0.97 and the test-retest reliability ranged from 0.82 to 0.88. CONCLUSION: The construct validity and internal consistency reliability of the Patient Education Competence Scale for Registered Nurses were supported. This scale reflected the characteristics of Taiwan's clinical nursing practice and it may be used to assess current patient education competence practice and the need for continuing education and study. However, additional research is needed to refine this scale and increase the possibility of generalizability.

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INTRODUCTION: Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program ("Train the Tutor": TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs' activities in the dissection course. METHODS: NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n=1868). RESULTS: NPTs spend 61% of their time dissecting by themselves or supervising the tutee's dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. CONCLUSION: TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course's progress. NPTs were concerned about their tutees' attitudes and may need more professional support within the TtT program regarding this.

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BACKGROUND: Academic institutions of general practice at German medical faculties have grown during the past years. This leads to an increase in the need of qualified young researchers and teachers in general practice (GP). Little is known about the interest in research and teaching skills and their training among general practice trainees and young GPs. RESEARCH QUESTION: This cross-sectional survey among GP trainees and young GPs examined 1. if there is an interest in the training in research and teaching skills during post-graduate GP training, 2. which fostering and hindering factors have an effect on this interest and 3. which roles are attributed to academic institutions of general practice. METHODS: A web-based cross-sectional study was performed among members of "Verbundweiterbildungplus", a network of GP trainees, as well as "Junge Allgemeinmedizin Deutschland", the German network of young GPs. Descriptive analysis was conducted. RESULTS: 148 GP trainees and young GPs participated in the study, 76% (n=109) of them were GP trainees. There was interest in a position in research and teaching during post-graduate GP training among 55% (n=78). Factors associated with the interest in a position in research and teaching during post-graduate GP training were (MV 5-point Likert scale ± SD): compatibility of clinical work and research/teaching and of family and career (4.4±0.8; 4.7±0.6 respectively). The roles of academic institutions of general practice were attributed to training of medical students (4.6±0.6), post-graduate GP training (4.5±0.7) and research (4.5±0.7). GP trainees assessed the importance of training in research and teaching skills during post-graduate GP training and of the compatibility of family and career differently from young GPs (3.7±1.0 vs. 4.1±0.8 p=0.027; 4.8±0.5 vs. 4.3±0.9, p=0.016). Those interested in a position in research and teaching during post-graduate GP training showed a stronger interest in specific training in research skills (3.7±1.1 vs. 2.8±1.1, p<0.001), a future clinical position in a research practice (3.8±1.2 vs. 2.5±1.2, p<0.001) and as a lecturer at an academic institution of general practice (4.3±0.9 vs. 3.9±1.1, p=0.04). DISCUSSION: There is an interest in professional involvement in research and teaching during post-graduate GP training among GP trainees and young GPs. For those interested, structured concepts (e.g. "clinician scientist") need to be developed in order to facilitate the combination of clinical work and a position in research and teaching during post-graduate GP training. In doing so, the existing potential could be better exploited and more future GPs could be involved in research and teaching.

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