In the August 2016 GP Supervisor Survey we asked you “what kind of information would you like GPSA to provide for you?”

Reports on issues and trends in general practice training” was the second most cited answer (77% of respondents).

So here is the first edition of Research Roundup. It’s a scan of the latest journals to pick up any really great papers that have recently been published. And a look at FOAMEd too.

This month we found the following recent papers that might be of interest to you.

September’s MJA includes a really important paper by Matta et al on dealing with patient histories of abuse and trauma as part of medical education. Given the awareness-raising that is currently going on in Australia regarding domestic violence it is a timely paper that speaks to the need for “trauma-informed” medical education for all disciplines.


September MJA also contains two papers on rural issues: one by McGrail et al that confirms once again that training GPs in rural locations is strongly associated with practice in a rural location.


An editorial by Ranmuthagala poses the question as to whether in the long term, this will result in a sustained workforce that meets rural community needs.


Medical Teacher contains an updated Best-Evidence Medical Education (BEME) guide based on a systematic review of faculty development initiatives designed to enhance teaching effectiveness. It finds that faculty development interventions can help to build communities of practice among program participants and in the workplace.


Medical Education celebrates its 50th volume with an updated look back at some of its seminal articles over the years on topics such as selection, assessment and the use of patients in teaching.

There are two other interesting papers on feedback and the educational alliance.

Wearne refers to these two papers and poses some interesting and challenging questions on supervision and feedback.


The paper by Telio et al explores the issue of how feedback is affected by the credibility of its source and that this is not a point-in-time effect but one that affects how future feedback is treated by the learner.


The paper by Voyer et al is an interesting study on what influences the learning culture and concludes that observation of authentic clinical work in the context of a longitudinal, non-assessment based relationship can influence resident participation on a range of measures.


Lastly, Dent writes an interesting commentary on community-based medical education (in Medical Education) and advocates that we should add some SPICES (Student-centred, Problem-based, Integrated and Community-based, having Electives and being Systematic in approach). Now that’s working hard for an acronym!


And if you want to find out more about the latest in self-care, eating like an Italian or learning from your patients, check out FOAM4GP at

Statement: the author has no affiliation with any of the journals cited.



Date reviewed: 22 March 2017

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