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A high fidelity, multi-learner surgical simulation may offer opportunities for senior learners (SLs) to learn these skills while teaching technical skills to junior learners (JLs).
These included multi-level interdisciplinary ward rounds, case conferences and registrar responsibility for supervision and teaching of junior learners.
Junior learners viewed the GP registrars as easily approachable fellow learners who provided guidance and role modeling.
On the ward, resident teachers play an important role in the education of junior learners [ 12, 13].
Junior learners (medical students and interns) valued having a peer who was close to their stage of training.
Junior learners mentioned consulting rooms set aside for learners, a good-sized tearoom and a meeting room as essential for both informal and formal learning.
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The GP supervisor has a lesser patient load than usual (often two patients an hour) to allow time to join the end of the junior learner's consultation.
The junior learner presents the patient to the GP supervisor and final decisions regarding patient management and follow up are made jointly.
Some of the family residents teach the more junior learner and then going to an allied health person for some input.
A remarkable benefit has been the development of widespread student-initiated near-peer teaching between senior student teachers and more junior student learners.
The very act of teaching may enhance learning on the part of the resident-teacher [ 20], while junior resident-learners may learn better from a teacher whose performance level is more similar to the learner's than from an expert [ 19, 21].
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