I would like to join in the celebrations of Ahluwalia, Hughes, and Ashworth in support of GP education!1
I would expand on the benefits for my peers. Being involved not only in teaching but also in the associated peer group support and learning activities are essential for the maintenance of intrinsic motivation,2 and a lack of involvement a potential red flag for low motivation of colleagues.
But more importantly I would argue it is a key component of the reflection, renewal, and reaffirmation of professionalism and professional values that protects us from burnout.3
Long may GP education be at the forefront of medical education.
REFERENCES
- 1.Ahluwalia S, Hughes E, Ashworth M. In celebration of GP education. Br J Gen Pract. 2019. [DOI] [PMC free article] [PubMed]
- 2.Albardiaz R. Peer motivation — assessing and facilitating. Educ Prim Care. 2017;28(2):119–121. doi: 10.1080/14739879.2016.1242379. [DOI] [PubMed] [Google Scholar]
- 3.Albardiaz R. Using the teaching of professionalism to medical students to inform appraisal and revalidation. Educ Prim Care. 2012;23(6):440–442. [PubMed] [Google Scholar]