CoChat
Sign Up
Cited by 5Innovations in Medical EducationInternational Student and Expatriate ChallengesMedical Education and Admissions

The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.

Linguistic coaching: a pilot study of one-to-one near-peer coaching for international GP trainees in Yorkshire

Tilsed, Fiona, Cattermole, Helen, Mills, Caroline·2023·Education for Primary Care
DOI 10.1080/14739879.2022.2153750
Open this paper in CoChat — free account

Abstract

INTRODUCTION: International medical graduates (IMGs) have a higher rate of examination failure and are more likely to be referred to the regulator for professional performance issues than their UK-trained counterparts. Support for IMGs to reduce differential attainment takes many forms. A pilot study to assess the feasibility and utility of early intervention to increase the support available for IMGs entering general practice (GP) training was undertaken. METHOD: IMGs entering GP training in one UK region were offered one-to-one, near-peer linguistic coaching during their first two weeks of training. A session focusing on cultural acclimatisation, local accent and dialect using mock patient consultations was delivered and evaluated. RESULTS: The coaching was valued by the trainees and the intervention allowed very early identification of a trainee who needed further support. It was possible to identify such trainees using a non-medical volunteer student coach. DISCUSSION: Use of a non-medical, near-peer coach for one-to-one linguistic support has not previously been described for IMGs. This pilot study confirms the acceptability and utility of this approach. Early identification of trainees requiring enhanced support allows targeted interventions in a time-pressured speciality training programme. Further study with a larger-scale and longer-term coaching programme, assessing trainee feedback and uptake of early supportive intervention is recommended.

Overview

Integrity signals

Registry

Crossref · 10.1080/14739879.2022.2153750

Cites

38 of 38 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 9

  1. Slowther A, 2009, Non UK qualified doctors and good medical practice: the experience of working in a different professional framework
  2. Weber LR, 2012, Ethn Dis, 22, 79
  3. Woolf K, 2016, Fair training pathways for all: understanding experiences of progression
  4. Linton S, 2020, BMJ, 368, m348
  5. Woolf K, 2017, Academic support for the assessment and appraisal workstream of health education England’s review of the ARCP
  6. Lagunes-Cordoba E, 2020, BJPsych Bull
  7. Bradford PB The acquisition of colloquial speech and slang in second language learners of English in El Paso, Texas [master’s thesis]. Texas (TX): University of Texas at El Paso; 2010.
  8. Muir C, 2018, Motivational aspects of using near peers as role models. Part of the Cambridge Papers in ELT series
  9. Zoom Video Communications, Inc, 2021, ZOOM cloud meetings (Version 5.7.4)

Cited by

Sorted by citations

See all 5

Related

See all

Metadata

Authors
Tilsed, F., Cattermole, H., & Mills, C.
Affiliations
Health Education England (GB)
Corresponding author
Cattermole, Helen
ORCID
Venue
Education for Primary Care
Publisher
Informa UK Limited
Published
2022-12-15
Volume
34
Issue
1
Pages
31-39
ISSN
  • 1473-9879 (ISSN-L)
  • 1475-990X
DOI
10.1080/14739879.2022.2153750
OpenAlex
W4311604966
Cited by
5
References
38
Citations by year
2026: 2 · 2025: 1 · 2024: 1 · 2023: 1
FWCI
0.66
Type
journal article
Language
en
Open access
closed
Locations
  • Education for Primary Care (publishedVersion)
  • PubMed (publishedVersion)
Funders
there is no funding
Topics
  • Social Sciences › Education › Innovations in Medical Education
  • Social Sciences › Communication › International Student and Expatriate Challenges
  • Social Sciences › Education › Medical Education and Admissions
Keywords
international medical graduates, general practice training, early intervention, differential attainment
MeSH terms
Mentoring, Foreign Medical Graduates, Humans, Linguistics, Pilot Projects, General Practice

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review