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Non-medical GP programme directors

GP programme directors (PDs) bridge the needs of an educational organisation and the practice learning environment. A PD is described as ‘a facilitator of learning after the foundation years’.1 Leadership and role credibility is customarily established by having been a GP. This model of the expert practitioner who later becomes a practice teacher draws upon the ‘currency of practice credibility’ and is well established inside healthcare education. It is timely for educators and policy makers to consider the role of PDs who are not medical, and the literature on this topic is sparse. To assist this discussion we draw on the 20-year experience of four non-medical educators (GC, PM, SA, JA) who are GP PDs (nmPDs) in addition to holding conventional health practitioner academic roles in universities. We captured our experience within a structured discussion facilitated by an experienced researcher (LT), since asking questions and analysing responses develops a ‘maximal understanding ... of the phenomena being studied’.2 We initially established that our work mirrors that of our GP colleagues and demonstrates that all senior healthcare professionals share common skills. We then explored the smaller but revealing differences that exist between us. Despite some variations, common agreement was reached for the following three themes: