Junior Doctors’ Perception of Their Teaching Role and Responsibilities as Medical Teachers of Medical Students

Background: Junior doctors play a pivotal role in the education of medical students. This study aims to explore junior doctors' perceptions of their teaching responsibilities and experiences in delivering medical education. Methods A total of ten junior doctors, from Foundation Year 1 (FY1) to Core Medical Trainee 2 (CT2), were recruited from a teaching hospital in Southeast London. Semi-structured, face-to-face interviews were conducted, allowing participants to discuss specific aspects of their teaching roles. Interviews were audio-recorded with consent, transcribed, coded, and analysed thematically. The study received ethical approval from the Research Ethics Committee of King’s College Hospital, London, and Health Authority Approval. Participation was voluntary, following an invitation via email with an attached Participant Information Sheet. Potential participants were given the opportunity to ask questions directly or via email, and those who chose to participate provided written informed consent. Data confidentiality and participant anonymity were strictly maintained. Result Junior doctors perceive their teaching roles in three main capacities: as Information Providers, Student Assessors, and Leaders/Managers. An analysis based on five dimensions of teaching—planning, presentation, environment, evaluation, and pedagogy—highlights a critical need for faculty development, designated teaching time, and institutional support. Although junior doctors express a strong commitment to teaching, they encounter substantial barriers, including heavy clinical workloads and insufficient support, often relying on personal experience and observation to develop their teaching skills. Conclusion While the General Medical Council (GMC) expects junior doctors to engage in teaching medical students, this study reveals considerable variability in their perceptions and understanding of this role. These variations are predominantly influenced by the level of organizational support and the amount of teacher training provided. Despite the GMC’s recommendations, ongoing challenges continue to impede the delivery of high-quality teaching. The findings raise concerns regarding the practicality and attainability of the GMC's standards. The study further questions whether the responsibility for preparing junior doctors for their teaching roles should rest with NHS Trusts or Medical Colleges, emphasizing the need for clearer guidelines and enhanced support systems to improve teaching effectiveness.