In this issue

How can we improve the recruitment and retention of community-based medical teachers? Using the example of general practice teachers, in the UK the authors sought to understand the facilitators and barriers to teaching undergraduate medical students through semi-structured interviews. Through the use of Communities of Practice theory, they demonstrate the importance of membership within clinical, medical school and teaching communities. Drawing on these findings, the authors make theoretically informed, yet practical recommendations that may be relevant to other community-based teaching contexts.