Education for Primary Care最新文献

Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum. 从长期病患者的经验中汲取教训：加强医学本科课程的建议。

IF 1.5

Education for Primary Care Pub Date : 2024-11-06 DOI: 10.1080/14739879.2024.2414741

Philip Cannon, Taha Khan, Fiona Mosgrove, Val Wass

{"title":"Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum.","authors":"Philip Cannon, Taha Khan, Fiona Mosgrove, Val Wass","doi":"10.1080/14739879.2024.2414741","DOIUrl":"https://doi.org/10.1080/14739879.2024.2414741","url":null,"abstract":"The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke's six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: 'advocacy'; 'compassion'; 'the desire to be acknowledged as an individual'\"; acknowledgement of their expertise\"; and 'benefits of continuity of care'. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Consequences of career progression barriers experienced by doctors in GP training: an interpretative phenomenological study. 接受全科医生培训的医生所经历的职业发展障碍的后果：一项解释性现象学研究。

IF 1.5

Education for Primary Care Pub Date : 2024-10-31 DOI: 10.1080/14739879.2024.2395401

Monisha Edirisooriya, Rupal Shah, Ann Griffin

{"title":"Consequences of career progression barriers experienced by doctors in GP training: an interpretative phenomenological study.","authors":"Monisha Edirisooriya, Rupal Shah, Ann Griffin","doi":"10.1080/14739879.2024.2395401","DOIUrl":"https://doi.org/10.1080/14739879.2024.2395401","url":null,"abstract":"Background: Despite commitment across national medical education and training bodies to tackle differential attainment (DA), alongside a wealth of research into contributing factors and solutions, progression in narrowing the gap has lagged. This study explores the lived experiences of doctors facing DA, career progression barriers and their wider consequences.Methods: Interpretative phenomenological analysis was chosen as the methodological framework. The six doctors interviewed were released from General Practice training before enrolling in a 'targeted' intervention scheme designed to support them with training completion.Results: The cohort included four international medical graduates and two graduates from the United Kingdom. Three participants were neurodiverse. Three inter-related themes were identified. 1) 'Career insecurity' is defined as uncertainty about career prospects and attainment of career goals. At varying points along their journey navigating through progression barriers, participants frequently questioned their futures and the decision to persist in the arduous pursuit of training completion. 2) 'Psychological injury' featured prominently in the experiences of the 'targeted trainees'. Feelings of worthlessness, helplessness, low energy and mood, and 'traumatic' experiences were described. 3) 'Social injury' illustrates consequences to doctors' familial and social contexts (including relationships), as well as wider societal consequences (such as attrition).Conclusion: Our research evidences the consequences of DA and career progression barriers. We highlight the urgent need for escalated efforts in addressing the challenges faced by different groups of doctors and narrowing the attainment gap. Recommendations for interventions are included in our study.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond accountability and Learner Agency: a call for a comprehensive approach to portfolio management. 超越问责制和学习者代理：呼吁采用综合方法进行组合管理。

IF 1.5

Education for Primary Care Pub Date : 2024-10-30 DOI: 10.1080/14739879.2024.2420199

Supianto

引用次数: 0

What about us?: a call to include oral health professions within interprofessional education for collaborative practice. 我们怎么办：呼吁将口腔卫生专业纳入跨专业合作实践教育。

IF 1.5

Education for Primary Care Pub Date : 2024-10-30 DOI: 10.1080/14739879.2024.2420191

Lindsay Van Dam

{"title":"What about us?: a call to include oral health professions within interprofessional education for collaborative practice.","authors":"Lindsay Van Dam","doi":"10.1080/14739879.2024.2420191","DOIUrl":"https://doi.org/10.1080/14739879.2024.2420191","url":null,"abstract":"Interprofessional collaboration (IPC) among the health professions is recognised as a vital component of efficient health systems and comprehensive healthcare teams. Interprofessional education for collaborative practice (IPECP) is foundational for health professional students to gain an understanding of professional roles, responsibilities, and the value of other professions to patient care. Oral health professionals are highly skilled and knowledgeable experts who recognise the oral-systemic health link. However, they have been largely excluded from, and underutilised within primary healthcare settings and interprofessional teams. Given that oral health is a key indicator of overall health and wellbeing, there is a need mobilise oral health professionals within primary healthcare practice. Yet, advancements for IPECP in oral health education face significant barriers which impede the integration of the oral health professions within interprofessional teams. Collaborative approaches across health programmes to devise intentional, authentic, and transformative strategies for IPECP are needed to bridge gaps in patient care and to dismantle problematic perceptions of 'oral health' as distinct from overall health and wellbeing in contemporary healthcare practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations. 我们能从大流行病教育方法中学到什么？

IF 1.5

Education for Primary Care Pub Date : 2024-10-22 DOI: 10.1080/14739879.2024.2412600

Rhian Morgan Welch, Antony Willman

{"title":"What can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations.","authors":"Rhian Morgan Welch, Antony Willman","doi":"10.1080/14739879.2024.2412600","DOIUrl":"https://doi.org/10.1080/14739879.2024.2412600","url":null,"abstract":"Background: Recorded consultations are a useful tool for developing consultation skills for general practice speciality trainees (GPSTs). Historical barriers to utility include a lack of recording equipment and trainee discomfort. Widespread use of online communication platforms during the pandemic led to the introduction of the Recorded Consultation Assessment (RCA), prompting an exploration of its impact on GPSTs' attitudes and acceptability of using recorded consultations for feedback.Aim: This sequential explanatory mixed methods study explored attitudes of military GPSTs towards using recorded consultations for feedback to develop consultation skills, and identify factors influencing GPST attitudes.Methods: Participants of this study completed a questionnaire, followed by a representative sample focus group. Descriptive statistics were used to analyse quantitative data, reflexive thematic analysis was employed for qualitative data. Triangulation was conducted using a meta-matrix.Results: Results indicated agreement among respondents on the usefulness of recorded consultations for developing consultation skills, particularly communication skills. Perceived trainer attitudes significantly influence the GPST utility of this tool. The RCA positively impacted attitudes, providing familiarity, free access to easy-to-use online recording platforms, simplified consenting procedures, secure data storage, and improved feedback quality from trainers.Conclusion: Pre-pandemic studies cited equipment access and consent procedures as barriers to utilising recording as a method of feedback. The pandemic and RCA introduced online resources and imperative to utilise this method, resulting in largely positive GPST learning experiences. As we move away from the RCA it is important to retain institutional memory of the benefits gained from feedback using recorded methods.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Provision of early clinical experience in UK medical schools: a cross-sectional survey. 英国医学院提供的早期临床经验：横断面调查。

IF 1.5

Education for Primary Care Pub Date : 2024-10-11 DOI: 10.1080/14739879.2024.2412604

James Fisher, Jonathon Foggin, Paul Paes

{"title":"Provision of early clinical experience in UK medical schools: a cross-sectional survey.","authors":"James Fisher, Jonathon Foggin, Paul Paes","doi":"10.1080/14739879.2024.2412604","DOIUrl":"https://doi.org/10.1080/14739879.2024.2412604","url":null,"abstract":"Background: There is an established evidence base to support early clinical experience (ECE) within medical degree programmes. However, increasingly crowded clinical learning environments can make provision challenging. The aim of this research was to develop understanding about how ECE is provided within UK medical schools.Methods: We conducted a cross-sectional study on ECE provision by UK medical schools using an electronic survey containing a mix of question styles. We gathered data on the stage at which ECE featured within curricula, the amount of ECE provided, the setting for ECE, the learning outcomes covered during ECE and whether such content was formally assessed. Support for survey dissemination was obtained from the UK Medical Schools Council (MSC) Education Leads Advisory Group (ELAG). Responses were collected between 10/05/23 and 11/10/23.Findings: Of the 43 eligible UK medical schools, responses were received from 28 (65%). The provision of ECE amongst respondent medical schools was ubiquitous. The majority of ECE was provided within general practice and hospital settings, but community and voluntary sector settings were increasingly employed, as was technology enhanced ECE. A significant shift in the nature of the content addressed during ECE, with less focus on implementation of basic science was seen within learning outcomes. The extent to which ECE learning outcomes were formally assessed was variable.Conclusion: The amount of ECE provided by UK medical schools has fallen. We encourage institutions to reflect on their provision of ECE and to consider how greater diversity of community settings and technology-enhanced learning could be harnessed.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultural humility is fundamental for general practice. 文化谦逊是全科医生的根本。

IF 1.5

Education for Primary Care Pub Date : 2024-10-11 DOI: 10.1080/14739879.2024.2408532

Evie Hall

引用次数: 0

Teaching patient safety in remote consulting. 在远程咨询中教授患者安全知识。

IF 1.5

Education for Primary Care Pub Date : 2024-09-16 DOI: 10.1080/14739879.2024.2383457

Kate King, Rebecca Payne

{"title":"Teaching patient safety in remote consulting.","authors":"Kate King, Rebecca Payne","doi":"10.1080/14739879.2024.2383457","DOIUrl":"10.1080/14739879.2024.2383457","url":null,"abstract":"A significant proportion of primary care consultations now happen remotely. Although the vast majority occur safely, a recent study highlighted areas of risk which may be compounded by the limited training many GPs have received in remote consulting. To provide safe remote services, consideration needs to be given to adapting practice workflow to optimise remote care. Patients less suitable for remote consulting, either due to disease, extremes of age, disability or for social reasons should be identified and prioritised for face-to-face encounters. Training supports both the development of individual communication skills for remote care, and effective team working. Practice-based group learning events can be used to share experiences, identify resources, and consider the risks in remote care and how they can be mitigated. The paper presents some fictionalised cases, illustrating where patients came to harm, as a result of a remote consultation, and where harm was averted due to actions taken by practice teams. These can be used to support critical thinking and discussion within practice development meetings and tutorials with trainee GPs and other practice staff. Using the paper as a basis for reflection, teaching and action can facilitate the delivery of safer remote care.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating academic medical education into vocational general practitioner training: how do these combined training posts impact on subsequent career paths? 将学术医学教育与全科医生职业培训相结合：这些联合培训岗位对后续职业发展有何影响？

IF 1.5

Education for Primary Care Pub Date : 2024-08-31 DOI: 10.1080/14739879.2024.2387103

Liam McHale, Val Wass

{"title":"Integrating academic medical education into vocational general practitioner training: how do these combined training posts impact on subsequent career paths?","authors":"Liam McHale, Val Wass","doi":"10.1080/14739879.2024.2387103","DOIUrl":"https://doi.org/10.1080/14739879.2024.2387103","url":null,"abstract":"Background: In the UK, to encourage academic careers, extended education posts (EEPs) exist, where standard three-year, general practice vocational training is extended, offering trainees dedicated time to spend in another specialty such as medical education (Med Ed). Little is known about whether this impacts positively on their subsequent careers.Aims: To explore general practitioners' (GPs') experiences and career trajectories after undertaking Med Ed EEPs.Method: Twenty-eight GPs who completed a Med Ed EEP between 2013 and 2021 were invited to participate. Semi-structured interviews were held virtually. Transcripts were coded with NVivo software and underwent thematic analysis using Braun and Clarke's six-phase framework to ensure a reiterative process of internal validation.Results: Eight GPs took part. All were working as NHS GPs, alongside other roles. Four themes emerged: 'growing as an academic educator', 'research can be interesting', 'the academic environment' and 'juggling multiple roles is stressful'. Most were still teaching, involved in research and had undertaken formal Med Ed training. Role models and immersion in academic teams were influential. Significant tensions and stresses were experienced when balancing multiple roles. The absence of ongoing academic training tracks contributed to this.Conclusion: EEPs impact positively on academic career development and the acquisition of appropriate skills. However, managing multiple roles is challenging and stressful. Short-term university contracts, difficulties obtaining flexible working and resultant lack of partnership or salaried clinical work highlight an urgent need to explore fixed academic training pathways after vocational training, if sustainable recruitment into primary care academia is to be achieved.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Glasgow experience: a model for GP out-of-hours teaching for year 3 medical students. 格拉斯哥经验：面向三年级医学生的全科医生非工作时间教学模式。

IF 1.5

Education for Primary Care Pub Date : 2024-08-31 DOI: 10.1080/14739879.2024.2373389

Zoe Noonan, Katie Brown, Lindsey Pope

{"title":"The Glasgow experience: a model for GP out-of-hours teaching for year 3 medical students.","authors":"Zoe Noonan, Katie Brown, Lindsey Pope","doi":"10.1080/14739879.2024.2373389","DOIUrl":"https://doi.org/10.1080/14739879.2024.2373389","url":null,"abstract":"We present a model for delivering out-of-hours (OOH) teaching to year 3 medical students at Glasgow University. Clinical placement time in general practice for students is under unprecedented pressure, and scope to further increase placement capacity in daytime general practice is challenging. The OOH primary care setting is underutilized in Glasgow. We undertook a four-week pilot study based in two OOH centres in Glasgow. Third year medical students could sign up to attend a three-hour teaching session at an OOH site with a dedicated GP tutor. The logistical arrangements and evaluation of this pilot project are presented. Student, GP tutor, OOH staff and administration staff logistics are considered and learning opportunities for students in this setting are discussed. The pilot study received positive feedback from all stakeholders. Our project provides a model for further teaching in this environment to help mitigate placement shortage and provide additional valuable general practice clinical experience for students. The capacity for teaching in the OOH setting could be easily upscaled by either increasing the duration of the placement or utilising more out-of-hours sites for teaching.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0