Education for Primary Care最新文献

Using ethnographic fieldwork to cultivate situational awareness. 利用民族志田野调查培养情境意识。

IF 1.1

Education for Primary Care Pub Date : 2026-04-14 DOI: 10.1080/14739879.2026.2633733

Koki Kato, Junichiro Miyachi, Yosuke Shimazono

{"title":"Using ethnographic fieldwork to cultivate situational awareness.","authors":"Koki Kato, Junichiro Miyachi, Yosuke Shimazono","doi":"10.1080/14739879.2026.2633733","DOIUrl":"https://doi.org/10.1080/14739879.2026.2633733","url":null,"abstract":"In primary care settings, clinicians' awareness of the situations surrounding physician-patient interactions is crucial for clinical reasoning and decision-making. However, there are limited opportunities to cultivate situational awareness explicitly. To bridge this gap, we conducted a novel one-day workshop informed by ethnographic fieldwork, in which participants were encouraged to attend to compare clinical encounters with other encounters in conspicuously different situations and to engage in 'frame reflection'. In the work, through considering why some areas had a different atmosphere or shop assistants' smiles seemed smarmy, participants found that their interpretations are affected by the typically taken-for-granted notion. One participant then realised that he could have missed the signs and the clues arising both from the patient and the surrounding circumstances. In conclusion, our ethnographic fieldwork session to perform quasi-clinical tasks in unfamiliar settings helped participants to recognise how tacit knowledge and frames guided and influenced their observations and interpretations. This, in turn, led to a reflection on what is taken for granted in familiar clinical encounters. An ethnographic fieldwork with quasi-clinical tasks can facilitate comparative reflection of clinical tasks between familiar and unfamiliar settings, which broadens and sharpens situational awareness through frame reflection.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.1,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677660","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

Framing health inequalities in general practice education: a critical documentary analysis. 构建全科医学教育中的健康不平等：一项批判性的文献分析。

IF 1.1

Education for Primary Care Pub Date : 2026-04-13 DOI: 10.1080/14739879.2026.2654134

Leonard Grant, Sophie Park

{"title":"Framing health inequalities in general practice education: a critical documentary analysis.","authors":"Leonard Grant, Sophie Park","doi":"10.1080/14739879.2026.2654134","DOIUrl":"https://doi.org/10.1080/14739879.2026.2654134","url":null,"abstract":"Background: Health inequalities represent a significant challenge for general practitioners (GPs) and how these inequalities are conceptualised in medical education may influence how GPs approach them in practise.Aim: This study used a critical constructionist approach to analyse how health inequalities are conceptualised within GP curriculum and practice documents to explore the implications for education and practise.Methods: A qualitative, documentary analysis was undertaken, examining eleven texts from institutions involved in GP training and practise guidance. Documents were analysed using a blended inductive-deductive approach to identify dominant conceptual frameworks.Results: Three main conceptualisations of health inequalities were identified: as social problems which can be changed, as variation without a cause, and as risk factors. While documents acknowledged inequalities as modifiable social issues, they often presented them without clear structural causes or political context, reducing complex sociopolitical issues to statistical variations or individual risk factors.Conclusion: Current framing of health inequalities in medical education documents may contribute to GP disempowerment by divorcing inequalities from their structural causes. We argue for incorporating more explicit political and structural understandings of health inequalities into medical education, enabling GPs to better navigate their role at the intersection of medicine and community advocacy.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-8"},"PeriodicalIF":1.1,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677712","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

Pattern Disruption in GP speciality training: a practical intervention to enhance cognitive flexibility and diagnostic reasoning. 全科医生专业培训中的模式中断：提高认知灵活性和诊断推理的实际干预。

IF 1.1

Education for Primary Care Pub Date : 2026-04-12 DOI: 10.1080/14739879.2026.2634248

Waseem Jerjes, Azeem Majeed

{"title":"Pattern Disruption in GP speciality training: a practical intervention to enhance cognitive flexibility and diagnostic reasoning.","authors":"Waseem Jerjes, Azeem Majeed","doi":"10.1080/14739879.2026.2634248","DOIUrl":"https://doi.org/10.1080/14739879.2026.2634248","url":null,"abstract":"Pattern recognition underpins efficient general practice, yet over-reliance on familiar diagnostic scripts can promote cognitive rigidity and premature closure when presentations are atypical, evolving, or socially complex. Pattern Disruption is a structured educational intervention designed to enhance cognitive flexibility in GP speciality training by deliberately interrupting routine reasoning at defined moments.Trainers introduce a single, plausible disruptor - such as a new red flag, contradictory history, contextual risk, medication issue, or system constraint - into an otherwise typical case. Trainees are required to articulate the pattern they entered, identify the assumption it generated, widen the differential diagnosis, and revise management with explicit thresholds and safety-netting. A brief, structured debrief focuses on reasoning processes, uncertainty language, and adaptive decision-making rather than factual recall.This Teaching Exchange describes the theoretical rationale, design principles, and practical implementation of Pattern Disruption across tutorials, simulation, and supervised real clinic 'pause and pivot' moments. The approach introduces novel elements, including trainee-generated disruptors drawn from near-miss experiences, counterfactual rehearsal of everyday cases, and longitudinal documentation of reasoning shifts.Early reflections suggest improved tolerance of uncertainty, clearer articulation of diagnostic risk, and more proportionate follow-up planning. Pattern Disruption is low-cost, integrates into existing GP training structures, and offers a replicable educational approach nationally.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-6"},"PeriodicalIF":1.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677748","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

Teaching about persistent physical symptoms with the aid of a television show: medical undergraduate students' perceptions. 电视节目辅助下的持续性身体症状教学：医学本科生的认知。

IF 1.1

Education for Primary Care Pub Date : 2026-04-12 DOI: 10.1080/14739879.2026.2633730

Douglas Thaynã Vieira de Souza, Larissa Cristine Franco Geraldo, Flávia Eduarda Rocha de Macedo, Camila Ament Giuliani Dos Santos Franco, Deivisson Vianna Dantas Dos Santos, Helena Lemos Petta, Sabrina Stefanello

{"title":"Teaching about persistent physical symptoms with the aid of a television show: medical undergraduate students' perceptions.","authors":"Douglas Thaynã Vieira de Souza, Larissa Cristine Franco Geraldo, Flávia Eduarda Rocha de Macedo, Camila Ament Giuliani Dos Santos Franco, Deivisson Vianna Dantas Dos Santos, Helena Lemos Petta, Sabrina Stefanello","doi":"10.1080/14739879.2026.2633730","DOIUrl":"https://doi.org/10.1080/14739879.2026.2633730","url":null,"abstract":"Background: Persistent physical symptoms (PPS) are highly prevalent and often challenging to manage, yet they remain marginal in medical education. Innovative pedagogical approaches may help address these gaps.Approach: We explored undergraduate medical students' perceptions of using the Brazilian TV series Basic Unit (Unidade Básica) to discuss PPS and their management in primary health care (PHC). The activity took place in a private medical school in southern Brazil. Students watched an episode portraying a family affected by PPS and participated in guided discussions connecting the fictional case with real clinical experiences. Sixteen students (mostly in their final year) later joined online focus groups. Discussions were audio-recorded, transcribed, and analysed according to Ricoeur's hermeneutics.Findings: Students reported that Basic Unit offered a realistic and relatable depiction of PPS, contrasting with traditional medical dramas that focus on acute, hospital-based conditions. They recognised the importance of communication skills, empathy, and family assessment tools - such as genograms and family meetings - in understanding and managing PPS. The audiovisual format helped them visualise complex psychosocial dynamics and strengthened their grasp of key primary care concepts.Conclusion: Using Basic Unit as a teaching tool helped students bridge theory and practice, valuing PHC and the biopsychosocial approach to PPS. This low-cost, context-specific resource can complement communication-skills and family-medicine teaching, contributing to curriculum innovation and reinforcing the role of PHC in addressing complex, person-centred problems.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677731","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 'law of curriculum drift from generalism to specialism': addressing the 'generalist deficit' in undergraduate teaching. “从通才到专才的课程漂移规律”：解决本科教学中的“通才赤字”。

IF 1.1

Education for Primary Care Pub Date : 2026-03-31 DOI: 10.1080/14739879.2026.2646891

Max Cooper

{"title":"The 'law of curriculum drift from generalism to specialism': addressing the 'generalist deficit' in undergraduate teaching.","authors":"Max Cooper","doi":"10.1080/14739879.2026.2646891","DOIUrl":"https://doi.org/10.1080/14739879.2026.2646891","url":null,"abstract":"This article explores how undergraduate curricula in medicine become dominated by specialist facts at the expense of general practice (family medicine). This 'generalist deficit' arises largely from assessment focused upon diagnoses and a need for clinical certainty. The law of curriculum drift from generalism to specialism states that 'effort expended upon improving the quality of assessment in medical education incrementally transforms learning from overarching generalist principles (\"time as a tool\", incremental management, trial of treatment etc) to detailed specialist facts (diagnoses, tests and interventions)'. In their evaluation and expectations of curriculum content, students demand expansion of specialist factual teaching to help pass these assessments. Curriculum reform towards specialism is further driven by school performance in national assessments and by 'metrics-based' quality assurance of curricular content. Specialist content incrementally supplants important learning about the wide range of 'normal' presentations in healthy people, clinical restraint and compassionate patient-centred care. Alongside increasing financial cost, administrative workload and student stress, the processes above leave graduates unprepared for the real-world challenges of practising medicine and being a doctor. This reflective piece also considers wider factors like 'tariff' funding, challenges in defining general practice and a failure to recognise that general practice is an 'approach of practical problem-solving'. The author calls for assessment and teaching throughout undergraduate medical education to embrace clinical uncertainty. This is essential for preparing tomorrow's doctors to work in the National Health Service in both primary and secondary care.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.1,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595460","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 community health workers: what primary care education can learn from Indonesia's Posyandu. 超越社区卫生工作者：初级保健教育可以向印度尼西亚的Posyandu学习什么？

IF 1.1

Education for Primary Care Pub Date : 2026-03-24 DOI: 10.1080/14739879.2026.2646896

Andika Pratama

引用次数: 0

Protecting the last communities of practice. 保护最后的实践社区。

IF 1.1

Education for Primary Care Pub Date : 2026-03-08 DOI: 10.1080/14739879.2026.2640031

Rob Daniels

引用次数: 0

Sustaining GP partnerships: is postgraduate education doing enough? 维持全科医生合作关系：研究生教育是否足够？

IF 1.1

Education for Primary Care Pub Date : 2026-03-05 DOI: 10.1080/14739879.2026.2633097

Ross Munro

引用次数: 0

A mixed-method evaluation of a general practice paediatric education programme, using Moore's outcomes framework for continuing medical education. 综合方法评价全科实践儿科教育方案，使用摩尔结果框架继续医学教育。

IF 1.1

Education for Primary Care Pub Date : 2026-02-25 DOI: 10.1080/14739879.2026.2620667

Nishani Nithianandan, Emma King, Amy Gray

{"title":"A mixed-method evaluation of a general practice paediatric education programme, using Moore's outcomes framework for continuing medical education.","authors":"Nishani Nithianandan, Emma King, Amy Gray","doi":"10.1080/14739879.2026.2620667","DOIUrl":"https://doi.org/10.1080/14739879.2026.2620667","url":null,"abstract":"Background: General Practitioners (GPs) are key providers of paediatric care but do not always feel confident to manage paediatric presentations. This study aimed to assess the acceptability of a multifaceted, online paediatric education programme and its impact on GPs' knowledge, confidence, and perceived practice.Methods: The study design was informed by Moore's conceptual framework for planning and assessing learning in continuing medical education activities. A mixed methods evaluation was undertaken using quantitative survey data collected pre- and post-webinars and after six months, and analysed descriptively. Qualitative data from semi-structured interviews were analysed thematically.Results: 135 GPs participated in the education programme. 71 and 81 responses were received for pre- and post-webinar surveys. Mean knowledge and confidence ratings improved post-webinar (from 2.2/4 (95% CI, 2.0-2.3) to 3.3/4 (95% CI, 3.1-3.4), p < 0.001, and 2.1/4 (95% CI, 2.0-2.3) to 3.3/4 (95% CI, 3.1-3.4), p < 0.001, respectively). Six-to-twelve-month survey participants (n = 28) and interview participants (n = 7) overwhelmingly described the programme as relevant, engaging, and self-reported improvement in knowledge, confidence and clinical practice. Facilitators of success included providing opportunities for questioning, availability of live and recorded webinars, and a community of practice.Conclusions: An online paediatric education programme for GPs was acceptable, relevant and impactful, with its impact on practice requiring further evaluation. The study provides evidence for effective online education of GPs which can be delivered at scale.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.1,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285473","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

A misstep is not the end of the dance: embracing the challenges of reflective practice. 一个失误并不是舞蹈的结束：拥抱反思实践的挑战。

IF 1.1

Education for Primary Care Pub Date : 2026-02-16 DOI: 10.1080/14739879.2026.2613406

Tim Clement

{"title":"A misstep is not the end of the dance: embracing the challenges of reflective practice.","authors":"Tim Clement","doi":"10.1080/14739879.2026.2613406","DOIUrl":"https://doi.org/10.1080/14739879.2026.2613406","url":null,"abstract":"There are a number of claims about reflective practice that ought to be confronting for clinical educators. For example, that models of reflection are often taught by unreflective teachers. Embracing these claims, the author resolved to use the practices of Intentional Noticing - a form of reflective practice - to improve his reflective capabilities. Using a worked example, this paper outlines the features of Intentional Noticing, beginning with the interrogation of the phrase, 'I've got one if you want to hear it', spoken by a colleague working with a group of clinical supervisors. The paper addresses the author's subsequent failure to make such an invitational comment when the opportunity arose; the challenge of acting congruently with one's pedagogical values in the heat of the moment; exploring the perceived tension between 'inquiry learning' and didactic teaching; and eventually finding a way of managing this tension. The example underscores that reflection is hard and that teaching is never completely successful, but a never-ending process of investigating and trying out. The author found Intentional Noticing to be a useful way of studying his practice over time, of confronting the challenges of unreflective doing and of discovering new ideas to try out in the future.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-3"},"PeriodicalIF":1.1,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146207982","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