Education for Primary Care最新文献

Using immersive simulation to enhance preparedness for challenging and dynamic roles: experiences of UK Defence General Practitioners.

IF 1.5

Education for Primary Care Pub Date : 2025-03-26 DOI: 10.1080/14739879.2025.2476165

Michael Smith, Toby Holland, Cara Swain, Kate King

{"title":"Using immersive simulation to enhance preparedness for challenging and dynamic roles: experiences of UK Defence General Practitioners.","authors":"Michael Smith, Toby Holland, Cara Swain, Kate King","doi":"10.1080/14739879.2025.2476165","DOIUrl":"https://doi.org/10.1080/14739879.2025.2476165","url":null,"abstract":"This article describes the Academic Department of Military General Practice's experiences of the Defence Medical Services General Practice Specialist Training operational preparedness training programme, which culminates in an immersive simulation exercise. Our premise is that additional training is required to close the delta between the civilian GP training pathway and the military operational role on completion of training. Specifically, effective preparatory training optimises a clinicians' performance, while safeguarding their mental and physical health, thereby improving patient outcomes. A key focus has been to facilitate the development of a personal growth mindset in response to adversity, and in so doing contribute to workforce resilience and enduring mission success.The course has been developed using feedback from the General Practice Specialist Trainees, simulated patients and an external independent observers. We present a consolidated educational approach to medical operational preparedness training, through experiential learning. We believe that many of the lessons identified from adopting this approach are transferrable to the Defence educational and training community, our international partner forces and wider civilian humanitarian medical providers. We have concentrated on co-creating an immersive educational environment that utilises a formative assessment approach, capitalising on emergent learning opportunities provided by contemporary operations.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.5,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711565","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

Increasing student likelihood of becoming a general practitioner: the general practice society professional development scheme.

IF 1.5

Education for Primary Care Pub Date : 2025-03-25 DOI: 10.1080/14739879.2024.2444662

Aisia Lea, Heidi Emery, Julie Carson

{"title":"Increasing student likelihood of becoming a general practitioner: the general practice society professional development scheme.","authors":"Aisia Lea, Heidi Emery, Julie Carson","doi":"10.1080/14739879.2024.2444662","DOIUrl":"https://doi.org/10.1080/14739879.2024.2444662","url":null,"abstract":"Medical students are expected to explain and display the importance of professional development and lifelong learning and demonstrate commitment to this. Studies have identified that students desire additional opportunities for professional development outside of that provided by their medical school's curriculum. The University of Nottingham's General Practice Society professional development scheme was designed to address a current gap in extracurricular activities provided to students with an interest in a career in general practice. Medical students were invited to 8 development sessions between January and March 2024, covering topics such as medical education, leadership, research, and networking. The sessions were delivered by practising General Practitioners (GPs) and students. Feedback surveys evaluated aspects of personal and professional development and course satisfaction. 10 students attended at least 6 sessions and completed surveys. Mean scores for all questions improved after the scheme (p ranging < 0.001-0.005), including an increase in the likelihood of students pursuing a career in general practice (mean score 3.40 pre-scheme to 4.00 post-scheme, p = 0.005). This study demonstrates that the professional development scheme produced a statistically significant increase in student's knowledge of how to pursue a career in general practice, knowledge of what a career in general practice entails, and confidence in leadership, medical education and networking. Similar schemes have the potential to not only increase the number of students progressing towards general practice as a career, but also to develop students' skill set and meet their desire for extracurricular professional development.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-5"},"PeriodicalIF":1.5,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711516","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

Mind the gap: decreasing disparities in care for transgender patients.

IF 1.5

Education for Primary Care Pub Date : 2025-03-19 DOI: 10.1080/14739879.2025.2476163

Tonya D Callaghan, J L Anderson, S Bristowe, A Esterhuizen, D Spady

引用次数: 0

The heavy period passport: a student-developed resource to improve documentation and patient education of menorrhagia at a Derbyshire practice.

IF 1.5

Education for Primary Care Pub Date : 2025-03-19 DOI: 10.1080/14739879.2025.2476155

Aisia Lea

{"title":"The heavy period passport: a student-developed resource to improve documentation and patient education of menorrhagia at a Derbyshire practice.","authors":"Aisia Lea","doi":"10.1080/14739879.2025.2476155","DOIUrl":"https://doi.org/10.1080/14739879.2025.2476155","url":null,"abstract":"Menorrhagia is a condition in which the prevalence varies greatly, with some studies estimating that it can impact up to 25% of women. Menorrhagia, or heavy menstrual periods, can be part of a woman's normal menstrual lifecycle, and is impacted by events such as pregnancy and the menopause, as well as other gynaecological conditions such as endometrial cancer. Menorrhagia's definition is now broadly based on the woman's subjective experience of excessive blood loss and impact on quality of life. However, research suggests that women are undereducated about menorrhagia, feel societal pressure to mask their symptoms and may turn to online resources of variable validity in the quest for information.This project sought to understand the adherence of clinicians at a Derbyshire general practice to NICE guidelines regarding history documentation, discussion and provision of resources in patients with menorrhagia from May 2024 to November 2024. Fifty patients were identified following a SystemOne search of the terms 'menorrhagia' or 'excessive and frequent menstruation', 'heavy menstrual period' and 'perimenopausal menorrhagia'.Overall, documentation according to NICE guidelines was poor, often missing the impact of menorrhagia on a woman's quality of life, and there was a lack of documentation regarding the provision of evidence-based resources for patient education. These findings likely represent growing time pressures of practitioners. To combat this, a 'Heavy Periods Passport' has been developed to be uploaded to the patient record to address this gap in the clinical record, ensure patients are provided with accurate information and to improve continuity of care.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.5,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665053","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 consultation under the microscope: a strategy for group video supervision.

IF 1.5

Education for Primary Care Pub Date : 2025-03-19 DOI: 10.1080/14739879.2025.2474586

Jan-Helge Larsen, Gunnar Nordgren

引用次数: 0

On the place of educational theory in the professional development of clinical educators.

IF 1.5

Education for Primary Care Pub Date : 2025-03-16 DOI: 10.1080/14739879.2025.2475348

Tim Clement

{"title":"On the place of educational theory in the professional development of clinical educators.","authors":"Tim Clement","doi":"10.1080/14739879.2025.2475348","DOIUrl":"https://doi.org/10.1080/14739879.2025.2475348","url":null,"abstract":"Different views exist about the training needs of new clinical educators and how they might be met. This contributes to the variably of early professional development offerings. One area of contention concerns the value of educational theory. A paper published in this journal questioned the importance of educational theory in delivering effective GP training and the authors claimed that they had been unable to find an explicit exploration of this issue. If we look to another field - teacher training - the place of educational theory has been thoroughly explored. Leading teacher educators have reported how unsuccessful the 'theory-first' approach has been in influencing teachers' practice and improving pupils' education. 'Realistic teacher education' is proposed as an alternative, which starts from student teachers' practical experiences and the needs and concerns that arise from them. This 'theory-later' approach has influenced novel forms of professional development for clinical educators, where theory is introduced if it is perceived as being relevant to the teaching and learning problems under discussion. This requires facilitators who are comfortable in working from practice to theory. Forsaking a 'theory-first' approach in foundational courses should not make educational theory disappear but prompts course designers to ask if it is better placed in subsequent professional development offerings when clinical educators have had some teaching experience.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.5,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651364","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

Wellbeing interventions in family medicine and general practice trainees: a preliminary meta-analysis.

IF 1.5

Education for Primary Care Pub Date : 2025-03-14 DOI: 10.1080/14739879.2025.2469494

Shaun Prentice, Divya Nitinkumar Patel, Diana Santa Dorstyn

{"title":"Wellbeing interventions in family medicine and general practice trainees: a preliminary meta-analysis.","authors":"Shaun Prentice, Divya Nitinkumar Patel, Diana Santa Dorstyn","doi":"10.1080/14739879.2025.2469494","DOIUrl":"https://doi.org/10.1080/14739879.2025.2469494","url":null,"abstract":"Background: Medical trainees experience occupational stress, prompting increasing research to explore wellbeing interventions. To date, few meta-analyses have evaluated intervention effects, and none have focused on trainees in family medicine or general practice (FM/GP), specifically. Aim: To synthesise available literature on psychosocial interventions to promote wellbeing, and subsequently reduce ill-being or burnout, among FM/GP specialty trainees.Methods: Preferred Reporting Items for Systematic Review and Meta-Analysis were followed and online databases (Embase, Medline, PsycINFO, ProQuest, Scopus) systematically searched (no date limits) for published studies and dissertations. The methodological quality of included studies was reviewed (Mixed Methods Appraisal tool, GRADE assessment), and pre-post changes (Hedges' g) pooled using random effects modelling.Results: Eleven independent studies, involving 182 FM/GP trainees, were included in this review. Evaluated studies varied in their design and the results were characterised by imprecision. Interventions differed in their content, delivery, and length. The data did not favour a single type of intervention, although supporting individuals to monitor their wellbeing did produce significant, positive effects.Conclusions: There is a lack of evidence about the best ways to promote wellbeing in FM/GP trainees. Both the methodology and design of training and educational initiatives for FM/GP need careful consideration in order to progress this research.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-12"},"PeriodicalIF":1.5,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626441","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

International collaboration in primary care training: lessons from a Jordanian diploma programme.

IF 1.5

Education for Primary Care Pub Date : 2025-03-14 DOI: 10.1080/14739879.2025.2475339

Safiya Virji, Lana Alhalaseh, Benjamin Colton

引用次数: 0

Are we ready? General practice and the reality of assisted dying.

IF 1.5

Education for Primary Care Pub Date : 2025-02-09 DOI: 10.1080/14739879.2025.2457135

Ameer Ahmed Khan, Mohmmad Humeda, Abubakar Rauf

引用次数: 0

The challenges faced by early-career international medical graduates in general practice and the opportunities for support: a mixed methods study.

IF 1.5

Education for Primary Care Pub Date : 2025-01-30 DOI: 10.1080/14739879.2024.2435012

Alexandra Jager, Rohini Terry, Michael Harris

{"title":"The challenges faced by early-career international medical graduates in general practice and the opportunities for support: a mixed methods study.","authors":"Alexandra Jager, Rohini Terry, Michael Harris","doi":"10.1080/14739879.2024.2435012","DOIUrl":"https://doi.org/10.1080/14739879.2024.2435012","url":null,"abstract":"Background: Recruiting and retaining International Medical Graduates (IMGs) has been identified as a key component in addressing the ongoing workforce crisis in general practice. However, research shows IMG General Practitioners (GPs) face unique challenges compared to their UK-trained counterparts, impacting their welfare, retention in the workforce, and ability to provide patient care.Aim: This study examined the challenges facing early-career IMG GPs, the help and support they access and want to access, and their perceptions and utilisation of the help and support available.Design and setting: A mixed-methods study that collected primary data in an online survey and interviews between March and May 2023.Method: Early-career IMG GPs based in South West England were invited to complete an online survey consisting of 5-point Likert-scale and free-text questions. Interviews were completed with key informants and some survey respondents. Qualitative data were analysed thematically. Data from the survey and interviews were analysed and merged using a convergent parallel design.Results: Based on 29 survey replies and 9 interviews, four interrelated themes were identified: (i) communication and language, (ii) racism, unequal treatment, and developing coping mechanisms (iii), exclusion and being 'othered', and (iv) adapting to new ways of living and working. Although some IMG GPs access help and support, many feel this is insufficient and poorly accessible.Conclusion: IMG GPs face interrelated and unique challenges in their personal and professional lives and do not feel adequately supported by the NHS. Addressing this disconnect will be vital to sustaining the general practice workforce.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-10"},"PeriodicalIF":1.5,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068622","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