Education for Primary Care最新文献

{"title":"Increasing the exposure to clinical experiences in undergraduate medical training through enrichment activities in primary care.","authors":"Daniel Crowfoot, Suzan Ghannam, Gurvinder Sahota, Jaspal Taggar","doi":"10.1080/14739879.2025.2558010","DOIUrl":"https://doi.org/10.1080/14739879.2025.2558010","url":null,"abstract":"<p><strong>Background: </strong>Increasing the number of UK medical graduates entering GP training is a national priority. However, GP practices' capacity to offer meaningful placements is challenging. Enrichment activities (EA) may provide an opportunity to increase capacity and exposure to primary care learning experiences.</p><p><strong>Methods: </strong>An EA was any observational/interactive activity outside of core curricular experiences in primary care. GP practices provided options for EAs which were delivered to final year medical students in September 2023. Feedback surveys, comprising closed Likert-scale and open free-text questions, sought to determine student and provider views about the utility of EAs for learning experiences, satisfaction, and influence on career choices in GP.</p><p><strong>Results: </strong>In total, 217 sessions (21.7 weeks) of EAs were undertaken. The most popular EA was working with GPs with an extended role. There was high satisfaction from providers and students. Of students, 77% felt welcomed by providers; 84.7% recommended EAs to others; 61.6% reported added value to their education. Most students were more likely to choose a future career in GP. Of providers, 95% reported value in enhancing student learning; 90% found preparation for EAs easy. Enabling themes for EAs were student engagement; insights into GP roles; exposure to unique clinical experiences. Barriers to EAs were organisational challenges by providers; more time for EAs; greater hands-on opportunities.</p><p><strong>Conclusion: </strong>EAs provide opportunities to improve the variety and capacity of learning experiences in primary care with high levels of student and provider satisfaction. EAs may also promote more undergraduates to choose a career in GP.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.1,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132169","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}

{"title":"Keeping the rural medical workforce flowing: the role of social capital.","authors":"Kyle Eggleton, Felicity Goodyear-Smith","doi":"10.1080/14739879.2025.2556162","DOIUrl":"https://doi.org/10.1080/14739879.2025.2556162","url":null,"abstract":"<p><p>The metaphor of a pipeline is used for rural medical workforces: the sections involve structured contact between high school students, rural physicians and universities; university admission schemes to increase rural student representation in medicine; rural exposure during medical training; and to retain a rural medical workforce upon graduation. Social capital is the benefit people gain from social networks, from both their relationships, and the resources those relationships provide, and is associated with positive physical and mental health and wellbeing. Rural communities generally have a greater sense of community and social involvement and cohesion than their urban counterparts. Relationships tend to be closer and stronger in rural communities with shared sense of identity, norms and understanding and hence greater social capital. There is evidence that social capital impacts on educational outcomes. Social capital factors tend to be enacted in-place, where the student is undertaking their learning. This paper draws on examples from the literature of different social capital interventions that can support the rural pipeline. We suggest that the flow of a rural medical workforce can be boosted by social capital and the analogy of a rural river may be more apt, with the banks of the river representing different locations of rural social networks and distanced medical schools. The student journey is represented by movement down the river, moving side to side on the banks, being in-place in different settings at different parts of the medical programme with different social capital factors at play.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.1,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145081905","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}

{"title":"The numbers are staggering.","authors":"Simon Gay","doi":"10.1080/14739879.2025.2553625","DOIUrl":"https://doi.org/10.1080/14739879.2025.2553625","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1"},"PeriodicalIF":1.1,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076332","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}

{"title":"Future opportunities for delivering primary care education - the political drivers of change.","authors":"Julie Carson, Jaspal S Taggar, Rakesh Patel","doi":"10.1080/14739879.2025.2556164","DOIUrl":"https://doi.org/10.1080/14739879.2025.2556164","url":null,"abstract":"<p><p>Growing patient demand, changing patient need, technological advancements and workforce challenges have resulted in a complex healthcare system in the United Kingdom (UK) that is unable to meet the needs of its populations. Consequently, reform is needed to 'fix the broken National Health Service (NHS)'. In response, the UK government published its 10-year Health Plan, identifying strategic shifts to overcome the challenges, including from hospital to community, from sickness to prevention, and from analogue to digital. These changes in priorities for the NHS now provide an opportunity to reimagine the way in which not just general practice (GP) but education in primary care is both structured and delivered to undergraduate medical students. This article explores ideas for designing 'fit for the future' primary care education against this political backdrop. In doing so, the opportunities are discussed for training provided by the broader non-GP healthcare professional team, collaboration and co-creation of curricula with community partners or third-party healthcare organisations, and the role of heath informatics and technology enhanced learning for workforce development. Furthermore, the importance of consolidating and rationalising education curricula in parallel to growth and innovation is highlighted, to ensure they remain at the forefront of primary care whilst continuing to provide meaningful learning experiences.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-5"},"PeriodicalIF":1.1,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070714","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}

{"title":"Integrating community education into primary care: lessons from Indonesia for a resilient global health workforce.","authors":"Andika Pratama, Nouval Nanola, Yani Sahendra","doi":"10.1080/14739879.2025.2556167","DOIUrl":"https://doi.org/10.1080/14739879.2025.2556167","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.1,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070760","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}

{"title":"Human touch - good, bad, and ambiguous: a teacher's perspective on medical students' and patients' encounters with doctors globally, with a focus on Pakistan.","authors":"Quratulain Khan","doi":"10.1080/14739879.2025.2550295","DOIUrl":"10.1080/14739879.2025.2550295","url":null,"abstract":"<p><p>Human touch holds an important role in field of medicine promoting empathy, trust and connection between doctors, patients and students. This teaching exchange digs into the complex dynamics of 'Human Touch' in medical education and clinical practice exploring its positive, negative and ambiguous aspects. A comforting touch can convey compassion, enhance patient care, alleviate pain and can build trust. However, an uninvited or misinterpreted touch can breach personal boundaries, evoke discomfort or can even be perceived as harassment. The cultural context particularly in Pakistan, adds layers of meaning and sensitivity to such interactions, as societal norms and recent changes influence perceptions of physical contact. Ambiguity in human touch often stems from environmental shifts, such as the COVID-19 pandemic, evolving cultural norms and individual past experiences. With the growing hypersensitivity, driven by movements like #MeToo and increasing societal awareness, the need for clear guidelines on consent and appropriate touch in healthcare settings has become more critical. This Teaching Exchange emphasises the necessity for healthcare educators to cultivate a respectful, empathetic and professional environment. By addressing power imbalances, improving awareness and employing innovative teaching methods, medical institutions can ensure human touch remains a tool for compassion and learning, not contention.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-5"},"PeriodicalIF":1.1,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013405","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}

{"title":"The hidden curriculum of academic GP training: pressure, balance, and personal development.","authors":"Thomas Agar, Russell Hearn","doi":"10.1080/14739879.2025.2550291","DOIUrl":"10.1080/14739879.2025.2550291","url":null,"abstract":"<p><p>Over 50 Academic Clinical Fellows (ACF) undertake Integrated Academic Training in General Practice (GP) annually. A formal curriculum for this programme is in place. Underneath formal curricula lie hidden curricula, which students learn without being formally taught. Although this is well documented in undergraduate medical education, the hidden curriculum for academic trainees is relatively unexplored. We sought to discover the perceived hidden curriculum for ACFs to inform programme improvement.A questionnaire exploring experiences was sent to all 56 GP ACFs in London, Kent, Surrey, and Sussex and responses were thematically analysed. These themes informed a topic guide for a focus group held online with five (9%) participants, chosen through opportunity sampling of eligible individuals. Discussion was transcribed and thematically analysed to produce themes and subthemes.From the 18 (32%) survey responses and focus group discussion, four main themes were identified: management of time pressures, unequal valuation of clinical and academic work, personal development, and pressure and support.Overall hidden curriculum learning outcomes were mixed; the programme provided opportunity to develop personal skills, yet trainees gained a perceived belief that academic work is underappreciated, and that time management is challenging. Changes to the programme have been suggested. Whilst this exploratory study was limited to a geographic region of the UK, it is likely similar experiences are shared by all ACFs in GP. It would be useful to extend this work by studying hidden curricula of primary and secondary care ACFs across the UK.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.1,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013415","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}

{"title":"Enhancing GP consultation skills training: educational evaluation of a conversational AI innovation for simulated consultation assessment preparation.","authors":"C Jacobs, K Hazra, A Singh","doi":"10.1080/14739879.2025.2551207","DOIUrl":"10.1080/14739879.2025.2551207","url":null,"abstract":"<p><strong>Background: </strong>Simulated Consultation Assessment (SCA) preparation is critical for GP trainees, with the traditional approach relying on trained medical actors. However, limited actor availability, scheduling constraints and high costs often restrict practice opportunities. This evaluation aimed to assess a conversational artificial intelligent (AI) system as an educational tool for GP consultation skills training, examining its acceptability, perceived educational impact and implementation considerations for training.</p><p><strong>Methods: </strong>We conducted an educational innovation evaluation with GP trainees and educators (<i>n</i> = 22) following implementation of a conversational AI simulation system for SCA preparation. The evaluation employed a mixed-methods design incorporating validated educational assessment measures across four domains: clinical authenticity, educational utility, user experience and technical performance. Participants' perspectives were captured through structured questionnaires and open-ended feedback. Implementation considerations were assessed through cost-comparison analysis with traditional training methods.</p><p><strong>Results: </strong>This educational innovation demonstrated strong acceptability among users, with particularly positive evaluations for clinical content authenticity (median 4.5, IQR 4-5) and educational value (median 4.5, IQR 4-5). Qualitative feedback revealed that the innovation successfully addressed key training needs, particularly around accessibility and practice frequency. More experienced educators (11+ years) rated the innovation significantly higher for educational utility (<i>p</i> < 0.05), suggesting potential for curriculum integration. The implementation analysis revealed resource advantages, with 24-84% cost reductions compared to traditional methods.</p><p><strong>Conclusion: </strong>This conversational AI innovation offers GP educators a practical, cost-effective solution to training challenges, potentially addressing the modality mismatch between face-to-face training and video-based examinations. Implementation should focus on integration as a complementary curriculum tool, with ongoing evaluation of educational outcomes.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.1,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001610","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}

{"title":"Harnessing the power of storytelling in GP specialty training: a pathway to empathy and holistic care.","authors":"Waseem Jerjes","doi":"10.1080/14739879.2025.2550294","DOIUrl":"https://doi.org/10.1080/14739879.2025.2550294","url":null,"abstract":"<p><p>As general practice (GP) training increasingly emphasises holistic care, it becomes essential to address not only the clinical but also the emotional, social and cultural dimensions of patient care. Traditional GP training often focuses on clinical skills, potentially neglecting these broader aspects, leading to a disconnect between healthcare providers and patients. This teaching exchange paper explores the integration of storytelling into GP training as a means to enhance narrative competency and empathy, key components of holistic care. The GP Specialty Trainees (GPSTs) were guided through engaging deeply with patient stories during personalised one-on-one training sessions, learning how to reflect on their experiences and seeing patients as persons with complex lives. This led to a significant shift in approach taken by trainees in the way consultations were conducted - from purely clinical to increasingly patient-centred. The intervention underlined the centrality of narrative competence for achieving culturally sensitive and empathic care, thus suggesting storytelling as one of the crucial tools of GP education. Qualitative insights of the intervention confirm that it holds the potential to prime future GPs for care not only clinically sound but also deeply integrated with the personal and cultural context of the patient.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.1,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001679","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}

{"title":"Primary care clinical training: engaging medical students in direct patient care.","authors":"Evangelia Savvidou, Nikolaos Evangelidis, Magda Gavana, Areti Triantafyllou, Vasileios Gkolias, Emmanouil Smyrnakis","doi":"10.1080/14739879.2025.2534977","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534977","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.1,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973900","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}