Education for Primary Care最新文献

{"title":"Response to Khunti et al - Building Belonging in Medical Education.","authors":"Ryan Peers","doi":"10.1080/14739879.2025.2534879","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534879","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1"},"PeriodicalIF":1.1,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733867","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":"'Saving face' and 'dispreferred responses': politeness theory in GP consultation skills teaching.","authors":"Jessica Mascarenhas, Nicola Schmidt-Renfree, Max Cooper","doi":"10.1080/14739879.2025.2534969","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534969","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709382","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":"Starting GP training at rock bottom: a letter of apprehension and hope.","authors":"Ross Munro","doi":"10.1080/14739879.2025.2534970","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534970","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709384","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":"'Show don't tell': using demonstrations to promote 'conversational' consultation skills in undergraduate general practice.","authors":"Max Cooper, Carl Fernandes, Menaka Jegatheesan","doi":"10.1080/14739879.2025.2534885","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534885","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709383","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":"Teaching GP trainees the art of de-labelling patients.","authors":"Waseem Jerjes","doi":"10.1080/14739879.2025.2534887","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534887","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683371","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":"A framework for international Medical Graduate success in the applied Knowledge test: approach, awareness, assistance and application - a focus group study.","authors":"Pavan Uppal, Debbie Reed, Christopher Warwick","doi":"10.1080/14739879.2025.2524809","DOIUrl":"https://doi.org/10.1080/14739879.2025.2524809","url":null,"abstract":"<p><strong>Introduction: </strong>Differential attainment (DA) is the disparity between attainment levels of different groups of doctors. The causes are multi-factorial, and variations have been highlighted between International Medical Graduate (IMG) General Practice Registrars (GPRs) and United Kingdom Medical Graduates (UKMGs) in their performance of the UK licensing examination for general practice, the Applied Knowledge Test (AKT). Despite existing support measures, there remains a gap in understanding the effectiveness of interventions aimed at improving examination success for IMGs in the AKT.</p><p><strong>Aim: </strong>To explore the preparation and support methods that IMG GPRs consider contributed to their AKT examination success.</p><p><strong>Methods: </strong>A qualitative study using focus groups and Green <i>et al</i>.'s (2007) model of Thematic Analysis was used to generate codes, categories and themes. The verification techniques of member checking and inter-rater reliability were implemented.</p><p><strong>Results: </strong>Four focus groups with a total of 13 IMG GPRs were undertaken. Four primary themes emerged from the thematic analysis: 'Awareness of Preparation Required', 'Assistance that Aids AKT Examination Success','Application of Knowledge Gained and Individual Preferences' and 'Approach and Individual Influences'.</p><p><strong>Conclusions: </strong>This study highlights the perceived importance of personal motivation, early awareness, and proactive support from peers and educators for IMG GPRs to succeed in the AKT. The model of the '4As' (Approach, Awareness, Assistance, and Application) was developed to aid IMG GPRs in achieving success. Local strategic examination support, such as the KSS Curriculum and AKT Support for Training (CAST) programme can facilitate the application of this model. Recommendations include early discussions on differential attainment, the development of a comprehensive AKT program, and tailored educational interventions. The study also recommends further research across diverse training regions to refine educational strategies and ensure equitable opportunities.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643813","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":"Technifying and gamifying GP teaching.","authors":"Mary Robathan, Kate Hilson, Owen Crawford, Michael Hackman","doi":"10.1080/14739879.2025.2518541","DOIUrl":"https://doi.org/10.1080/14739879.2025.2518541","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Create a new GP teaching day based at the university hospital site that inspires medical students to perceive GP lecturers as academics with a view to following primary care as a future career.</p><p><strong>What was the solution?: </strong>Technifying and gamifying GP teaching. Collaboration with the digital education team using new technology including virtual reality (VR) headsets and immersive projector room to embed innovative teaching practices into traditional GP teaching. Also used a gamification approach to introduce quality improvement and emphasise the importance of communication between healthcare teams.</p><p><strong>What lessons were learned?: </strong>Students highly rated this teaching. Written feedback suggested it was valued far more than lecture-based teaching due to its immersive and interactive nature. Students strongly felt it prepared them for placement.</p><p><strong>What are the next steps?: </strong>Further evaluation of this year's student feedback and a follow-up study of perceptions of clinical and academic general practice as career options. Working with the digital technology team to enhance the current teaching further and disseminating this work across the medical school.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733868","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":"An evaluation of initiatives to enhance hospital rotations during GP speciality training in Denmark.","authors":"K Bray, E Christensen, H M Fjordgaard, S Mallet, O S Mortensen","doi":"10.1080/14739879.2025.2524813","DOIUrl":"https://doi.org/10.1080/14739879.2025.2524813","url":null,"abstract":"<p><strong>Background: </strong>The Danish GP postgraduate training programme includes a 2.5-year hospital rotation, where trainees rotate across several hospital departments. However, challenges such as relevance to primary care settings, limited supervision and competing clinical demands often affect the learning effect of these rotations. This study investigated GP trainees' perceptions of hospital rotations, evaluated the impact of implemented educational and well-being initiatives and identified strategies for further improvements.</p><p><strong>Methods: </strong>This qualitative study used surveys and semi-structured interviews to collect data. All current and past GP trainees (between 2021 and 2024) and current educational leads were invited to participate. Data were analysed using Braun and Clarke's thematic analysis framework.</p><p><strong>Results: </strong>Results revealed challenges for GP trainees, including high workloads, limited supervision and lack of understanding of their role. While initiatives like <i>peer-to-peer sparring</i> and return days were appreciated by trainees, many faced barriers such as lack of prioritisation and scheduling conflicts, leading to reduced impact. Despite some successes, these initiatives were often discontinued due to low attendance or scheduling problems.</p><p><strong>Conclusion: </strong>This study highlighted the value of hospital rotations for GP trainees, offering broad clinical exposure. However, tensions between clinical duties and educational opportunities were evident, and trainees felt that educational initiatives were deprioritised. The potential for more structured educational opportunities and increased outpatient work were seen positively, though feasibility concerns remain. Targeted changes and collaboration are essential to balance service delivery and trainee development.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.5,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576616","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 'problem-question-reasoning-solution-teaching' (PQRST) framework for problem case discussion in general practice.","authors":"S Morgan, S R Toukhsati","doi":"10.1080/14739879.2025.2518542","DOIUrl":"https://doi.org/10.1080/14739879.2025.2518542","url":null,"abstract":"<p><strong>Background and objective: </strong>The 'problem-question-reasoning-solution-teaching' (PQRST) framework was designed for GP trainers to use for problem case discussion (PCD) with trainees. We aimed to describe and evaluate the utility of the PQRST framework for PCD in the GP setting.</p><p><strong>Methods: </strong>We delivered a one-hour educational activity on the PQRST tool and evaluated its use in practice. GP trainers completed a pre-education survey (<i>N</i> = 165), followed by a post-education survey six weeks later (<i>N</i> = 30).</p><p><strong>Results: </strong>Before the educational activity, most respondents were unfamiliar with the PQRST framework. Six weeks following the PQRST education activity, over 90% of respondents had applied the PQRST framework during PCD and planned to continue using it. GP trainers were significantly more likely to ask their trainees to present cases using a problem representation format following PQRST education (<i>p</i> < .001).</p><p><strong>Discussion: </strong>The PQRST framework provided a more structured approach and greater confidence in PCD, indicating its utility in GP supervision and training.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-6"},"PeriodicalIF":1.5,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585237","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":"How do General Practice trainees experience the transition from hospital to General Practice: a qualitative study.","authors":"Alice O'Neill, Fódhla Ní Dhalaigh, Tony Foley, Orna Daly, Michelle Martin, Helen McHugh, Aisling A Jennings","doi":"10.1080/14739879.2025.2515927","DOIUrl":"https://doi.org/10.1080/14739879.2025.2515927","url":null,"abstract":"<p><strong>Background: </strong>Specialist training in General Practice (GP) incorporates hospital and community-based training. The transition from hospital to General Practice can be a challenging experience. A negative experience of this transition has been shown to impact the trainee's desire to remain in General Practice.</p><p><strong>Aim: </strong>The aim of this study was to explore GP Trainees' experiences of moving from hospital medicine to General Practice in Ireland.</p><p><strong>Methods: </strong>This qualitative study involved an initial focus group with GP trainees. The results of this focus group informed the development of a topic guide for subsequent one-to-one semi-structured interviews with General Practice Trainees from thirteen General Practice Training Schemes nationally. Interviews were analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>15 interviews were undertaken. The main themes identified were: 1) Finding your way - the trainer as a navigator 2) Running your own ship - developing autonomy and 3) Balancing the competing demands of General Practice. The evolving role of the trainer in supporting the transition was highlighted, as was the GP trainers' role in navigating clinical uncertainty and in shaping the participants' professional identities. The nuances of challenges such as time pressure and increased clinical responsibility were identified. These challenges were exacerbated by the pressure of clinical decision-making and a lack of confidence in applying this judgement in the community setting.</p><p><strong>Conclusion: </strong>The results of this study can be used to inform the development of improved structures to support GP trainees in their transition from hospital to community-based practice.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-11"},"PeriodicalIF":1.5,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576617","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}