Education for Primary Care最新文献

{"title":"Training general practice/family medicine residents on quality of care improvement and patient safety: a scoping review.","authors":"Olga Rafaela Apostolouda, Ioannis Algiounidis, Athina Tatsioni, Ilias Pagkozidis, Ilias Tirodimos, Valter R Fonseca, Joao Breda, Zoi Tsimtsiou","doi":"10.1080/14739879.2026.2726178","DOIUrl":"https://doi.org/10.1080/14739879.2026.2726178","url":null,"abstract":"<p><strong>Background: </strong>Training General Practice/Family Medicine (GP/FM) residents on quality of care (QoC) improvement and patient safety (PS) is expected to significantly contribute to the enhancement of their clinical skills and the promotion of a safety culture in primary care. Despite international initiatives, such as the World Health Organization's Global Patient Safety Action Plan, quality and safety training remains insufficient in many countries.</p><p><strong>Aim: </strong>This scoping review aimed to identify training programs for GP/FM residents focusing on QoC and/or PS.</p><p><strong>Methods: </strong>We searched three databases (PubMed, Scopus and Cochrane) for English-language studies outlining relevant training programs that target GP/FM residents. Two independent researchers conducted data screening and extraction.</p><p><strong>Results: </strong>Out of the 1624 articles retrieved, 21 met the inclusion criteria. Most programs originated from the US (<i>n</i> = 17, 80.9%). Among identified curricula, 11 (52.4%) addressed QoC, 7 (33.3%) PS, whilst 3 (14.3%) both QoC/PS. Content heterogeneity was noted, while the majority included core QoC/PS concepts and quality improvement tools. A combination of educational methods was utilised, including didactic lectures, online modules and interactive approaches like simulations, role-playing and group assignments. Program duration varied widely from one month (<i>n</i> = 7, 33.3%) to three years (<i>n</i> = 7, 33.3%). Eight (38.1%) programs incorporated pre- and post-training assessment.</p><p><strong>Conclusions: </strong>Findings indicate the limited QoC/PS training opportunities for GP/FM residents and a marked heterogeneity in identified curricula. Aligning with international recommendations and best practices, the development of effective QoC/PS training programs for future GPs is of utmost importance to safeguard, invigorate and advance primary care services of quality and safety.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.2,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185410","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":"Using grounded theory methods in educational research and evaluation.","authors":"David Edward Cunningham","doi":"10.1080/14739879.2026.2735482","DOIUrl":"https://doi.org/10.1080/14739879.2026.2735482","url":null,"abstract":"<p><p>This leading article focuses on the use of grounded theory as a research approach in educational research and evaluation. It seeks to clarify what is required for a submission to be seen as a grounded theory manuscript. The journal has received, in recent years, manuscripts that lack the necessary academic rigour, in particular in relation to the methods section. It is hoped this article will help to demystify grounded theory and provide guidance for authors planning their research and preparing their manuscript. Grounded theory has an extensive history reaching back to the 1960s with the work of Anselm Strauss and Barney Glaser. Since then, it has evolved with developments and improvements by researchers such as Juliet Corbin, Kathy Charmaz and Adele Clarke. There are various definitions of grounded theory and one by Charmaz is: \"Grounded theory methods consist of systematic, yet flexible guidelines for generating and analysing qualitative data, to construct theories grounded in the data themselves.\" Researchers proposing to use grounded theory need to consider what is required when they are developing their research proposal. They need to decide which type of grounded theory is to be used and to adhere to the published sources relevant to this. This will have implications on how they recruit research participants, how they analyse the data generated from the participants, and how their theory is developed and presented to readers. We welcome submissions that have used grounded theory when it has been thoughtfully and rigorously applied at all stages of the research.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.2,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185366","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 GP Survival Kit: an educational tool to support trainees during the transition from hospital to community-based training.","authors":"Simon Morgan, Samia Toukhsati","doi":"10.1080/14739879.2026.2718209","DOIUrl":"https://doi.org/10.1080/14739879.2026.2718209","url":null,"abstract":"<p><p>The transition from hospital-based training to community general practice is a challenging period for GP trainees, characterised by clinical uncertainty, increased responsibility, and a high emotional and cognitive load. There is limited literature describing practical educational tools designed specifically to support trainees during this transition. This paper describes the development, educational rationale, pilot implementation and potential applications of the GP Survival Kit. The GP survival kit is a box containing 13 everyday items, each symbolising a core concept relevant to safe and effective general practice, including safety-netting, help-seeking, self-care, diagnostic pause and boundary setting. The kit is accompanied by a facilitator guide with structured prompts to support reflective discussion. Grounded in experiential learning theory, the kit uses metaphor and tactile objects to make tacit aspects of general practice more explicit and teachable. The kit was designed for use either one-on-one between trainer and trainee, or in facilitated small-group sessions. Trainees select items from the box and discuss their meaning and relevance in a conversational and learner-centred format. The intention is to promote reflection and psychological safety. The kit was introduced during a GP trainer professional development programme across six sites in Victoria, Australia. Trainers reported high perceived usefulness and strong intention to use the resource in orientation and supervision. In conclusion, the GP Survival Kit is a practical, low-resource educational tool that may support trainee preparedness, reflective practice and psychological wellbeing during transition to community-based training.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-5"},"PeriodicalIF":1.2,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991309","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":"Critical reflection through dialogue: an alternative to in-service training to shift perceptions of patient worthiness in South Africa.","authors":"Sara Ilyse Jacobson, Rachel Weiss, Steve Reid","doi":"10.1080/14739879.2026.2718208","DOIUrl":"https://doi.org/10.1080/14739879.2026.2718208","url":null,"abstract":"<p><strong>Background: </strong>Socially marginalised people in South Africa are at risk of being deemed unworthy of care in the Primary Health Care facility. Traditional in-service learning strategies to address unequal treatment have failed to shift negative perceptions that result in determinations of (un)worthiness. Despite evidence that learning often occurs tacitly through informal conversations, formal in-service training persists.</p><p><strong>Aim: </strong>This study sought to address a gap in the literature regarding learning strategies to minimise the practice of triaging socially marginalised patients based on perceived worthiness.</p><p><strong>Methods: </strong>In this critical participatory action research study, a purposeful sample of nurses and cross-border migrants - a socially marginalised population in South Africa - engaged in participant-led dialogue and critical reflection for one year.</p><p><strong>Discussion: </strong>Critical reflection on problematic assumptions and beliefs holds promise as a strategy to deter worthiness determinations that perpetuate inequality. This critical dialogical process provides a template for a learning strategy that may prove more effective than the traditional in-service training approach.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.2,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921171","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":"Balancing technical rational with professional artistry: a case study in developing clinical reasoning for advanced care practitioners in primary care.","authors":"Elizabeth Swanson, Shamik Agashi","doi":"10.1080/14739879.2026.2718211","DOIUrl":"https://doi.org/10.1080/14739879.2026.2718211","url":null,"abstract":"<p><p>Clinical reasoning is a critical skill for all healthcare practitioners. Learners aspiring to independent practice in primary care are further challenged where diagnostic uncertainty and patient preferences frequently intersect. This case study describes the assessment of a 72-year-old man presenting with unilateral leg swelling following total knee replacement. Although his Wells' score and a raised d-dimer suggested possible deep vein thrombosis (DVT), contextual evidence indicated that d-dimer levels remain elevated for weeks postoperatively. The patient also preferred to avoid unnecessary hospital visits. Through shared decision-making, safety netting and reflective clinical reasoning, the practitioner concluded that the presentation was most likely post-surgical swelling rather than acute DVT. This case highlights the challenges of balancing protocols with clinical judgement, the need to interpret diagnostic tests in context, and the value of communication skills in aligning management with patient preferences. Whilst the context of this case applies to the supervision of an advanced practitioner in primary care, the discussion considers implications for the education of all independent practitioners, particularly in consultation skills, interpreting evidence and clinical reasoning in the context of complexity.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-5"},"PeriodicalIF":1.2,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148913883","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":"Health inequalities education in healthcare students: student perspectives to inform generalist and primary care curricula.","authors":"Lucy Baxter, Achele Agada, Sonia Elks, Halia Shah, Judith Ibison","doi":"10.1080/14739879.2026.2718210","DOIUrl":"https://doi.org/10.1080/14739879.2026.2718210","url":null,"abstract":"<p><p>Health inequalities education is increasingly recognised as essential in healthcare training, particularly for generalist and primary care practice, yet undergraduate provision is inconsistent, shallow and often tokenistic. Students report limited opportunities to apply learning meaningfully in clinical settings. This study explores healthcare students' experiences and preferences for pedagogy to inform curriculum development relevant to primary care. An online survey, informed by literature and student collaborators, collected data from 50 students across more than 10 healthcare programmes. Descriptive frequency analysis guided questions for a student-led virtual focus group (<i>n</i> = 5). Focus group data underwent reflective thematic analysis to identify pedagogical preferences transferable to primary care education. Most respondents (78%) agreed health inequalities education is relevant to future practice, and 86% wanted more teaching. Only 34% reported consistent coverage, and 56% felt teaching applied to clinical practice. Students strongly preferred hearing from patients and service users (92%) and favoured interactive formats over lectures. Thematic analysis revealed four insights: teaching often lacks authenticity; case scenarios risk reinforcing stereotypes; reflective practice and patient narratives enhance understanding; and educator preparedness and positionality influence learning. Students highlighted the need for practical skill development, authentic stories and safe, critically reflective learning spaces. Students want education to move beyond theoretical awareness towards application, reflection and authentic engagement. Optimal pedagogy should prioritise co-produced patient narratives, interactive learning, realistic scenarios, educator preparation and aligned assessment. Curriculum reform must focus on better design rather than more content, equipping students to address inequities in primary care.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-3"},"PeriodicalIF":1.2,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148913833","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":"Training for social prescribing link workers: a scoping review.","authors":"S Tierney, G Hanley, H Napierala, L Burns, K Husk","doi":"10.1080/14739879.2026.2718220","DOIUrl":"https://doi.org/10.1080/14739879.2026.2718220","url":null,"abstract":"<p><strong>Background: </strong>Social prescribing involves connecting people to community-based resources to address non-medical determinants of health. Central to its delivery are link workers; their effectiveness depends, in part, on the availability and quality of training. Despite rapid expansion of the link worker role on an international scale, training provision for this workforce remains fragmented and poorly mapped.</p><p><strong>Aim: </strong>To identify and describe training programmes for link workers reported in the published and grey literature.</p><p><strong>Methods: </strong>We followed the Joanna Briggs Institute methodology on scoping reviews. Six electronic databases were searched alongside targeted grey literature searching. Sources were included if they described or evaluated training specifically for link workers (or equivalent roles). Data were extracted on training characteristics, content, delivery, duration, assessment methods and costs and synthesised narratively.</p><p><strong>Results: </strong>Sixty-four sources describing 39 training programmes were included. Most were delivered in the United Kingdom, with others identified in Canada, the United States of America, Singapore, Portugal, Ireland and Australia. Training varied widely in duration (2.5- 329 hours), delivery mode (predominantly online or blended), cost and stated objectives. Common content areas included communication skills, personalised care, understanding social prescribing systems, working with community resources/groups/organisations and managing personal boundaries and resilience.</p><p><strong>Conclusions: </strong>Training for link workers is inconsistently described, reflecting variation in role expectations and workforce backgrounds. While many core competencies were addressed across reviewed programmes, comprehensive and inclusive training offers remain limited. Future research should examine training effectiveness, learner experiences and the development of targeted content for marginalised populations.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-8"},"PeriodicalIF":1.2,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889119","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":"Beyond community health workers: what primary care education can learn from Indonesia's Posyandu.","authors":"Andika Pratama","doi":"10.1080/14739879.2026.2646896","DOIUrl":"10.1080/14739879.2026.2646896","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"251"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515598","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":"Research methodology education in primary care training: a neglected competency in low- and middle-income countries.","authors":"Azzam Zrineh, Muhammad M Elsharkawy","doi":"10.1080/14739879.2026.2686960","DOIUrl":"10.1080/14739879.2026.2686960","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"252-253"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266532","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":"Engaging the unengaged: lessons from a culturally informed workshop framed around Traveller health.","authors":"Lisa Collins, Helen Reid, Grainne P Kearney","doi":"10.1080/14739879.2026.2690519","DOIUrl":"10.1080/14739879.2026.2690519","url":null,"abstract":"<p><p>Cultural models aim to support equitable and culturally meaningful healthcare. Cultural competence, cultural humility, and cultural safety are key examples of these models, equipping medical professionals with tools for effective patient care that extend beyond knowledge and skills. Importantly, the use of cultural models fosters an understanding that encourages individuals to reflect on how care is delivered. This reflective practice helps develop awareness of power imbalances and may contribute to reducing health inequities. The Traveller community, an indigenous ethnic minority with documented discrimination and excess health inequities, is an example of a group where culturally informed practice is essential. Limited research explores undergraduate medical students' understanding of cultural models generally or Traveller health as an example of culture specifically. In previous work completed by the authors, we identified an 'unlearning' needed in postgraduate medical training around cultural models and thus aimed to explore if this could be avoided at the undergraduate stage. We designed an educational workshop, and piloted delivery alongside a cultural mentor for the Northern Ireland Traveller community, to explore understanding of cultural models and cultural mentorship. Despite low engagement, feedback demonstrated that cultural mentorship and structured exploration of cultural models can prompt reflective learning among medical students. Participants identified a need for ongoing self-reflection when working with minority communities and highlighted gaps in prior knowledge of health amongst Traveller communities. Low uptake underscores challenges in attracting students to unfamiliar topics and in engagement with culturally informed education.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"241-246"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449887","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}