Education for Primary Care最新文献

{"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":"Challenges, motivators and differential attainment: a qualitative study of the experiences of GP Educational Supervisors.","authors":"Allison Rees, Christopher Harrison, Helen Hooper","doi":"10.1080/14739879.2026.2718218","DOIUrl":"https://doi.org/10.1080/14739879.2026.2718218","url":null,"abstract":"<p><strong>Introduction: </strong>General practice (GP) Educational Supervisors (ESs) play a vital role in supporting resident doctors (RDs) to achieve success on their training journey, but previous surveys have shown them to be at high risk of burnout.</p><p><strong>Aims: </strong>This study explored the motivational factors and current challenges experienced by GP ESs across one UK Deanery.</p><p><strong>Methods: </strong>Questionnaires were used to collect data from practising ESs. The free-text data was analysed thematically.</p><p><strong>Results: </strong>Completed questionnaires were returned by 82 GP ESs. Thirty-seven respondents (45%) had considered stopping training at some point with the largest proportions among mid-career ESs (in the role between 6-14 years) and ESs who had supervised at least five international medical graduate (IMG) GP RDs. Managing workload, effects on wellbeing, and practice issues (including insufficient remuneration), posed challenges impacting ESs in their role, along with professionalism concerns and the complex needs of some RDs (especially IMGs). Positive motivating experiences including good relationships with the RDs, personal development, and fulfilment, were described by all participants.</p><p><strong>Discussion: </strong>The increasing workload in general practice along with more complex supervisory needs of resident doctors, particularly international medical graduates, can place added pressure on ESs, affecting wellbeing. The Government's intention is to substantially increase the number of GP training places by 2031. GP Educational Supervisors are integral to the success of any planned expansion and their retention at all stages of their careers is vital. Understanding and addressing their concerns, needs and motivators will be important in recruiting and retaining this important workforce.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.2,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833386","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":"AI patients, real practice: exploring the use of AI-simulated patients to support primary healthcare training for combat medical technicians.","authors":"Hugo Cohen, Ben Smith, Natasha Day, Chris Jacobs, Douglas Reid","doi":"10.1080/14739879.2026.2714838","DOIUrl":"https://doi.org/10.1080/14739879.2026.2714838","url":null,"abstract":"<p><strong>Introduction: </strong>Combat Medical Technicians (CMTs) are central to military primary care but have limited opportunity for clinical exposure. Simulated patients offer a controlled method to maintain clinical currency. Advances in conversational artificial intelligence (AI) enable realistic and interactive simulated consultations. We present our evaluation of the feasibility, acceptability and educational impact of AI-simulated patients for CMT training.</p><p><strong>Methods: </strong>Five military primary care simulated patients were developed and hosted on the SimFlow.ai platform and delivered during a development course. Participants completed pre- and post-simulation surveys assessing confidence across 12 clinical domains alongside perceptions of realism, usability and educational value. Quantitative analysis used Wilcoxon signed-rank tests and Spearman rank correlations.</p><p><strong>Results: </strong>Twenty CMTs completed both simulations and surveys. Statistically significant improvements were observed in 10 of 12 clinical domains, including core consultation skills such as comprehensive history taking, identifying key symptoms, adapting questioning and formulating a management plan, and differential diagnoses (all <i>p</i> < 0.002). Evaluation of the simulations demonstrated positive perceptions of medical accuracy, patient narratives and overall educational value. Technical performance received mixed feedback, with response lags identified as the primary barrier. No associations were found between outcomes and CMT demographics which suggests equitable benefit across the cohort.</p><p><strong>Conclusion: </strong>AI-simulated patients are feasible to implement and are associated with meaningful improvements in consultation confidence among CMTs. Despite technical constraints, AI-simulated patients represent a scalable, standardised adjunct to support clinical currency across the CMT workforce. Further research should evaluate objective competence outcomes and explore broader uses of this technology.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.2,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799401","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 the deficit frame: rethinking communication and adaptation in the integration of international medical graduates.","authors":"Rony Kurniawan Pratama","doi":"10.1080/14739879.2026.2714837","DOIUrl":"10.1080/14739879.2026.2714837","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.2,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148727032","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":"Demonstrating the therapeutic value of physical examination and the art of reassurance to undergraduate medical students.","authors":"Maxwell John Cooper","doi":"10.1080/14739879.2026.2673586","DOIUrl":"10.1080/14739879.2026.2673586","url":null,"abstract":"<p><p>The therapeutic value of history and physical examination has long been recognised but little evidence exists to support its teaching in the undergraduate context. This article describes demonstrating therapeutic examination to year four students at Brighton and Sussex Medical School. A student volunteer is invited to be the patient. The presentation is clearly marked as a 'middling case' of sore throat, i.e. one where the condition is painful but not dangerous. In this example I explain that the patient has a Centor score of 2-3 and that my examination seeks to be therapeutic to the patient and the GP. The demonstration highlights the importance of practical preparation (one's clinical equipment laid out), physical touch (e.g. starting with the hands/pulse as non-threatening), some 'technology' (e.g. pulse oximeter), demonstrating thoroughness and using reassuring language during the examination. Students are reminded that therapeutic examination may elicit important clinical signs, e.g. atrial fibrillation or hypertension. The session consistently receives positive quantitative and qualitative feedback. The latter reveals that some students would prefer teaching focused on specific diagnoses (rather than their absence). Here I present my own model of the 'craft' of general practice called TPAP: Trust built upon implementing the Process (history, examination, basic tests, incremental management etc), Art (thinking strategically) and Practice ('knowing one's tools') of medicine. Finally, this article considers the important notion of 'conserving clinical energy' and makes the claim that effort expended upon the physical examination reaps benefits later in the consultation and in forging long term therapeutic relationships.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-6"},"PeriodicalIF":1.2,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148725907","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":"Student and teacher views of using GenAI in GP undergraduate medical education: 'to complement not replace'.","authors":"Millie Ramsay, Hugh Alberti","doi":"10.1080/14739879.2026.2690642","DOIUrl":"https://doi.org/10.1080/14739879.2026.2690642","url":null,"abstract":"<p><p>The use of Generative Artificial intelligence (GenAI) in both health care and medical education has generated great excitement and a plethora of research. However, little work has been done in the area of undergraduate general practice education. We aimed therefore to explore the experiences and views of students and teachers of GenAI use in medical education. This was a multi-method UK study involving a national survey of GP heads of teaching, focus groups of medical students and interviews with GP teachers and heads of GP teaching. Interviews and focus groups were transcribed verbatim and thematically analysed. Only 5 of 19 GP heads of teaching (40% response rate) who responded report formal use of GenAI, with 11 of 19 reporting informal use within their institutions. Three overarching themes were constructed from the qualitative results. Firstly, positivity towards GenAI use: teachers and students demonstrated enthusiasm for generative AI, with improved efficiency and time-saving consistently identified as the most significant benefits across both groups. Secondly, concerns about GenAI use: these included inaccuracies, de-skilling, data protection and the environmental impact. Thirdly, a shared view that AI should complement rather than replace human expertise. Our study has revealed consensus between GP teachers and students acknowledging AI's unavoidable role in the future of medical education and healthcare, alongside a variety of challenges. A number of current uses are presented specific to the undergraduate GP education context. The underlying consensus emphasised complementing rather than replacing the doctor's role when implementing AI into practice.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.2,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714164","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":"Reimagining grand rounds for general practice: developing and delivering a student-co-produced primary care seminar series.","authors":"Roaa Al-Bedaery, Katie Scott, Rachel Hulme, Rida Khan, Judith Ibison","doi":"10.1080/14739879.2026.2690641","DOIUrl":"https://doi.org/10.1080/14739879.2026.2690641","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Primary care remains under-represented in undergraduate curricula, and academic general practice has limited visibility. Traditional educational forums such as 'Grand Rounds' rarely focus on general practice, reducing opportunities for students to explore the breadth, intellectual challenge, and diversity of contemporary GP careers.</p><p><strong>What was the educational solution?: </strong>We developed an online primary care seminar series explicitly modelled on the 'Grand Round' format, but updated for a temporally and geographically flexible, learner-centred audience. Crucially, the series was co-produced with students and featured GPs and academic GPs presenting narrative-based accounts of innovative and evolving areas of primary care. Sessions were delivered live and made available asynchronously.</p><p><strong>What lessons were learned?: </strong>Survey and focus group feedback indicated that participants valued exposure to unfamiliar aspects of primary care, speakers' personal career narratives, and insight into portfolio and academic careers. The online format supported accessibility and broad participation, although some participants expressed a desire for greater interactivity.</p><p><strong>What are the next steps?: </strong>Future iterations will refine opportunities for interaction, broaden topic coverage, and continue evaluation. Longer-term impacts on career decisions were not measured and represent a gap for future work.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-6"},"PeriodicalIF":1.2,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148707686","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":"Educational outcomes and learning mechanisms of home and community visits in undergraduate medical education: a mixed-methods systematic review.","authors":"Waseem Jerjes, Austen El-Osta, Marcin Klingbajl, Arouba Imtiaz, Azeem Majeed","doi":"10.1080/14739879.2026.2709761","DOIUrl":"https://doi.org/10.1080/14739879.2026.2709761","url":null,"abstract":"<p><strong>Background: </strong>Home and community visits are widely used in undergraduate primary care education, yet reported educational effects may combine objective performance with students' self-reported confidence, skills, or attitudes.</p><p><strong>Aim: </strong>To synthesise educational outcomes and learning mechanisms, and examine how measurement, supervision, and reflection shape interpretation.</p><p><strong>Methods: </strong>A PRISMA-informed mixed-methods systematic review included 36 full-text studies. Quantitative measures were classified as objective or observer-assessed, validated or standardised self-report, or locally developed or unvalidated self-report; qualitative and mixed-methods data were analysed thematically. Visit delivery and reflective approaches were also extracted.</p><p><strong>Results: </strong>One controlled study showed large improvements in objective functional-status knowledge (SMD 1.73, 95% CI 1.06-2.40) and observer-assessed OSCE performance (SMD 2.72, 95% CI 1.93-3.51). Most favourable findings for attitudes, teamwork, confidence, and perceived skills relied on self-report. Fifteen studies described clinician- or professional-accompanied visits, 13 student-led visits without a clinician physically present, and eight mixed or unclear arrangements; none directly compared these models. Empathy and patient-centredness were prominent in qualitative accounts but inconsistent on standardised scales. Detailed learning accounts most often came from structured written reflection followed by facilitated discussion or debriefing, although no reflective approach was compared directly.</p><p><strong>Conclusion: </strong>Home and community visits can support contextual and functional learning, but confidence in effects depends on how outcomes are measured. Supervision, narrative space, reflection, and assessment should be matched to the intended educational purpose.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-17"},"PeriodicalIF":1.2,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148673916","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":"Listening….","authors":"Simon Gay","doi":"10.1080/14739879.2026.2708647","DOIUrl":"https://doi.org/10.1080/14739879.2026.2708647","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1"},"PeriodicalIF":1.2,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608575","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":"https://doi.org/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":"1-6"},"PeriodicalIF":1.2,"publicationDate":"2026-07-15","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}