Education for Primary Care最新文献

Cultural concordant care: insights from international medical graduate family physicians in Canadian practice. 文化和谐关怀：来自国际医学研究生家庭医生在加拿大实践中的见解。

IF 1.5

Education for Primary Care Pub Date : 2025-05-23 DOI: 10.1080/14739879.2025.2506070

Jacqueline M I Torti, Sudha Koppula, Olga Szafran, Kimberley Duerksen, Martina Barton

{"title":"Cultural concordant care: insights from international medical graduate family physicians in Canadian practice.","authors":"Jacqueline M I Torti, Sudha Koppula, Olga Szafran, Kimberley Duerksen, Martina Barton","doi":"10.1080/14739879.2025.2506070","DOIUrl":"https://doi.org/10.1080/14739879.2025.2506070","url":null,"abstract":"Within Canada, 25% of physicians are international medical graduates (IMGs) who completed medical school outside of Canada. While they may share similar cultural backgrounds with Canada's multi-cultural population, they have been trained abroad. The purpose of this study was to identify the rewards and challenges experienced by IMG family physicians when caring for patients of the same cultural background as the physician. Using a descriptive qualitative approach, we conducted in-depth, semi-structured interviews with 18 practicing, licenced IMG family physicians in Edmonton and Calgary, Alberta, Canada. The interview questions addressed the rewards and challenges of providing culturally concordant care. Audiotaped interviews were transcribed and subject to qualitative latent content analysis. The study findings revealed that the rewards of caring for patients of the same cultural background as the IMG family physician included: shared cultural values; a common language; and establishment of patient rapport and trust. The challenges associated with caring for patients of the same cultural background as the IMG physician included: concerns with patients crossing boundaries; communication challenges; and perception of appointments being longer. Understanding these dynamics can help better prepare IMGs for family practice, particularly in navigating professional boundaries, which should be emphasised during IMG training and induction into the healthcare system.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.5,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129124","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

Insights and recommendations from a pan-London evaluation of initiatives to address educator burnout in primary care. 见解和建议从泛伦敦评估倡议，以解决教育倦怠在初级保健。

IF 1.5

Education for Primary Care Pub Date : 2025-05-15 DOI: 10.1080/14739879.2025.2498719

Marianne Markowski, Mary-Rose Shears, Liz Nicholls, John Foster

{"title":"Insights and recommendations from a pan-London evaluation of initiatives to address educator burnout in primary care.","authors":"Marianne Markowski, Mary-Rose Shears, Liz Nicholls, John Foster","doi":"10.1080/14739879.2025.2498719","DOIUrl":"https://doi.org/10.1080/14739879.2025.2498719","url":null,"abstract":"Introduction: Burnout affects the primary care workforce and their educators. Health Education England (HEE) offered resources to Training Hubs to support their primary care educators, through identifying a burnout champion and offering appropriate educational support. This study evaluates these initiatives.Methods: Data about the educational support was collected through observation of targeted training events and an Integrated Care System (ICS) educational day. The experience of burnout and the support options for educators was explored through a focus group and semi-structured interviews with key stakeholders.Results: Primary care educators identified the following factors as causing or exacerbating their burnout: excessive workload, insufficient time, isolation, lack of debrief, generational differences and the COVID-19 epidemic. Multiprofessional educators expressed concern about a lack of support and protected time in their working day to attend training in contrast to their perception of the situation for GP educators. Identification of and terminology around multiprofessional educators further exacerbates this disparity. Individuals and their managers had difficulty identifying burnout. Practice managers were seen as central to preventing burnout.Recommendations and conclusions: Recognising, identifying and supporting the range of educators in primary care is key to offering appropriate help to prevent and manage burnout. Peer networks and multiprofessional faculty groups were considered supportive to all the professionals. Practice managers, training hubs and educational approval processes have a role to play in supporting primary care educators in the constantly changing environment.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.5,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081314","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

Student and educator experiences of a student-led clinic in general practice. 学生和教育工作者在全科实践中以学生为主导的诊所的经验。

IF 1.5

Education for Primary Care Pub Date : 2025-05-09 DOI: 10.1080/14739879.2025.2494262

Katie Leslie, Kevin McConville

{"title":"Student and educator experiences of a student-led clinic in general practice.","authors":"Katie Leslie, Kevin McConville","doi":"10.1080/14739879.2025.2494262","DOIUrl":"https://doi.org/10.1080/14739879.2025.2494262","url":null,"abstract":"Giving students more responsibility for patients during medical school may help prepare them for their transition to clinical practice. Student-led clinics (SLCs) could facilitate this. Within SLCs, students take the lead role in delivering patient care, with support and supervision from clinicians. A general practice SLC was established in Dundee, Scotland, with four final-year medical students and one general practitioner (GP) involved in each clinic. Our qualitative case study aimed to explore students' and educators' (GPs') experiences and perceptions of this SLC. Semi-structured interviews were conducted with 11 students and three educators, and 18 hrs of observation were conducted over six clinics. Interview transcripts and fieldnotes were integrated and thematically analysed, revealing five main themes. Overall, students' and educators' experiences and perceptions were positive. Students thrived in their lead role in patient care, gaining a sense of empowerment and developing confidence in their abilities. Both students and educators felt comfortable with students having this level of responsibility due to students' seniority and the supervision provided by educators. Teaching in the SLC involved individual discussions and group debriefs. Students developed a sense of belonging as a result of their positive relationships with peers and educators and the environment of the Student Hub. Challenges arose when the clinic ran behind schedule due to unexpectedly complex patients or lengthy individual discussions. Our findings suggest that giving students responsibility for real patients is beneficial and feasible when adequate support is provided and that it is possible for one GP to supervise multiple students successfully.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-8"},"PeriodicalIF":1.5,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144024354","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

Becoming a designated prescribing practitioner: a pilot educational course. 成为指定开药医师：一项试点教育课程。

IF 1.5

Education for Primary Care Pub Date : 2025-05-08 DOI: 10.1080/14739879.2025.2500045

Puja Nathwani, Leanne May, Ricarda Micallef

{"title":"Becoming a designated prescribing practitioner: a pilot educational course.","authors":"Puja Nathwani, Leanne May, Ricarda Micallef","doi":"10.1080/14739879.2025.2500045","DOIUrl":"https://doi.org/10.1080/14739879.2025.2500045","url":null,"abstract":"With the need for an increase in non-medical prescribers (NMPs) in the NHS, there is a lack of designated prescribing practitioners (DPPs) in place to supervise trainee NMPs. An educational five-session course was developed using the Royal Pharmaceutical Society's (RPS) competency framework to support allied healthcare professional groups (HCPs) in fulfilling the role. The aim of this study was to evaluate the knowledge and confidence of learners after their attendance, on the competencies required to become a DPP. Pre and post training questionnaires were used after sessions, identifying pre-existing knowledge and confidence in the competency framework, alongside changes after the sessions, using Likert 1-10 scales, along with job details and previous DPP experience. This study was ethically approved. Responses (n = 80) represented all HCPs including pharmacists, nurses and paramedics. The average knowledge levels increased 4.08 after the session, from 5.09 for all HCPs to 9.17 (p< 0.0001). The average confidence levels increased 3.71 from 5.49 to 9.20 for all HCP's (p< 0.0001). Over half (64%, n = 52) stated they were very likely to become DPPs following this course. Almost all (90%, n = 72) stated that they did not require any other additional training. Additional roll outs of this educational course could help increase the number of NMPs in the NHS, aligning well with the aims and objectives of the NHS Long-term and access recovery plan. A notable increase was felt by the HCPs in their knowledge and confidence from the sessions, therefore this study shows the benefit of running such a programme.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-8"},"PeriodicalIF":1.5,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144064967","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

Are we ready? General practice and the reality of assisted dying. 我们准备好了吗？辅助死亡的一般实践和现实。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub 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. 早期国际医学毕业生在全科实践中面临的挑战和获得支持的机会：一项混合方法研究。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub 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":"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":"72-81"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","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

The heavy period passport: a student-developed resource to improve documentation and patient education of menorrhagia at a Derbyshire practice. 沉重的时期护照：学生开发的资源，以改善文件和患者教育月经过多在德比郡的做法。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub 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":"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":"121-124"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","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

On the place of educational theory in the professional development of clinical educators. 论教育理论在临床教育工作者专业发展中的地位。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub 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":"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":"64-67"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","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

Exploring the perceptions of doctors with specific learning differences undertaking assessments for UK general practice licencing: a qualitative study. 探索具有特定学习差异的医生对英国全科执业执照评估的看法：一项定性研究。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-04-04 DOI: 10.1080/14739879.2025.2473396

Julie Pattinson, Joseph N A Akanuwe, Kim Emerson, Aloysius Niroshan Siriwardena

{"title":"Exploring the perceptions of doctors with specific learning differences undertaking assessments for UK general practice licencing: a qualitative study.","authors":"Julie Pattinson, Joseph N A Akanuwe, Kim Emerson, Aloysius Niroshan Siriwardena","doi":"10.1080/14739879.2025.2473396","DOIUrl":"10.1080/14739879.2025.2473396","url":null,"abstract":"Introduction: Increasing numbers of doctors training in the United Kingdom (UK) have specific learning differences (SpLDs) which may affect performance in licencing examinations. There is limited evidence for how and why SpLDs affect performance in licencing exams. We explored perceptions of General Practice Speciality Trainees (GPSTs) with SpLDs on the challenges of UK licencing examinations and workplace-based assessment, and strategies for overcoming these.Methods: We used a qualitative design employing Systematic Grounded Theory with inductive methods to inform theory development. Individual semi-structured interviews were conducted, transcribed and analysed using three steps of open, axial and selective coding. We recruited from UK general practice training schemes with purposive sampling to include participants of different sex, stage of training and UK or overseas primary medical qualification.Findings: We interviewed 18 GPSTs with a SpLD, four male and 14 female, at various stages of training, who had undergone primary medical training in the UK or overseas. We identified four core themes from the analysis: 1 Importance of early detection, screening and referral; 2 Understanding the intersection of SpLDs, culture and language; 3 Educational and organisational approaches to GP trainees with SpLDs; and 4 Addressing emotional and wellbeing impacts.Conclusion: This study has identified tailored strategies to support learning and assessment for GPSTs with a SpLD, which could improve learning experiences, wellbeing and outcomes.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"94-105"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781499","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. 显微镜下的咨询：群体视频监督策略。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-03-19 DOI: 10.1080/14739879.2025.2474586

Jan-Helge Larsen, Gunnar Nordgren

引用次数: 0