Education for Primary Care最新文献

{"title":"Humanities and GP training: the perception of GP trainers towards using medical humanities to teach GP trainees primary care.","authors":"Rahhiel Riasat","doi":"10.1080/14739879.2022.2141665","DOIUrl":"https://doi.org/10.1080/14739879.2022.2141665","url":null,"abstract":"<p><strong>Purpose: </strong>The benefits of medical humanities in medical education have been extensively cited. The aim of this research was to explore the perspectives of UK GP trainers towards using medical humanities to teach GP trainees in primary care.</p><p><strong>Method: </strong>Phenomenological, qualitative research designed was used. Semi-structured interviews were conducted with eight GP trainers from across the UK, between April and May 2020. Poems were used as discussion prompts for those participants who lacked experience using medical humanities to teach GP trainees.</p><p><strong>Results: </strong>Emerging themes were that all participating GP trainers recognised the benefit of medical humanities to GP training, yet only 50% of them were actually using medical humanities in their teaching. An overburdened GP curriculum, a lack of funding and a lack of clinically relevant art and literature resources were identified as barriers for the inclusion of medical humanities into GP training. Furthermore, GP trainers identified the need for peer networks and medical humanities conferences to encourage the use of medical humanities in GP training.</p><p><strong>Conclusion: </strong>This study provides the perspective of UK GP trainers towards using medical humanities in teaching GP trainees in primary care. GP trainers identified sustainable funding to develop a resource bank of art and literature, peer network events and medical humanities conferences as key interventions to facilitate medical humanities teaching in GP training. Recommendations for future research include robust studies focusing on the effectiveness of various techniques used to integrate medical humanities into GP training, such as poetry.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9215001","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":"Medical students observing a primary care consultation: does student gender affect patient consent?","authors":"Oliver Charman,&nbsp;Elizabeth Forty,&nbsp;Athanasios Hassoulas","doi":"10.1080/14739879.2022.2161073","DOIUrl":"https://doi.org/10.1080/14739879.2022.2161073","url":null,"abstract":"<p><p>Clinical placement is an important aspect of undergraduate education in the United Kingdom (UK) but with no national curriculum for primary care teaching, it is important to consider the learning opportunities afforded to students when on these rotations. In earlier years, observing consultations constitutes a large proportion of student experience, with patient consent an integral aspect of this teaching method. This study investigated whether patients consider the gender of a medical student when granting consent for their primary care appointment to be observed and whether this was conditional based on their presenting complaint. In total, 551 adult participants (420 females and 131 males) residing in the UK, aged 18-87 years, responded to an online questionnaire. In total, 229 (41.6%) participants stated that they would be influenced by the student's gender when consenting to observation, notably if the presenting complaint concerned an intimate area or their sexual health. A statistically significant correlation was revealed for consent, participant age and participant gender, with younger female respondents less likely to consent to observation by male students. The findings highlight a potential concern pertaining to equal opportunities between medical students based on gender, with inclusivity and diversity considerations for medical schools and clinicians.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9578845","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 reviewers' Bermuda triangle.","authors":"Simon Gay","doi":"10.1080/14739879.2023.2164992","DOIUrl":"https://doi.org/10.1080/14739879.2023.2164992","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10821002","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 green review Searching for the family doctor: primary care on the brink, Timothy J. Hoff, Johns Hopkins University Press, Baltimore, USA, 268 pp., £27.41 (hardback), (internet retailer), ISBN 13 978 1 4214 4300 3.","authors":"David Cunningham","doi":"10.1080/14739879.2022.2139640","DOIUrl":"https://doi.org/10.1080/14739879.2022.2139640","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10782011","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 scoping review of international virtual knowledge exchanges for healthcare professionals.","authors":"Bernadeta Bridgwood,&nbsp;Kate Woolley,&nbsp;Aaron Poppleton","doi":"10.1080/14739879.2022.2147025","DOIUrl":"https://doi.org/10.1080/14739879.2022.2147025","url":null,"abstract":"<p><p>International knowledge exchanges within healthcare have historically been a popular method to provide exposure to practice in other national and international healthcare settings. As the COVID-19 pandemic forced many countries into lockdowns, knowledge exchanges in healthcare were forced into a period of suspension. This provided an opportunity to consider alternative methods of delivery. This scoping review explores virtual knowledge exchanges in healthcare professional education, including their format and related outcomes. Thirty-four virtual knowledge exchanges were identified. These demonstrated viability and subjective participant satisfaction. Virtual methods removed barriers of time, distance and finance associated with traditional exchanges, while still facilitating engagement with other international healthcare colleagues. However these exchanges were heterogeneous in their aims, structure and theoretical underpinnings. An understanding of educational outcomes and their measurement was not always obvious. Applying an overlay of robust pedagogical theory would strengthen and provide structure to the clearly well valued activity of international exchange.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9208683","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":"Professional identity formation in <i>becoming</i> a GP trainer: barriers and enablers.","authors":"Kevin McConville","doi":"10.1080/14739879.2022.2161072","DOIUrl":"https://doi.org/10.1080/14739879.2022.2161072","url":null,"abstract":"<p><strong>Background: </strong>Policy promotes students and doctors becoming GPs, yet there exists little focus on GP trainers' recruitment and retention.</p><p><strong>Aim: </strong>To explore barriers and enablers facilitating the professional identity formation of a GP <i>becoming</i> a GP trainer.</p><p><strong>Design and setting: </strong>A qualitative case study within one training programme of the Scottish Deanery.</p><p><strong>Method: </strong>Data were collected between January and November 2018 via semi-structured interviews with 16 GP trainers and 79 regulatory and policy documents. Thematic analysis was applied whilst a reflexive stance as a previous GP trainer was maintained.</p><p><strong>Results: </strong>Findings indicate GPs become GP trainers through experiences and events across three predominant identities: 'Becoming a Doctor', 'Becoming a GP' and 'Becoming a GP Trainer'. Impediment at any of these stages acts as a barrier. The GP trainer role suggests tendencies for clinicians to be understated in their achievements and abilities. GP trainers dually enact and role model that of clinician and teacher; time acts as a significant barrier. The Scottish Prospective Educational Supervisor Course (SPESC), or previous iterations, is a significant enabler. Royal College of GP's contributions towards GP trainers is absent. GP trainer associations with out-of-hours services have changed over time. GP trainer/trainee relationships are essential enablers to a continued GP trainer professional identity.</p><p><strong>Conclusion: </strong>The role of the GP trainer as a teacher needs highlighting. Processes that protect and maximise this role may enhance the positive contributions of being a teacher. Understanding these themes may enhance recruitment and retention of GP trainers.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9209113","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":"European standards for undergraduate medical education in general practice; a blueprint - for action.","authors":"Alex Harding,&nbsp;Odd Martin Vallersnes,&nbsp;Francesco Carelli,&nbsp;Nino Kiknadze,&nbsp;Helena Karppinen,&nbsp;Anne Simmenroth","doi":"10.1080/14739879.2022.2155997","DOIUrl":"https://doi.org/10.1080/14739879.2022.2155997","url":null,"abstract":"<p><p>There is compelling evidence that general practice (GP) is the most effective form of healthcare. However, healthcare policy appears independent of evidence and GP is woefully under-resourced in all countries, and this affects recruitment. Recruitment to GP is proportional to the quantity and quality of undergraduate experience and national and transnational guidelines can improve undergraduate experiences by defining both the desired quantity and quality. There is good evidence that these professionally developed guidelines can be effective in changing Government policy if they are used as a touchstone to collaborate with policymakers.EURACT (European Academy of Teachers in General Practice / Family Medicine) have therefore developed transnational guidelines covering the European region. The guidelines cover the desired quantity, quality and support for undergraduate experience. Three main design principles have been used. Firstly, it is democratic. Secondly it is evidence-based, using extensive literature searching, situational analysis and surveys. Finally, it adopts a 'principles-based approach'. Generalist medicine is articulated as a series of interconnected principles that integrate and then re-focus specialist medicine to achieve the enhanced patient-orientated outcomes of primary-care. This way of articulating generalist practice delivers general principles, which can be used as learning outcomes, that are adaptable to a wide range of learning environments. Most clinical learning documents are irrelevant and are destined for dusty drawers or forgotten digital files. We therefore encourage primary care educators to use these guidelines to work with policy-makers at all levels to advocate for change, strengthening primary care education at local, national and international levels.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9209210","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":"LICs in the UK: why do we need our own definition?","authors":"Hugh Alberti,&nbsp;Alastair Dodsworth","doi":"10.1080/14739879.2022.2146003","DOIUrl":"https://doi.org/10.1080/14739879.2022.2146003","url":null,"abstract":"Dear Editor, May we thank you for publishing several interesting and relevant articles this year on the topical and increasingly important innovation, ‘Longitudinal Integrated Clerkships/placements’ (LICs) [1–3]. As the authors of these articles assert, we may uniquely have an educational intervention that is popular with supervisors, advantageous to students academically as well as enabling them to be more patient-centred, and potentially beneficial to patients. However, we note a tendency in the commentaries of our esteemed colleagues to suggest that the United Kingdom (UK) is unique in the world and the LIC ‘sits awkwardly within our UK health and education systems’ [3,p.149] and we need ‘guidance on what constitutes an LIC within a UK context’ [1,p.293]. As authors of both papers acknowledge, there is a wellestablished, international definition of LICs that included UK authors [4]. We would humbly suggest that simply because few comprehensive LICs in the UK have been attempted, particularly across whole year groups, this does not therefore signify that we need our own unique definition. We have developed in our institution a fully comprehensive (encompassing most of the year’s learning outcomes), longitudinal (more than six months), integrated (across primary and secondary care placements) clerkship in our penultimate year for 370 students. Although not without its teething problems – particularly during the Covid-19 pandemic – the innovation is now well established and we would wholeheartedly encourage other institutions to follow suit. Full evaluation of our LIC including student surveys and qualitative work with students, tutors and patients has been undertaken and the results are currently being analysed. Let’s not put this potentially amazing innovation on the ‘too difficult’ pile and seek to change the definition of LICs to fit what seems easier and more feasible. If LICs truly have the benefit for teachers, students and patients that the evidence suggests, then surely our students – as well as our teachers and patients – deserve the full benefit of comprehensive LICs.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10755429","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 drive to make change' - exploring the views and experiences of medical students engaging in advocacy: a qualitative study in a UK medical school.","authors":"Mehika Sood,&nbsp;David N Blane,&nbsp;Andrea E Williamson","doi":"10.1080/14739879.2022.2161071","DOIUrl":"https://doi.org/10.1080/14739879.2022.2161071","url":null,"abstract":"<p><strong>Background: </strong>Advocacy is a recognised competency for medical graduates. Many medical students engage in advocacy, but research on this topic is limited. This study aimed to explore the views and experiences of medical student advocates.</p><p><strong>Methods: </strong>Qualitative study using semi-structured interviews. Nine medical students from advocacy organisations were recruited by purposive sampling. Thematic analysis was used to generate codes and develop themes.</p><p><strong>Results: </strong>There were five themes: triggers and enablers; barriers and disablers; knowledge, skills, and attributes; advocacy in the role of health professionals, and career aspirations; and teaching and assessment of advocacy. Triggers and enablers included internal drivers (e.g. experiencing injustice), and external drivers (e.g. role models). Obstacles included lack of institutional support, personal challenges, and discomfort around professionalism in advocacy. Student enhanced their knowledge of social issues and improved communication skills. Advocacy activities strongly influenced students' future plans. Most agreed that advocacy is an important topic in medical education, suggesting teaching it early in medical school via small-group tutorials and role-modelling. For assessment, a reflective approach was preferred over written exams.</p><p><strong>Conclusion: </strong>Medical students' engagement in advocacy has complex facilitators and barriers, and the relationship between advocacy and professionalism requires clarity. Benefits of advocacy include fostering empathy and other transferable skills required of future doctors. Advocacy teaching was welcomed by students, with suggested approaches proposed. The optimal learning and assessment strategy remains uncertain, and further research is needed.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9578844","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":"Which modality of teaching is most desirable for General Practice speciality trainees?","authors":"Anjali Rajendra Gondhalekar","doi":"10.1080/14739879.2022.2151942","DOIUrl":"https://doi.org/10.1080/14739879.2022.2151942","url":null,"abstract":"Dear Editor, Since the COVID-19 pandemic General Practice (GP) trainees in the UK like trainees from other specialities have experienced a number of changes in the format of their formal teaching [1]. One key change experienced during the COVID-19 pandemic by GP trainees has included receiving formal weekly teaching in an online format via platforms such as Zoom and Microsoft (MS) Teams. In more recent months, as the restrictions on social distancing have eased and the education centres have reopened their doors to host educational events, the use of such facilities at teaching hospitals for educational sessions has once again become more feasible. Despite this, there has been a change in the structure of teaching sessions which has been perceived by many as the ‘new normal’ teaching session structure for GPST training schemes with increased mixed teaching structures of both online and some face-to-face teaching sessions compared to the previously weekly face-to-face teaching session style. Sivananthan et al. focused on the structure of internal medicine trainee teaching sessions and suggested that the role of online teaching as a format for such sessions was likely to be utilised in the longer term. However, within GP speciality teaching sessions, we are also observing a shift in the perception of trainees to the degree where some trainees feel that face-to-face teaching is no longer required [2]. At Chelmsford GPST programme, we have consistently garnered trainee feedback on their preference for each teaching modality, which is then examined to successfully inform the subsequent term’s teaching delivery format. The current teaching structure includes three face-to-face sessions for trainees per term and the remaining sessions in an online format via MS Teams. A survey of 58 GP trainees between ST1 and ST3 year were invited to respond to a questionnaire aimed at understanding their preferences for teaching delivery format. Of the 58 trainess, 28 requested that the format remained the same as previous terms, while a staggering 26 out of 58 trainees stated that that they would prefer the entire teaching programme be delivered online via MS Teams. Only 1 out of 58 trainees requested that teaching was reverted back to being a fully face-toface format (as per the pre-COVID format), with only 5 trainees requesting a greater proportion (more than 3 sessions per term) of teaching sessions to be in a face-to-face format. Many studies have identified clear reasons why trainees have preferred online delivery of formal teaching, which have included the ability to attend more sessions, especially when working shifts on hospital rotations, trainees having their own space to interact with teaching at home and an ability to undertake caring responsibilities such as childcare pickups after the session has ended [2]. Never the less, as trainers, we feel that trainees are likely to miss out on a number of factors that face-to-face teaching offers. It is a well-kno","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9202425","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}