Education for Primary Care最新文献_第10页

How to use polarity thinking^TM to manage tensions between accountability and learner agency when using a multipurpose portfolio? 在使用多用途作品集时，如何利用极性思维TM来处理问责制和学习者能动性之间的矛盾？

IF 1.5

Education for Primary Care Pub Date : 2024-05-01 Epub Date: 2024-05-19 DOI: 10.1080/14739879.2024.2335610

R van der Gulden, B P A Thoonen, S Heeneman, J W M Muris, M H Sagasser, A A Timmerman, N D Scherpbier-de Haan

{"title":"How to use polarity thinkingTM to manage tensions between accountability and learner agency when using a multipurpose portfolio?","authors":"R van der Gulden, B P A Thoonen, S Heeneman, J W M Muris, M H Sagasser, A A Timmerman, N D Scherpbier-de Haan","doi":"10.1080/14739879.2024.2335610","DOIUrl":"10.1080/14739879.2024.2335610","url":null,"abstract":"Portfolios are often implemented to target multiple purposes, e.g. assessment, accountability and/or self-regulated learning. However, in educational practice, it appears to be difficult to combine different purposes in one portfolio, as interdependencies between the purposes can cause tensions. This paper explored directions to manage tensions that are inextricably linked to multipurpose portfolio use. We used a systems thinking methodology, that was based on the polarity thinkingTM framework. This framework provides a step-by-step approach to chart a polarity map® that can help to balance the tensions present in specific settings. We followed the steps of the framework to chart a polarity map for multipurpose portfolio use. Based on literature and our prior research, we selected one overarching polarity: accountability and learner agency. This polarity seems responsible for multiple tensions related to multipurpose portfolio use. We formulated values (potential benefits) and fears (tensions that can arise) of the two poles of this polarity. Then, we organised a session with stakeholders who work with the portfolio of the Dutch General Practice speciality programme. Together we formulated action steps and early warnings that can help to balance accountability and learner agency during multipurpose portfolio use. In addition to previous recommendations concerning portfolio use, we advocate that it is important to create a shared frame of reference between all involved with the multipurpose portfolio. During this process, the acknowledgement and discussion of tensions related to multipurpose portfolio use are vital.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"71-80"},"PeriodicalIF":1.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140959955","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

Professional identity and GP trainers as educational leaders. 作为教育领导者的专业身份和全科医生培训师。

IF 1.5

Education for Primary Care Pub Date : 2024-05-01 Epub Date: 2024-04-23 DOI: 10.1080/14739879.2024.2329891

Sanjiv Ahluwalia, John Spicer

引用次数: 0

Book reviewFamily medicine in the undergraduate curriculum, edited by Val Wass and Victor Ng, CRC Press Boca Raton, FL, USA, WONCA Family Medicine Series, 2023, 275 pp., £32.36 (paperback version), ISBN: 9 781032 351841. 《本科课程中的家庭医学》，Val Wass和Victor Ng主编，CRC Press Boca Raton， FL， USA， WONCA家庭医学系列，2023,275页，32.36英镑（平装版），ISBN: 9 781032 351841。

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Education for Primary Care Pub Date : 2024-05-01 Epub Date: 2024-06-22 DOI: 10.1080/14739879.2024.2364177

David Cunningham

引用次数: 0

Evaluation of the effectiveness of online research groups in increasing research capacity among young African Family Physicians. 评估在线研究小组在提高非洲年轻家庭医生研究能力方面的效果。

IF 1.5

Education for Primary Care Pub Date : 2024-05-01 Epub Date: 2024-07-30 DOI: 10.1080/14739879.2024.2335619

Tijani Idris Ahmad Oseni, Pius Ameh, Patrick Ngangu Ntontolo, Kumbet John Sonny, Stephen Tetteh Engmann, Tawakalit Olubukola Salam, Nana Kwame Ayisi-Boateng, Enwongo Ettang

{"title":"Evaluation of the effectiveness of online research groups in increasing research capacity among young African Family Physicians.","authors":"Tijani Idris Ahmad Oseni, Pius Ameh, Patrick Ngangu Ntontolo, Kumbet John Sonny, Stephen Tetteh Engmann, Tawakalit Olubukola Salam, Nana Kwame Ayisi-Boateng, Enwongo Ettang","doi":"10.1080/14739879.2024.2335619","DOIUrl":"10.1080/14739879.2024.2335619","url":null,"abstract":"Introduction: Low research output is hindering efforts to improve health services in Sub-Saharan Africa (SSA). AfriWon Research Group of WONCA Africa has established an online collaborative research mentorship and training programme to boost research capacity among Family Physicians in SSA. This study aims to assess the effectiveness of the programme in achieving this goal.Methodology: A mixed-method descriptive cross-sectional study was used to interview the 54 members of the 2022 SOGER cohort. Structured questionnaires and key informant interviews of 12 members were used to collect data. Quantitative analysis was done using Epi Info version 7.2.5. Descriptive statistics were used to present data using frequencies and percentages. Qualitative analysis was then done by using Nvivo®.Results: The 54 participants practised in 10 SSA countries and were mostly males 28 (51.9%) with a mean age of 41.56 ± 2.04 years. The majority of them 33 (61.1%) have had some form of research experience prior to joining SOGER. Members identified key benefits of the programme as fostering collaboration, mentorship and continuing education 46 (85.2%); and improvement of research skills 33 (61.1%). Barriers identified were poor collaboration and participation among members 37 (68.5%); irregular meeting schedules as a result of the different time zones 18 (33.3%); and poor internet facilities 19 (35.2%).Conclusion: The SOGER programme was rated as very effective in increasing the research capacity of young FPs and helping participants engage with other researchers and develop research skills. Identified areas of improvement were difficulty meeting set group targets, irregular meetings and conflicting work schedules.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"92-100"},"PeriodicalIF":1.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793751","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

GP training in affluent practices in Scotland: the experiences of GP trainees and implications for their future practice. 苏格兰富裕诊所的全科医生培训：全科医生学员的经历及其对未来实践的影响。

IF 1.5

Education for Primary Care Pub Date : 2024-01-01 Epub Date: 2024-02-04 DOI: 10.1080/14739879.2024.2310316

Anthony McMahon, David Edward Cunningham

{"title":"GP training in affluent practices in Scotland: the experiences of GP trainees and implications for their future practice.","authors":"Anthony McMahon, David Edward Cunningham","doi":"10.1080/14739879.2024.2310316","DOIUrl":"10.1080/14739879.2024.2310316","url":null,"abstract":"UK general practice faces workforce challenges. The pandemic, and cost-of-living crisis are felt hardest by our most deprived communities. The Scottish Government is keen to tackle Scotland's high drugs-related deaths. The perceptions and experiences of GP specialist trainees who have trained in deprived communities are already known. This qualitative study explored the perceptions and experiences of trainees from affluent practices and how this training may affect their future career. One-to-one in-depth interviews were conducted and analysed using grounded theory methods. Seven participants were interviewed. Five themes were constructed: training practice choices, perceptions of working in deprived areas, unmet learning needs for working in deprived areas, other sources of deprivation exposure and future working intentions. Most did not choose their training practice because of its affluence. They perceived that working in a deprived area would have challenges: less staff, higher rates of pathology, communication challenges, poorer patient health literacy. Addiction care was a significant unmet learning need. Most lacked confidence to work in deprived areas, and were likely to work in their training practice or similar, upon completion of training. This research has implications for ensuring equity of GP workforce provision and whether GP Specialty Training fulfils its intention of producing 'a GP who is capable of working independently in a variety of primary care settings'. Those training in highly-affluent settings may not feel able to meet this aim. Training providers should consider this limited experience and whether rotations, involving affluent and deprived area practices, would prepare future GPs to work with a range of socioeconomic populations.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"22-29"},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708194","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

GP trainees as teachers: a rapid review of the barriers, facilitators and outcomes. 受训全科医生担任教师：对障碍、促进因素和结果的快速审查。

IF 1.5

Education for Primary Care Pub Date : 2024-01-01 Epub Date: 2024-03-11 DOI: 10.1080/14739879.2023.2278369

Stephanie Bull, Samantha Coster, Katie Scott, Dominique Forrest, Ravi Parekh, Jo Horsburgh

{"title":"GP trainees as teachers: a rapid review of the barriers, facilitators and outcomes.","authors":"Stephanie Bull, Samantha Coster, Katie Scott, Dominique Forrest, Ravi Parekh, Jo Horsburgh","doi":"10.1080/14739879.2023.2278369","DOIUrl":"10.1080/14739879.2023.2278369","url":null,"abstract":"Background: There is a workforce crisis in General Practice (GP) within the United Kingdom (UK). High-quality clinical placement experiences in GP influence medical students' interest and likelihood to enter this speciality. GP trainees often express a desire to teach, yet teaching does not feature significantly within their current practice. This study aims to explore outcomes, barriers, and facilitators of GP trainees teaching medical students through a rapid review of published literature.Methods: MEDLINE, EMBASE, PsychINFO, Web of Science were searched for articles relating to GP trainees teaching. Studies conducted in the UK and Australia, between January 2000 and October 2022 were included. The Medical Education Research Study Quality Index and the Critical Appraisal Skills Programme checklist were used to assess quality.Results: Twenty-seven publications, 11 qualitative, six quantitative, three mixed-methods and seven opinion pieces, were identified. Many studies have methodological limitations. Empirical studies show that there are benefits of near-peer teaching, but these are limited by trainees' capacity and capability to teach, and GPs' confidence in trainees' teaching. The culture within the practice influenced whether trainees were seen solely as learners or also as teachers for students.Discussion: When GP trainees teach there are positive outcomes for medical students and trainees. Teaching was considered an activity that trainees did in 'addition to' rather than 'part' of' their training. Appropriate teaching opportunities, and relevant training, were key to trainees' competence and confidence in teaching. Resources and recognition and a strong teaching culture are needed to support GP trainees to teach.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"30-45"},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140094795","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

Advancing postgraduate primary care education: design, implementation, and evaluation of an Entrustable Professional Activities framework in GP training. 推进全科护理研究生教育：全科医生培训中可委托专业活动框架的设计、实施和评估。

IF 1.5

Education for Primary Care Pub Date : 2024-01-01 Epub Date: 2024-04-24 DOI: 10.1080/14739879.2024.2344009

Vasiliki Andreou

引用次数: 0

'Bitesize' primary care focused education programme for GP trainees in their hospital component: an evaluation of a national teaching pilot. 针对全科医生实习生医院部分的 "Bitesize "全科重点教育计划：全国教学试点评估。

IF 1.5

Education for Primary Care Pub Date : 2024-01-01 Epub Date: 2024-04-14 DOI: 10.1080/14739879.2024.2336218

Tina Huang, Amy Proudfoot, Andrew McClarey, Kirsty Abraham, Jennifer Craig

{"title":"'Bitesize' primary care focused education programme for GP trainees in their hospital component: an evaluation of a national teaching pilot.","authors":"Tina Huang, Amy Proudfoot, Andrew McClarey, Kirsty Abraham, Jennifer Craig","doi":"10.1080/14739879.2024.2336218","DOIUrl":"10.1080/14739879.2024.2336218","url":null,"abstract":"There is need for a greater connection between General Practice and GP trainees in their hospital component of training. Currently, in Scotland, there are no national education programmes specifically designed for GP trainees during their hospital component of training. Our aim was to develop and evaluate the feasibility of a national online 'bitesize' education programme delivered live for GP trainees in their hospital component of training. The study also aims to assess the barriers to attending these teaching sessions and whether they made trainees feel more connected to General Practice. Weekly one hour 'Bitesize' teaching sessions, delivered virtually, were organised by NHS Education for Scotland (NES) GP Medical Education Fellows during a four-week period. Eligible attendees were GP trainees (GPST1s and GPST2s) working in the hospital component of their training. An end of program questionnaire, gathering quantitative and qualitative data, was used for evaluation. There was a strong support for this programme from the attendance numbers and the questionnaire feedback responses, with GP trainees feeling more in touch with general practice and more confident in managing primary care focused topics. GP trainees agreed that a weekly, one-hour, online lunchtime session suits them. The most common barrier to attendance were work commitments and conflicts with local teaching. This pilot has emphasised the need for a structured teaching programme for GP trainees in the hospital component of training.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"57-61"},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140871519","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

Medical trainees' speciality considerations at their transition from under- to postgraduate education: a descriptive, cross-sectional study. 医学受训者从本科教育向研究生教育过渡时对专业的考虑：一项横断面描述性研究。

IF 1.5

Education for Primary Care Pub Date : 2024-01-01 Epub Date: 2024-03-03 DOI: 10.1080/14739879.2024.2312939

Sofie Gjessing, Torsten Risør, Jette Kolding Kristensen

{"title":"Medical trainees' speciality considerations at their transition from under- to postgraduate education: a descriptive, cross-sectional study.","authors":"Sofie Gjessing, Torsten Risør, Jette Kolding Kristensen","doi":"10.1080/14739879.2024.2312939","DOIUrl":"10.1080/14739879.2024.2312939","url":null,"abstract":"Purpose: This paper aims to provide knowledge on medical trainees' considerations about specialisation as they move from undergraduate to postgraduate medical education; especially their interest in general practice compared to other specialities.Method: We developed and content-validated a questionnaire to examine medical trainees' speciality considerations and conducted a descriptive, cross-sectional study. All medical trainees initiating their internship in Denmark in 2022 (N = 1,188) were invited to participate in the study. Medical specialities were categorised as hospital service specialities, internal medicine specialities, primary care, psychiatry specialities and surgery and emergency specialities. Descriptive statistics were used to describe the cohort and examine the participants' speciality considerations by assigning them to one of the following three orientations: committed, undecided or non-committed to a speciality.Results: The response rate was 38.8% (n = 461), and participants' mean age was 27.4 years with a majority of females (68.1%). Nearly 25% of the participants had general practice as speciality preference, and only 13.9% had excluded general practice for future specialisation. Overall, around half of the participants had general practice as a first, second or third preference for specialisation.Conclusion: Danish medical trainees show considerable interest in general practice at the time of their transition from undergraduate to postgraduate education. However, to meet future demands on the primary care, further recruitment of general practitioners is still needed. This knowledge of the specialities' recruitment potential will likely be of interest to medical educators and healthcare planners alike.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"13-21"},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140022950","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}

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Locust of control. 控制蝗虫

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Education for Primary Care Pub Date : 2024-01-01 Epub Date: 2024-07-02 DOI: 10.1080/14739879.2024.2350951

Simon Gay

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