Education for Primary Care最新文献_第2页

What can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations. 我们能从大流行病教育方法中学到什么？

IF 1.5

Education for Primary Care Pub Date : 2024-10-22 DOI: 10.1080/14739879.2024.2412600

Rhian Morgan Welch, Antony Willman

{"title":"What can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations.","authors":"Rhian Morgan Welch, Antony Willman","doi":"10.1080/14739879.2024.2412600","DOIUrl":"https://doi.org/10.1080/14739879.2024.2412600","url":null,"abstract":"Background: Recorded consultations are a useful tool for developing consultation skills for general practice speciality trainees (GPSTs). Historical barriers to utility include a lack of recording equipment and trainee discomfort. Widespread use of online communication platforms during the pandemic led to the introduction of the Recorded Consultation Assessment (RCA), prompting an exploration of its impact on GPSTs' attitudes and acceptability of using recorded consultations for feedback.Aim: This sequential explanatory mixed methods study explored attitudes of military GPSTs towards using recorded consultations for feedback to develop consultation skills, and identify factors influencing GPST attitudes.Methods: Participants of this study completed a questionnaire, followed by a representative sample focus group. Descriptive statistics were used to analyse quantitative data, reflexive thematic analysis was employed for qualitative data. Triangulation was conducted using a meta-matrix.Results: Results indicated agreement among respondents on the usefulness of recorded consultations for developing consultation skills, particularly communication skills. Perceived trainer attitudes significantly influence the GPST utility of this tool. The RCA positively impacted attitudes, providing familiarity, free access to easy-to-use online recording platforms, simplified consenting procedures, secure data storage, and improved feedback quality from trainers.Conclusion: Pre-pandemic studies cited equipment access and consent procedures as barriers to utilising recording as a method of feedback. The pandemic and RCA introduced online resources and imperative to utilise this method, resulting in largely positive GPST learning experiences. As we move away from the RCA it is important to retain institutional memory of the benefits gained from feedback using recorded methods.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-6"},"PeriodicalIF":1.5,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510175","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

Provision of early clinical experience in UK medical schools: a cross-sectional survey. 英国医学院提供的早期临床经验：横断面调查。

IF 1.5

Education for Primary Care Pub Date : 2024-10-11 DOI: 10.1080/14739879.2024.2412604

James Fisher, Jonathon Foggin, Paul Paes

{"title":"Provision of early clinical experience in UK medical schools: a cross-sectional survey.","authors":"James Fisher, Jonathon Foggin, Paul Paes","doi":"10.1080/14739879.2024.2412604","DOIUrl":"https://doi.org/10.1080/14739879.2024.2412604","url":null,"abstract":"Background: There is an established evidence base to support early clinical experience (ECE) within medical degree programmes. However, increasingly crowded clinical learning environments can make provision challenging. The aim of this research was to develop understanding about how ECE is provided within UK medical schools.Methods: We conducted a cross-sectional study on ECE provision by UK medical schools using an electronic survey containing a mix of question styles. We gathered data on the stage at which ECE featured within curricula, the amount of ECE provided, the setting for ECE, the learning outcomes covered during ECE and whether such content was formally assessed. Support for survey dissemination was obtained from the UK Medical Schools Council (MSC) Education Leads Advisory Group (ELAG). Responses were collected between 10/05/23 and 11/10/23.Findings: Of the 43 eligible UK medical schools, responses were received from 28 (65%). The provision of ECE amongst respondent medical schools was ubiquitous. The majority of ECE was provided within general practice and hospital settings, but community and voluntary sector settings were increasingly employed, as was technology enhanced ECE. A significant shift in the nature of the content addressed during ECE, with less focus on implementation of basic science was seen within learning outcomes. The extent to which ECE learning outcomes were formally assessed was variable.Conclusion: The amount of ECE provided by UK medical schools has fallen. We encourage institutions to reflect on their provision of ECE and to consider how greater diversity of community settings and technology-enhanced learning could be harnessed.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.5,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401596","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

Cultural humility is fundamental for general practice. 文化谦逊是全科医生的根本。

IF 1.5

Education for Primary Care Pub Date : 2024-10-11 DOI: 10.1080/14739879.2024.2408532

Evie Hall

引用次数: 0

Teaching patient safety in remote consulting. 在远程咨询中教授患者安全知识。

IF 1.5

Education for Primary Care Pub Date : 2024-09-16 DOI: 10.1080/14739879.2024.2383457

Kate King, Rebecca Payne

{"title":"Teaching patient safety in remote consulting.","authors":"Kate King, Rebecca Payne","doi":"10.1080/14739879.2024.2383457","DOIUrl":"10.1080/14739879.2024.2383457","url":null,"abstract":"A significant proportion of primary care consultations now happen remotely. Although the vast majority occur safely, a recent study highlighted areas of risk which may be compounded by the limited training many GPs have received in remote consulting. To provide safe remote services, consideration needs to be given to adapting practice workflow to optimise remote care. Patients less suitable for remote consulting, either due to disease, extremes of age, disability or for social reasons should be identified and prioritised for face-to-face encounters. Training supports both the development of individual communication skills for remote care, and effective team working. Practice-based group learning events can be used to share experiences, identify resources, and consider the risks in remote care and how they can be mitigated. The paper presents some fictionalised cases, illustrating where patients came to harm, as a result of a remote consultation, and where harm was averted due to actions taken by practice teams. These can be used to support critical thinking and discussion within practice development meetings and tutorials with trainee GPs and other practice staff. Using the paper as a basis for reflection, teaching and action can facilitate the delivery of safer remote care.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.5,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298347","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

A qualitative evaluation of trainee and educator experiences of Integrated Training Posts in one Vocational Training Scheme. 对一个职业培训计划中综合培训岗位的受训人员和教育工作者的经验进行定性评估。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-08-11 DOI: 10.1080/14739879.2024.2384697

Michelle Higgs, Hilary Neve

{"title":"A qualitative evaluation of trainee and educator experiences of Integrated Training Posts in one Vocational Training Scheme.","authors":"Michelle Higgs, Hilary Neve","doi":"10.1080/14739879.2024.2384697","DOIUrl":"10.1080/14739879.2024.2384697","url":null,"abstract":"Integrated Training Posts (ITPs) were conceived in the 1990s and have recently increased in the Southwest of England. Most ITP evaluations have been small and undertaken over 13 years ago, so do not reflect the current training landscape. This qualitative study aimed to explore the views and experiences of ITPs amongst general practice trainees and educators. The location has increasing numbers of general practice trainees, International Medical Graduates (IMGs) and less-than-full-time trainees. Semi-structured interviews were undertaken with six trainees and two educators; all had experienced at least one ITP. Recordings were transcribed verbatim and coded. Thematic analysis was undertaken. Three themes were identified: 'The role: expectations versus reality', 'Relevance of ITPs to future GP role' and 'Educational Challenges'. Most trainees valued the additional clinical experiences ITPs offered, as well as being able to trial 'portfolio' working. Trainee and educator expectations varied considerably, particularly whether the role was primarily service or observational. Working across multiple settings could limit contact between educator and trainee and make it difficult to identify a struggling trainee. There is a need to clarify the roles of trainees and educators involved in ITPs and whether and how this might vary between posts. Further studies could explore whether choice of ITP influences retention of general practitioners, and whether all trainees including those working less-than-full-time or IMGs benefit from ITPs.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"160-165"},"PeriodicalIF":1.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917722","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

A value analysis of longitudinal integrated clerkships: consideration of costs and benefits. 纵向综合实习的价值分析：成本与收益的考虑。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-04-02 DOI: 10.1080/14739879.2024.2329887

Lindsay A Mazotti, Jennifer E Adams, Dawn E DeWitt

引用次数: 0

Mentoring to address differential attainment of international medical graduates in GP training. 指导解决国际医学毕业生在全科医生培训中的成绩差异问题。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-06-03 DOI: 10.1080/14739879.2024.2355933

Tina Huang, Annabel Shepherd, Monica Milne

{"title":"Mentoring to address differential attainment of international medical graduates in GP training.","authors":"Tina Huang, Annabel Shepherd, Monica Milne","doi":"10.1080/14739879.2024.2355933","DOIUrl":"10.1080/14739879.2024.2355933","url":null,"abstract":"Introduction: International Medical Graduates (IMGs) form an important and valued part of the United Kingdom's (UK) medical workforce but many experience difficult transitions into the National Health Service workforce. Mentoring could support IMGs as they transition into their role as General Practice (GP) trainees but there is a lack of evidence about whether mentoring is an effective intervention for this group.Aim: To evaluate the effectiveness of the NHS Education for Scotland (NES) GP mentoring programme from the perspective of mentors and mentees.Method: Twelve medical educators (the mentors) provided mentoring to 19 IMG GP trainees (the mentees) who were within their first six months of entering GP training in Scotland. Each mentee received four 60-minute mentoring sessions via video conferencing.Results: Mentoring provided tailored support to assist IMG GP trainees' holistic transition into UK General Practice. Mentees appreciated talking to a non-supervisor, receiving non-judgemental support and protected time with a supportive listener to overcome challenges. This had a positive impact, even for those who did not anticipate the need for such support. Mentors supported diverse needs and tailored meetings, experiencing a distinct shift from previous supervisor roles. Their diverse experience enhanced their role and they developed new skills.Conclusion: Mentoring could provide significant support to IMG GP trainees but comes with certain challenges. Future research should evaluate the long-term impact of the NES GP IMG mentoring programme.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"174-180"},"PeriodicalIF":1.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141200859","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

Preparing GP registrars for leadership in multidisciplinary primary care. 培养全科医生注册人员在多学科全科医疗中的领导能力。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-08-20 DOI: 10.1080/14739879.2024.2383433

Waseem Jerjes, Azeem Majeed

引用次数: 0

Implementing a community rotation to the internship training in Kenya: barriers and enablers. 在肯尼亚实施社区轮换实习培训：障碍与促进因素。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-07-11 DOI: 10.1080/14739879.2024.2370537

Peter Kioko, Fleur De Meijer, Adelaide Lusambili, Catherine Gathu

{"title":"Implementing a community rotation to the internship training in Kenya: barriers and enablers.","authors":"Peter Kioko, Fleur De Meijer, Adelaide Lusambili, Catherine Gathu","doi":"10.1080/14739879.2024.2370537","DOIUrl":"10.1080/14739879.2024.2370537","url":null,"abstract":"Community placements among trainee doctors have proven beneficial in understanding community problems, the role of primary care in health, and increasing the likelihood of pursuing a primary care career, albeit with some challenges. In 2020, Kenya started community rotations as part of the mandatory internship programme. This study aimed to describe the experiences among medical interns and their educational supervisors during the rotation from which insights on how to improve the community rotation may be drawn. A qualitative analysis of 13 in-depth interviews carried out among medical interns and their supervisors was undertaken in the first year of the implementation of the community rotation. Factors that enabled a successful rotation were an increased awareness amongst interns about patient health in the context of the community, presence of existing primary care structures, and the use of technology for patient follow-up during the COVID-19 pandemic. Conversely, challenges experienced by participants included insufficient communication prior to implementing the community health rotation, limited community health exposure among medical graduates before the internship, and fear of contracting or spreading COVID-19. The study identified opportunities to improve the community rotation through stakeholder engagement, timely government communication, and strengthening undergraduate medical training in community health competencies.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"137-146"},"PeriodicalIF":1.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141581211","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

Evaluating the impact of a teaching course for GP speciality trainees. 评估为全科医生专业学员开设的教学课程的影响。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-04-14 DOI: 10.1080/14739879.2024.2336211

Harish Thampy

{"title":"Evaluating the impact of a teaching course for GP speciality trainees.","authors":"Harish Thampy","doi":"10.1080/14739879.2024.2336211","DOIUrl":"10.1080/14739879.2024.2336211","url":null,"abstract":"Introduction: Near-peer teaching offers mutual benefits for clinical trainees and the students they teach. However, General Practice Speciality Trainees (GPSTs) are typically less involved in community-based teaching than their hospital-based peers and often do so without formal pedagogical training. This study details the immediate and longer-term evaluation of a teaching skills course delivered to final year GPSTs. It addresses a gap within existing near-peer literature which, although extensive, is predominantly hospital-based and limited to short-term outcomes.Methods: The course was designed and delivered to all local final year GPST schemes. Pre- and post-course questionnaires scoring confidence, comfort, and understanding of teaching roles were analysed across two years' delivery. Furthermore, individual interviews of participants 4-6 months after attendance were thematically analysed to explore how GPSTs translated course content into practice.Results: GPSTs reported a decline in their teaching activities as they embarked on their final year of GP teaching. Immediate post-course teaching-related confidence and knowledge scores increased. However, follow-up interviews revealed that GPSTs' initial enthusiasm was short-lived and outweighed by competing demands within an intensive short-duration training scheme. They expressed concerns about their own learner status as they themselves developed competency in a vast and varied speciality, and cited a lack of support from their trainers.Conclusions: Teaching skill courses alone are insufficient to address the ongoing challenges of enhancing the teaching role of GPSTs. Further work is now needed to explore multi-level interventions to promote the role of GPSTs as near-peer teachers to harness the mutual benefits to all involved.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"166-173"},"PeriodicalIF":1.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140871590","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