Education for Primary Care最新文献

{"title":"Experiences of UK general practice trainees undertaking workplace-based assessment who received a developmental outcome at their annual review of competency progression.","authors":"Julie Pattinson, Joseph Akanuwe, Sureyya Sonmez Efe, Kim Emerson, Bryony Sales, Shahid Merali, Andrew Wright, Attiya Khan, Aloysius Niroshan Siriwardena","doi":"10.1080/14739879.2025.2539735","DOIUrl":"https://doi.org/10.1080/14739879.2025.2539735","url":null,"abstract":"<p><strong>Background: </strong>Workplace-Based Assessment (WPBA) forms part of the integrated assessment system for UK General Practice (GP) licencing. An Annual Review of Competence Progression (ARCP) panel evaluates either satisfactory progress or requirement for development of specific capabilities. We aimed to explore GP trainees' experiences of undertaking WPBA when failing to progress by receiving a 'developmental' outcome 2 or 3.</p><p><strong>Methods: </strong>We used a qualitative design employing Systematic Grounded Theory and semi-structured interviews. A purposive sample of GP trainees was recruited, at different stages of training and with varying demographic characteristics, who had a previous ARCP developmental outcome. Interviews were recorded, transcribed verbatim and analysed, facilitated by NVivo 14.</p><p><strong>Results: </strong>We interviewed 20 GP trainees during 2024 who received a developmental outcome between 2020 and 2023. We identified five themes: 'potential for early intervention', included personalised support and better information provision; 'perceptions of how WPBA reflected trainee performance' including perceptions of the validity and reliability of WPBA and need for fair, trustworthy and transparent processes to reduce unfair discrimination; 'communication difficulties' arose in relation to culture, language and reflection for some study participants; 'relationships with peers and educational setting' were felt to affect performance; and some participants experienced negative 'effects on wellbeing'.</p><p><strong>Conclusion: </strong>Suggestions aimed at supporting and overcoming potential challenges to undertaking WPBA during GP training, including personalised support, reviewing fairness of assessments, addressing communication and cultural barriers, enhancing training environments, fostering positive relationships, and mitigating negative wellbeing impacts, some of which were already in place, with others requiring development.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-12"},"PeriodicalIF":1.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973849","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":"\"Family medicine residents: how do patients view them?\"","authors":"Catarina Novais, Rita Lourenço Vasconcelos, Andreia Oliveira Martins, Daniela Bento, Daniela Costa, Maria Hilário, Patrícia Casanova Carvalho, Rita N Vilaça, Simone Rodrigues, Ana Margarida Cruz","doi":"10.1080/14739879.2025.2531486","DOIUrl":"https://doi.org/10.1080/14739879.2025.2531486","url":null,"abstract":"<p><strong>Background: </strong>Family Medicine residency programmes are essential for training competent physicians. Patients generally view the involvement of family medicine residents in their care positively, but there is a gap in understanding residents' roles and training levels.</p><p><strong>Objectives: </strong>Evaluate patients' perceptions when consulting family medicine residents.</p><p><strong>Methods: </strong>Conducted in nine teaching Family Health Units in Portugal, 314 patients who had both consultations with their family doctor and a resident participated. They completed an anonymous 33-question self-administered questionnaire divided into seven sections with multiple-choice and 5-point Likert scale questions. Data included socio-demographic information, knowledge about residents' training, perceptions of residents' communication skills, confidence, satisfaction, and strategies to improve adherence to consultations with residents. Likert questions were scored from 1 (strongly disagree) to 5 (strongly agree).</p><p><strong>Results: </strong>Approximately 71.9% of participants knew that a resident had completed their medical degree, and 77.5% correctly identified residents as doctors in training. Patients rated residents' communication skills highly (mean score: 4.9 ± 0.5) and expressed high confidence (4.3 ± 0.5) and satisfaction (4.6 ± 0.6). Most participants (64.9%) reported no disadvantages in consulting a resident, with the primary advantage being their contribution to the training of future family doctors (80.9%). Key strategies for improving adherence included the family doctor introducing the resident and discussing the treatment plan together.</p><p><strong>Conclusion: </strong>Patients generally have positive perceptions of family medicine residents, trust their decisions, and are satisfied with their involvement. Introducing residents and involving family doctors in consultations can enhance adherence, emphasising the importance of the family doctor-patient-resident triad in primary healthcare.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-8"},"PeriodicalIF":1.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790270","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":"Response to Khunti et al - Building Belonging in Medical Education.","authors":"Ryan Peers","doi":"10.1080/14739879.2025.2534879","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534879","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1"},"PeriodicalIF":1.1,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733867","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":"'Saving face' and 'dispreferred responses': politeness theory in GP consultation skills teaching.","authors":"Jessica Mascarenhas, Nicola Schmidt-Renfree, Max Cooper","doi":"10.1080/14739879.2025.2534969","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534969","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709382","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":"To be MRCGP or not to be MRCGP.","authors":"Richard Albardiaz","doi":"10.1080/14739879.2025.2489996","DOIUrl":"https://doi.org/10.1080/14739879.2025.2489996","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1"},"PeriodicalIF":1.1,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838141","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":"Starting GP training at rock bottom: a letter of apprehension and hope.","authors":"Ross Munro","doi":"10.1080/14739879.2025.2534970","DOIUrl":"10.1080/14739879.2025.2534970","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.1,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709384","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":"'Show don't tell': using demonstrations to promote 'conversational' consultation skills in undergraduate general practice.","authors":"Max Cooper, Carl Fernandes, Menaka Jegatheesan","doi":"10.1080/14739879.2025.2534885","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534885","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709383","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":"Teaching GP trainees the art of de-labelling patients.","authors":"Waseem Jerjes","doi":"10.1080/14739879.2025.2534887","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534887","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683371","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 framework for international Medical Graduate success in the applied Knowledge test: approach, awareness, assistance and application - a focus group study.","authors":"Pavan Uppal, Debbie Reed, Christopher Warwick","doi":"10.1080/14739879.2025.2524809","DOIUrl":"https://doi.org/10.1080/14739879.2025.2524809","url":null,"abstract":"<p><strong>Introduction: </strong>Differential attainment (DA) is the disparity between attainment levels of different groups of doctors. The causes are multi-factorial, and variations have been highlighted between International Medical Graduate (IMG) General Practice Registrars (GPRs) and United Kingdom Medical Graduates (UKMGs) in their performance of the UK licensing examination for general practice, the Applied Knowledge Test (AKT). Despite existing support measures, there remains a gap in understanding the effectiveness of interventions aimed at improving examination success for IMGs in the AKT.</p><p><strong>Aim: </strong>To explore the preparation and support methods that IMG GPRs consider contributed to their AKT examination success.</p><p><strong>Methods: </strong>A qualitative study using focus groups and Green <i>et al</i>.'s (2007) model of Thematic Analysis was used to generate codes, categories and themes. The verification techniques of member checking and inter-rater reliability were implemented.</p><p><strong>Results: </strong>Four focus groups with a total of 13 IMG GPRs were undertaken. Four primary themes emerged from the thematic analysis: 'Awareness of Preparation Required', 'Assistance that Aids AKT Examination Success','Application of Knowledge Gained and Individual Preferences' and 'Approach and Individual Influences'.</p><p><strong>Conclusions: </strong>This study highlights the perceived importance of personal motivation, early awareness, and proactive support from peers and educators for IMG GPRs to succeed in the AKT. The model of the '4As' (Approach, Awareness, Assistance, and Application) was developed to aid IMG GPRs in achieving success. Local strategic examination support, such as the KSS Curriculum and AKT Support for Training (CAST) programme can facilitate the application of this model. Recommendations include early discussions on differential attainment, the development of a comprehensive AKT program, and tailored educational interventions. The study also recommends further research across diverse training regions to refine educational strategies and ensure equitable opportunities.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643813","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":"Technifying and gamifying GP teaching.","authors":"Mary Robathan, Kate Hilson, Owen Crawford, Michael Hackman","doi":"10.1080/14739879.2025.2518541","DOIUrl":"https://doi.org/10.1080/14739879.2025.2518541","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Create a new GP teaching day based at the university hospital site that inspires medical students to perceive GP lecturers as academics with a view to following primary care as a future career.</p><p><strong>What was the solution?: </strong>Technifying and gamifying GP teaching. Collaboration with the digital education team using new technology including virtual reality (VR) headsets and immersive projector room to embed innovative teaching practices into traditional GP teaching. Also used a gamification approach to introduce quality improvement and emphasise the importance of communication between healthcare teams.</p><p><strong>What lessons were learned?: </strong>Students highly rated this teaching. Written feedback suggested it was valued far more than lecture-based teaching due to its immersive and interactive nature. Students strongly felt it prepared them for placement.</p><p><strong>What are the next steps?: </strong>Further evaluation of this year's student feedback and a follow-up study of perceptions of clinical and academic general practice as career options. Working with the digital technology team to enhance the current teaching further and disseminating this work across the medical school.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733868","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}