Education for Primary Care最新文献_第2页

Use of a formative mock examination in predicting Australian general practice licensure examination performance. 运用形成性模拟考试预测澳大利亚全科医师执照考试成绩。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-11-19 DOI: 10.1080/14739879.2025.2562567

Michael Tran, Alison Fielding, Anna Ralston, Michelle Li, Chris Starling, Marisa Magiros, Alexandria Turner, Parker Magin

{"title":"Use of a formative mock examination in predicting Australian general practice licensure examination performance.","authors":"Michael Tran, Alison Fielding, Anna Ralston, Michelle Li, Chris Starling, Marisa Magiros, Alexandria Turner, Parker Magin","doi":"10.1080/14739879.2025.2562567","DOIUrl":"10.1080/14739879.2025.2562567","url":null,"abstract":"The Royal Australian College of General Practitioners (RACGP) administers high-stakes summative licensure examinations for unsupervised independent Australian general practice. Examination failure can have adverse consequences including psychological stress and financial implications. In-training assessments as predictors of summative or licensure exam outcome are frequently administered as early-training stage formative assessments. Assessments more proximate to the time of licensure examinations may also be of utility. The Mock-AKT, a formative assessment, was available to registrars of an Australian GP vocational training organisation 2 months prior to licensure examinations. The Mock-AKT was assessed over 12 months from 2017 to 2018 for predictive ability for two RACGP licencing written examinations: the applied knowledge test (AKT), a multiple-choice question-based examination, and key feature problem (KFP), a short answer-based examination. Repeat validation was completed in 2021. It had robust ability to predict outcomes of the two written licensure examinations, with excellent area under the receiver operating characteristic curves for both examinations (0.86 for AKT, and 0.82 for KFP). Mock-AKT scores were processed and used to provide medical educators with detailed and candidate-specific failure-risk information, informing discussions regarding registrars' progress and suitability to sit examinations. The Australian Mock-AKT programme is likely generalisable to other GP specialist training contexts.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"29-35"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558038","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

'There is a chance you can just avoid the topic altogether': registrars' perceptions of learning about health inequalities in GP specialty training. “有一个机会，你可以完全避免这个话题”：注册商对全科医生专业培训中健康不平等的认识。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-12-05 DOI: 10.1080/14739879.2025.2576178

Emma Rotheram, Chris Mair, Carey Lunan, Lindsey Pope

{"title":"'There is a chance you can just avoid the topic altogether': registrars' perceptions of learning about health inequalities in GP specialty training.","authors":"Emma Rotheram, Chris Mair, Carey Lunan, Lindsey Pope","doi":"10.1080/14739879.2025.2576178","DOIUrl":"10.1080/14739879.2025.2576178","url":null,"abstract":"Background: General Practitioners (GPs) play a role in mitigating health inequalities and GP training must enable the development of the relevant knowledge, skills and attitudes to meet population needs.Methods: As part of a review of Health Inequalities (HI) education for GP registrars in Scotland, we undertook three focus groups exploring registrars' perceptions and experiences of navigating health inequalities in practice and their perception of their training for this. Reflexive thematic analysis was utilised to analyse our data, underpinned by a lens of Transformative Learning (TL) theory.Results: TL enabled 4 key themes to emerge: 1. The current inequity of opportunity for health inequalities learning across Scotland and between practices. 2. How learning about health inequalities is conceptualised can limit opportunities for transformative learning, 3. The importance of learner-centred approaches 4. The need to consciously 'design in' HI education to GP training.Conclusion: These focus groups have informed the development of our future health inequalities educational provision. Furthermore, they have highlighted transferable considerations for GP training, especially how GP registrars might be supported to capitalise on the transformative learning experiences encountered in training to create a 'fit for the future' GP workforce.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"41-48"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145688391","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 7C+ Compass: a tool to guide undergraduate medical students in their discovery of the discipline of family medicine. 7C+指南针：指导本科医学生发现家庭医学学科的工具。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2026-01-12 DOI: 10.1080/14739879.2026.2613403

Eva Pfarrwaller, Monica Didier, Cédric Gillabert, Martine Bideau, Isabelle Gérard, Arabelle Rieder, Dagmar M Haller

{"title":"The 7C+ Compass: a tool to guide undergraduate medical students in their discovery of the discipline of family medicine.","authors":"Eva Pfarrwaller, Monica Didier, Cédric Gillabert, Martine Bideau, Isabelle Gérard, Arabelle Rieder, Dagmar M Haller","doi":"10.1080/14739879.2026.2613403","DOIUrl":"10.1080/14739879.2026.2613403","url":null,"abstract":"Family medicine is a cornerstone of health care, yet its defining features often remain implicit in undergraduate medical training, making it difficult for students to grasp the discipline's distinctive logic and professional appeal. To address this gap, the 7C+ Compass was developed as a conceptual and practical tool to make family medicine's core functions visible and teachable. Based on existing frameworks, it brings together eight key functions: first contact, continuity, comprehensiveness, coordination, community engagement, patient-centredness, complexity, and professional practice. Together, they reflect family medicine's integrative role linking individual, community, and system perspectives. Implemented in a pilot teaching track, the Compass has been used in clinical placements, small-group seminars, and lectures. Early use suggests that it fosters reflection and provides a shared language for linking clinical experiences with conceptual understanding. The 7C+ Compass offers a simple, adaptable framework to enhance learning and teaching in family medicine and to strengthen its visibility within medical curricula. Future work will involve students in its refinement, align it with competency frameworks, and evaluate its educational impact across different contexts; it may also help students appreciate the scope and coherence of family medicine as a career path, a hypothesis that warrants further research.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"114-119"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145960228","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

From CEPNs to Training Hubs: a decade of population-level workforce education and their strategic role in delivering the NHS 10-Year Plan. 从cepn到培训中心：人口水平劳动力教育的十年及其在实施NHS十年计划中的战略作用。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-10-15 DOI: 10.1080/14739879.2025.2562483

Sanjiv Ahluwalia

{"title":"From CEPNs to Training Hubs: a decade of population-level workforce education and their strategic role in delivering the NHS 10-Year Plan.","authors":"Sanjiv Ahluwalia","doi":"10.1080/14739879.2025.2562483","DOIUrl":"10.1080/14739879.2025.2562483","url":null,"abstract":"Background: Since 2013, CEPNs-and, from 2018, Training Hubs-have provided locally led, multi-professional mechanisms for workforce education in primary and community care, aiming to match training supply and skill mix to population health needs.Aim: To synthesise the development, evolution, and impact of CEPNs/THs and assess their strategic alignment with the NHS 10-Year Health Plan (July 2025).Discussion: Evidence from local evaluations and national guidance indicates CEPNs/THs expanded placement capacity, supported interprofessional learning, integrated new roles into primary care, and improved links between education providers and employers-albeit against a backdrop of regional variability and short-termism in funding. The 10-Year Plan's 'three shifts' (community-first, digital enablement, prevention) map directly to Training Hub functions, but require stronger place-based embedding, stable investment, and outcomes-focused evaluation.Conclusion: With explicit policy backing, multi-year funding, and standardised impact measures, Training Hubs can function as the operational bridge between national strategy and local delivery for the decade ahead.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"2-5"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145303924","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 undergraduate placements in general practice: what factors influence a practice's decision to engage? Data from the Society of Academic Primary Care Placement Capacity Special Interest Group national practice survey of England. 全科医学本科实习：哪些因素影响实习决定？数据来自英国学术初级保健安置能力特别兴趣小组全国实践调查。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-12-18 DOI: 10.1080/14739879.2025.2576601

Kathryn Jane Harrison, Matthew Paul James, Will Spiring

{"title":"Medical undergraduate placements in general practice: what factors influence a practice's decision to engage? Data from the Society of Academic Primary Care Placement Capacity Special Interest Group national practice survey of England.","authors":"Kathryn Jane Harrison, Matthew Paul James, Will Spiring","doi":"10.1080/14739879.2025.2576601","DOIUrl":"10.1080/14739879.2025.2576601","url":null,"abstract":"Medical schools across England face well-recognised challenges recruiting sufficient general practice placements for their students. Given the previously planned expansion in medical school places outlined in the last Government's NHS Long Term Workforce Plan and plans to expand medical school places and train thousands more general practitioners laid out in the current Government's Fit for the Future: 10 Year Health Plan, it is essential that medical schools understand the factors influencing a practice's decision to engage with undergraduate placements. To address this, an electronic survey of general practices across England was undertaken to identify these factors with 242 responses collected. Thematic analysis of the freetext data was undertaken and found that workload and pressure on estates remain the biggest challenges to hosting medical students. Lack of support from medical schools, burdensome placement requirements and unprofessional student attitudes and behaviours were cited as a negative influence upon their decision to host. Financial renumeration was cited as both a positive and negative incentive for providing placements, suggesting that the introduction of the national funding tariff in 2022 has addressed the disparity between funding received by practices. The findings of this study add weight to the argument that addressing underfunding of medical student teaching in general practice is essential to positively impact upon placement availability. By brokering expectations between medical students and practising clinicians regarding professional behaviours and ensuring curriculum design is not unduly burdensome or restrictive, medical schools may be able to improve placement capacity within general practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"20-28"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145783227","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

Has denigration of career choice within medicine improved in the UK over the last decade? 在过去的十年里，英国医学界对职业选择的诋毁有所改善吗？

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2026-01-27 DOI: 10.1080/14739879.2025.2550292

A Wood, H Jones, G Graham, H Alberti

{"title":"Has denigration of career choice within medicine improved in the UK over the last decade?","authors":"A Wood, H Jones, G Graham, H Alberti","doi":"10.1080/14739879.2025.2550292","DOIUrl":"10.1080/14739879.2025.2550292","url":null,"abstract":"The UK General Medical Council (GMC) states in 'Good Medical Practice' that all doctors have a professional responsibility to work in collaboration and respect each other's skills and contributions to patient care. Despite this, it is widely accepted that denigration is occurring both between specialities and between primary and secondary care within the UK and internationally. Denigration of general practice/family medicine has been discussed and debated within medical education for a number of years and work carried out hoping to challenge the notion that students opting to take up training in this field are choosing to be 'just a GP.' The aim of our work was to take this further and adopt a longitudinal study to establish whether denigration has been persistent or diminished over time. GP Doctors in Training across the northern region were questioned about their experiences of denigration, with data collected through surveys over an eight-year period. Sadly, it appears the problem of inter-speciality denigration had not been abated. GP trainees continue to report experiencing negativity from their health care colleagues relating to their individual choice of career and the role of a GP more generally. The continuation of denigration towards general practice is alarming and raises concerns about the impact it may have on workforce morale. Family medicine (general practice) plays an integral role in the operation of health systems worldwide and yet recruitment of primary care clinicians has been, and continues to be, challenging. The reasons for this are complex and multifactorial but we need to challenge the notion that comments by clinicians and others is simply 'harmless banter'. Further work to deepen our understanding of the phenomenon would be beneficial and support the suggestion that we need to have a zero-tolerance attitude towards negative and derogatory comments made about any medical speciality.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"120-122"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146067689","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 assessment in general practice: the case for programmatic assessment in UK GP training. 推进全科实践评估：英国全科医生培训项目评估的案例。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-11-19 DOI: 10.1080/14739879.2025.2578790

Andrew Wright, Jo-Anne Johnson, Sanjiv Ahluwalia

引用次数: 0

Novel online education to support pharmacists' clinical decision-making skills. 新颖的在线教育，以支持药剂师的临床决策技能。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2026-01-12 DOI: 10.1080/14739879.2025.2576182

Liane Holmes, Vicky Park, Rona Honnet, Leon Zlotos

{"title":"Novel online education to support pharmacists' clinical decision-making skills.","authors":"Liane Holmes, Vicky Park, Rona Honnet, Leon Zlotos","doi":"10.1080/14739879.2025.2576182","DOIUrl":"10.1080/14739879.2025.2576182","url":null,"abstract":"Background: Improved decision-making skills and the confidence to deliver safe care have been identified as development needs of pharmacists working towards Advanced Practice in the UK. Interactive, online simulation was identified as a potential medium to promote the development of decision-making skills.Aim: Design, deliver and evaluate novel online education to support pharmacists' clinical decision-making skills.Setting: General Practice.Development: A bespoke branching scenario-based e-learning module was developed: 'Pharmacy clinical decision-making: Myocardial infarction (MI)' to allow pharmacists to practice clinical decision-making skills independently in a risk-free environment.Implementation: The module was available across Scotland to all pharmacists through NHS Education for Scotland's learning platform, Turas Learn.Evaluation: From August 2021 to May 2022, learners' (n = 34) perceptions of their confidence and competence in clinical decision-making were investigated using pre- and post-evaluation surveys (utilising 5scale Likert-type questions). Key aspects of clinical decision-making relating to the scenarios were investigated; overall care, interpreting blood results and specific dose adjustments. All areas assessed showed a statistically significant increase in the self-reported competence and confidence of the learners after using the module (Wilcoxon, p < 0.01). Qualitative analysis indicated that the module was well received; learners expressed a desire for a wider range of clinical topics alongside more complexity and variation in the scenarios.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"101-107"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145953421","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

Human touch - good, bad, and ambiguous: a teacher's perspective on medical students' and patients' encounters with doctors globally, with a focus on Pakistan. 人情味——好的、坏的和模糊的：一位教师对医学生和病人与全球医生接触的看法，以巴基斯坦为重点。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-09-07 DOI: 10.1080/14739879.2025.2550295

Quratulain Khan

{"title":"Human touch - good, bad, and ambiguous: a teacher's perspective on medical students' and patients' encounters with doctors globally, with a focus on Pakistan.","authors":"Quratulain Khan","doi":"10.1080/14739879.2025.2550295","DOIUrl":"10.1080/14739879.2025.2550295","url":null,"abstract":"Human touch holds an important role in field of medicine promoting empathy, trust and connection between doctors, patients and students. This teaching exchange digs into the complex dynamics of 'Human Touch' in medical education and clinical practice exploring its positive, negative and ambiguous aspects. A comforting touch can convey compassion, enhance patient care, alleviate pain and can build trust. However, an uninvited or misinterpreted touch can breach personal boundaries, evoke discomfort or can even be perceived as harassment. The cultural context particularly in Pakistan, adds layers of meaning and sensitivity to such interactions, as societal norms and recent changes influence perceptions of physical contact. Ambiguity in human touch often stems from environmental shifts, such as the COVID-19 pandemic, evolving cultural norms and individual past experiences. With the growing hypersensitivity, driven by movements like #MeToo and increasing societal awareness, the need for clear guidelines on consent and appropriate touch in healthcare settings has become more critical. This Teaching Exchange emphasises the necessity for healthcare educators to cultivate a respectful, empathetic and professional environment. By addressing power imbalances, improving awareness and employing innovative teaching methods, medical institutions can ensure human touch remains a tool for compassion and learning, not contention.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"49-53"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013405","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

Clinical examination performance in rural longitudinal medical programmes. 农村纵向医疗方案的临床检查绩效。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-10-15 DOI: 10.1080/14739879.2025.2563686

Anthony Khoo, Peter Michelmore, Sheela Joseph, Michelle Szep, Michal Wozniak, Jonathan Gleadle

{"title":"Clinical examination performance in rural longitudinal medical programmes.","authors":"Anthony Khoo, Peter Michelmore, Sheela Joseph, Michelle Szep, Michal Wozniak, Jonathan Gleadle","doi":"10.1080/14739879.2025.2563686","DOIUrl":"10.1080/14739879.2025.2563686","url":null,"abstract":"Background and aims: Rural longitudinal medical programmes immerse students in rural communities for extended periods to help foster a rural-focussed medical workforce. There is limited evidence on how medical students undertaking the same curriculum across different geographic locations perform in Objective Structured Clinical Exams (OSCEs). We aimed to investigate if there were variations in OSCE performance between students at different sites of the Flinders University Doctor of Medicine Programme.Methods: We retrospectively reviewed data from OSCEs undertaken by all third year graduate entry students at Flinders University in 2024. Quantitative data on overall performance, discipline- and domain-level performance were compared between students based in Metropolitan South Australia, Rural South Australia and the Flinders Northern Territory (NT) Medical Programme.Results: Data from 172 students was included, with 102 (60%) from SA metropolitan areas, 33 (20%) from the SA rural stream and 37 (20%) from the NT rural stream. Overall OSCE performance was not different between training locations. Students from rural training locations performed better in communication (mean score 84% vs 67%, p < 0.001) than those from metropolitan sites. Variations in performance in Medicine, Acute Care and Primary Care disciplines were seen between locations (p < 0.001).Conclusion: Medical students who underwent extended periods of training in rural locations performed similarly in standardised OSCEs compared to those from metropolitan locations. Variations in domain- and discipline-level performance were seen across locations, with rural students performing better in communication skills. Further research exploring the impact of diverse training exposures on OSCE performance is required.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"11-19"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145303966","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