Education for Primary Care最新文献

{"title":"The numbers are staggering.","authors":"Simon Gay","doi":"10.1080/14739879.2025.2553625","DOIUrl":"10.1080/14739879.2025.2553625","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"193"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076332","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":"How do General Practice trainees experience the transition from hospital to General Practice: a qualitative study.","authors":"Alice O'Neill, Fódhla Ní Dhalaigh, Tony Foley, Orna Daly, Michelle Martin, Helen McHugh, Aisling A Jennings","doi":"10.1080/14739879.2025.2515927","DOIUrl":"10.1080/14739879.2025.2515927","url":null,"abstract":"<p><strong>Background: </strong>Specialist training in General Practice (GP) incorporates hospital and community-based training. The transition from hospital to General Practice can be a challenging experience. A negative experience of this transition has been shown to impact the trainee's desire to remain in General Practice.</p><p><strong>Aim: </strong>The aim of this study was to explore GP Trainees' experiences of moving from hospital medicine to General Practice in Ireland.</p><p><strong>Methods: </strong>This qualitative study involved an initial focus group with GP trainees. The results of this focus group informed the development of a topic guide for subsequent one-to-one semi-structured interviews with General Practice Trainees from thirteen General Practice Training Schemes nationally. Interviews were analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>15 interviews were undertaken. The main themes identified were: 1) Finding your way - the trainer as a navigator 2) Running your own ship - developing autonomy and 3) Balancing the competing demands of General Practice. The evolving role of the trainer in supporting the transition was highlighted, as was the GP trainers' role in navigating clinical uncertainty and in shaping the participants' professional identities. The nuances of challenges such as time pressure and increased clinical responsibility were identified. These challenges were exacerbated by the pressure of clinical decision-making and a lack of confidence in applying this judgement in the community setting.</p><p><strong>Conclusion: </strong>The results of this study can be used to inform the development of improved structures to support GP trainees in their transition from hospital to community-based practice.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"198-208"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576617","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":"International collaboration in primary care training: lessons from a Jordanian diploma programme.","authors":"Safiya Virji, Lana Alhalaseh, Benjamin Colton","doi":"10.1080/14739879.2025.2475339","DOIUrl":"10.1080/14739879.2025.2475339","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"255-256"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626440","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":"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":"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":"226-237"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","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":"Primary care clinical training: engaging medical students in direct patient care.","authors":"Evangelia Savvidou, Nikolaos Evangelidis, Magda Gavana, Areti Triantafyllou, Vasileios Gkolias, Emmanouil Smyrnakis","doi":"10.1080/14739879.2025.2534977","DOIUrl":"https://doi.org/10.1080/14739879.2025.2534977","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.1,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973900","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":"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":"Entrustable professional activities - the missing piece of the assessment jigsaw for UK undergraduate medical education? Is general practice the perfect place to start?","authors":"Helen L Edwards, Lindsey M Pope, Sophie Park, Rachel Allan, Jayne Cullen, Rachel Lindley, Farazi Virk, Jane Kirby","doi":"10.1080/14739879.2025.2521133","DOIUrl":"https://doi.org/10.1080/14739879.2025.2521133","url":null,"abstract":"<p><p>The Medical Licensing Assessment (MLA) has been introduced for all medical students obtaining a primary medical qualification in the UK from 2024/25. It tests 'the core knowledge, skills and behaviours needed to practise safely in the UK'. It does not, however, assess 'on the job' learning and performance in clinical practice. Undergraduate medical education's primary purpose is to prepare medical students for clinical practice. Preparedness for practice is enhanced by experiential learning in clinical settings. Evidence indicates that assessment drives learning and the existing MLA places little emphasis on assessment of experiential learning. This risks disincentivising and devaluing learning from complex real-world clinical encounters which are typical in primary care, the same learning enhances preparedness for practice. It is possible that there are gaps in the current focused and standardised MLA assessment strategy with potential for negative unintended consequences on learning in primary care and graduates' preparedness for practice. By addressing these gaps, there is scope to enhance the current MLA, ensuring more complete assessment and fostering graduate preparedness. We propose that, while there is potential for primary care to be negatively impacted by the MLA, it also provides the ideal setting for innovation to develop the 'missing piece' of the assessment jigsaw. We propose this could take the form of entrustable professional activities (EPAs), a relatively new assessment model that enables more meaningful assessment of prospective new doctors in real-world clinical settings. We set out challenges and opportunities associated with EPAs, particularly in undergraduate medical education in primary care.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-5"},"PeriodicalIF":1.5,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561535","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}