Education for Primary Care最新文献_第3页

What if the patient reads this? A student guide to writing in the GP electronic patient record. 如果病人读到这个怎么办？一个学生指南，在全科医生的电子病历中写作。

IF 1.5

Education for Primary Care Pub Date : 2025-01-01 Epub Date: 2024-12-17 DOI: 10.1080/14739879.2024.2435613

Caroline Sprake, Catja Schmitgen, Juliet Brown, Janet Lefroy, Sarah Graham, Sarah Shepherd, Louise Smith, Louise Ward, Andrew Ward, Jon Ward, Katharine Weetman

{"title":"What if the patient reads this? A student guide to writing in the GP electronic patient record.","authors":"Caroline Sprake, Catja Schmitgen, Juliet Brown, Janet Lefroy, Sarah Graham, Sarah Shepherd, Louise Smith, Louise Ward, Andrew Ward, Jon Ward, Katharine Weetman","doi":"10.1080/14739879.2024.2435613","DOIUrl":"https://doi.org/10.1080/14739879.2024.2435613","url":null,"abstract":"Background: It is common practice for senior medical students in UK General Practice to enter details of their consultations into the electronic patient record (EPR). There is evidence that students benefit educationally from writing in patient records through learning how to make good clinical entries and enhancing their clinical reasoning. In England, since 31 October 2023, patients are given full access to their EPR, including free text notes on their consultations. Despite the importance of high-quality consultation notes, guidance on writing in the patient record is rarely included in medical curricula.Approach: With patient and public involvement, the UKCCC (UK Council for Clinical Communication in Undergraduate Medical Education) developed a guide for students on writing in patients' General Practice (GP) notes and disseminated it to all UK medical schools from August to October 2023.Results: The utility of the guide was evaluated via student and GP tutor surveys. Students and clinical teachers valued the guidance on content, structure, and clarity of consultation notes. A lack of awareness of the guide and suboptimal access and formatting on mobile devices were raised as areas for improvement. Other survey responses, which will inform the development of the next version, suggested adding links to learning resources.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":"36 1-2","pages":"47-52"},"PeriodicalIF":1.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143573971","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

Consequences of career progression barriers experienced by doctors in GP training: an interpretative phenomenological study. 接受全科医生培训的医生所经历的职业发展障碍的后果：一项解释性现象学研究。

IF 1.5

Education for Primary Care Pub Date : 2025-01-01 Epub Date: 2024-10-31 DOI: 10.1080/14739879.2024.2395401

Monisha Edirisooriya, Rupal Shah, Ann Griffin

{"title":"Consequences of career progression barriers experienced by doctors in GP training: an interpretative phenomenological study.","authors":"Monisha Edirisooriya, Rupal Shah, Ann Griffin","doi":"10.1080/14739879.2024.2395401","DOIUrl":"10.1080/14739879.2024.2395401","url":null,"abstract":"Background: Despite commitment across national medical education and training bodies to tackle differential attainment (DA), alongside a wealth of research into contributing factors and solutions, progression in narrowing the gap has lagged. This study explores the lived experiences of doctors facing DA, career progression barriers and their wider consequences.Methods: Interpretative phenomenological analysis was chosen as the methodological framework. The six doctors interviewed were released from General Practice training before enrolling in a 'targeted' intervention scheme designed to support them with training completion.Results: The cohort included four international medical graduates and two graduates from the United Kingdom. Three participants were neurodiverse. Three inter-related themes were identified. 1) 'Career insecurity' is defined as uncertainty about career prospects and attainment of career goals. At varying points along their journey navigating through progression barriers, participants frequently questioned their futures and the decision to persist in the arduous pursuit of training completion. 2) 'Psychological injury' featured prominently in the experiences of the 'targeted trainees'. Feelings of worthlessness, helplessness, low energy and mood, and 'traumatic' experiences were described. 3) 'Social injury' illustrates consequences to doctors' familial and social contexts (including relationships), as well as wider societal consequences (such as attrition).Conclusion: Our research evidences the consequences of DA and career progression barriers. We highlight the urgent need for escalated efforts in addressing the challenges faced by different groups of doctors and narrowing the attainment gap. Recommendations for interventions are included in our study.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"16-24"},"PeriodicalIF":1.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559117","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

What impact does widening participation to medicine have on the medical workforce in the UK: a scoping review. 扩大医学参与对英国医务人员队伍的影响：范围界定审查。

IF 1.5

Education for Primary Care Pub Date : 2025-01-01 Epub Date: 2024-11-28 DOI: 10.1080/14739879.2024.2426130

Thomas Cronin, David Gendy, Jennifer L Johnston

{"title":"What impact does widening participation to medicine have on the medical workforce in the UK: a scoping review.","authors":"Thomas Cronin, David Gendy, Jennifer L Johnston","doi":"10.1080/14739879.2024.2426130","DOIUrl":"10.1080/14739879.2024.2426130","url":null,"abstract":"Purpose: Widening participation in medicine refers to the recruitment policy of encouraging those who are traditionally under-represented in medical school. Whilst research in the UK has investigated the processes around improving participation through recruitment and selection to medical schools, there is less focus around the period after medical school and how students from widening participation backgrounds fare in the workforce.Methods: This study employed scoping review methodology to collate, map and summarise research in the field. Basic numerical analysis and thematic analysis were performed on the included studies.Results: A total of 17 studies were included in this scoping review. The majority of included studies were perspective pieces and cohort studies. There was a paucity of studies reporting around the impact of widening participation of doctors with a disability on the workforce. Four themes emerged from the thematic analysis: (1) promoting diversity; (2) boosting recruitment and retention; (3) improving representation and balance; and (4) perpetuating inequalities.Conclusions: This scoping review highlighted positive effects on the workforce of widening participation. Efforts should be undertaken to ensure widening participation students do not experience ongoing inequality in their subsequent careers on qualification from medical school. The research field would benefit from further study exploring the impact of disability on the medical workforce, and qualitative enquiry to better investigate the experiences of widening participation students in the workforce.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"6-15"},"PeriodicalIF":1.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740912","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

Almost always part of the solution. 几乎总是解决方案的一部分。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2025-02-07 DOI: 10.1080/14739879.2024.2441174

Simon Gay

引用次数: 0

Integrating academic medical education into vocational general practitioner training: how do these combined training posts impact on subsequent career paths? 将学术医学教育与全科医生职业培训相结合：这些联合培训岗位对后续职业发展有何影响？

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-08-31 DOI: 10.1080/14739879.2024.2387103

Liam McHale, Val Wass

{"title":"Integrating academic medical education into vocational general practitioner training: how do these combined training posts impact on subsequent career paths?","authors":"Liam McHale, Val Wass","doi":"10.1080/14739879.2024.2387103","DOIUrl":"10.1080/14739879.2024.2387103","url":null,"abstract":"Background: In the UK, to encourage academic careers, extended education posts (EEPs) exist, where standard three-year, general practice vocational training is extended, offering trainees dedicated time to spend in another specialty such as medical education (Med Ed). Little is known about whether this impacts positively on their subsequent careers.Aims: To explore general practitioners' (GPs') experiences and career trajectories after undertaking Med Ed EEPs.Method: Twenty-eight GPs who completed a Med Ed EEP between 2013 and 2021 were invited to participate. Semi-structured interviews were held virtually. Transcripts were coded with NVivo software and underwent thematic analysis using Braun and Clarke's six-phase framework to ensure a reiterative process of internal validation.Results: Eight GPs took part. All were working as NHS GPs, alongside other roles. Four themes emerged: 'growing as an academic educator', 'research can be interesting', 'the academic environment' and 'juggling multiple roles is stressful'. Most were still teaching, involved in research and had undertaken formal Med Ed training. Role models and immersion in academic teams were influential. Significant tensions and stresses were experienced when balancing multiple roles. The absence of ongoing academic training tracks contributed to this.Conclusion: EEPs impact positively on academic career development and the acquisition of appropriate skills. However, managing multiple roles is challenging and stressful. Short-term university contracts, difficulties obtaining flexible working and resultant lack of partnership or salaried clinical work highlight an urgent need to explore fixed academic training pathways after vocational training, if sustainable recruitment into primary care academia is to be achieved.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"203-210"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113288","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 : 2024-11-01 Epub 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":"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":"211-219"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","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

Beyond accountability and Learner Agency: a call for a comprehensive approach to portfolio management. 超越问责制和学习者代理：呼吁采用综合方法进行组合管理。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-10-30 DOI: 10.1080/14739879.2024.2420199

Supianto

引用次数: 0

Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum. 从长期病患者的经验中汲取教训：加强医学本科课程的建议。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-11-06 DOI: 10.1080/14739879.2024.2414741

Philip Cannon, Taha Khan, Fiona Mosgrove, Val Wass

{"title":"Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum.","authors":"Philip Cannon, Taha Khan, Fiona Mosgrove, Val Wass","doi":"10.1080/14739879.2024.2414741","DOIUrl":"10.1080/14739879.2024.2414741","url":null,"abstract":"The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke's six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: 'advocacy'; 'compassion'; 'the desire to be acknowledged as an individual'\"; acknowledgement of their expertise\"; and 'benefits of continuity of care'. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"220-228"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584755","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

Power failure; an uncomfortable teaching initiative? 停电；不舒服的教学举措？

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-08-09 DOI: 10.1080/14739879.2024.2384069

Grainne P Kearney, Helen Reid, Mairead Corrigan

{"title":"Power failure; an uncomfortable teaching initiative?","authors":"Grainne P Kearney, Helen Reid, Mairead Corrigan","doi":"10.1080/14739879.2024.2384069","DOIUrl":"10.1080/14739879.2024.2384069","url":null,"abstract":"Background: Introducing medical students to the concept of Cultural Humility, we devised a teaching initiative for students to consider how power manifests through the use of language in clinical communication, with a focus on General Practice. Cultural Humility is a pedagogical framework, introduced by Tervalon and Murray-Garcia, to address what they consider as the limitations of the Cultural Competence model.Approach: Our teaching initiative specifically focused on power in clinical communication, both oral consultations and written notes. The session was delivered to third-year medical students during their first 'clinical' year, where they regularly witness and are involved in clinical communication across primary and secondary care placements. Ethical approval was in place to analyse students' reflections on the session.Evaluation: Students who attended engaged well. They evaluated the session positively as increasing their awareness of the power of clinical language in negatively stereotyping and dehumanising patients. They demonstrated Cultural Humility in their reflections of the unintentional harm of clinical language commonly used for the doctor-patient relationship. However, most striking for us, and where our learning as educators lies, was the low attendance at the session, despite our attempts to underline clinical relevance and importance for development as future doctors.Implications: This article offers a framework for educators interested in Cultural Humility. The implications of this initiative are how (or how not) to develop and deliver training in this space. More consideration is required as educators, including around our own language, as to how to engage students to think around the complex topic of power.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"235-239"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141907969","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 digital Balint: using AI in reflective practice. 数字巴林特：在反思性实践中使用人工智能。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-08-23 DOI: 10.1080/14739879.2024.2372606

Marcus Lewis, Benedict Hayhoe

{"title":"The digital Balint: using AI in reflective practice.","authors":"Marcus Lewis, Benedict Hayhoe","doi":"10.1080/14739879.2024.2372606","DOIUrl":"10.1080/14739879.2024.2372606","url":null,"abstract":"Reflective practice is fundamental to postgraduate general practitioner (GP) training and ongoing professional development. However, real-world challenges like time constraints and professional isolation often limit meaningful engagement with this critical skill. This article proposes that large language models (LLMs), sophisticated artificial intelligence systems, may have potential for enhancing reflective practice. We present three case studies, in which we explore the ability of LLMs to generate thought-provoking questions, which could prompt GPs to consider new angles, address underlying factors, and bridge the gap between theory and practice. Our findings suggest that LLMs could help reframe experiences and foster deeper self reflection, particularly for isolated practitioners. While ethical concerns regarding privacy, over reliance, and potential biases exist, we consider the possibility of responsibly integrating LLMs into reflective practice. For trainees, AI-generated questions might complement personal reflection under guidance. For GPs working in isolation, LLMs present an opportunity to enhance reflective practice, challenging us to consider a place for this technological innovation without diminishing the human aspects essential to medical practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"198-202"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142044180","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