Education for Primary Care最新文献_第3页

Hospital rotations in general practitioner training: a scoping review of strengths, issues and concerns. 全科医生培训中的医院轮转：优势、问题和关注的范围审查。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2026-01-12 DOI: 10.1080/14739879.2025.2609279

K Bray, N M Kristensen, P S Gaardsted, J E Møller, T L Guldberg, T L Klitgaard

{"title":"Hospital rotations in general practitioner training: a scoping review of strengths, issues and concerns.","authors":"K Bray, N M Kristensen, P S Gaardsted, J E Møller, T L Guldberg, T L Klitgaard","doi":"10.1080/14739879.2025.2609279","DOIUrl":"10.1080/14739879.2025.2609279","url":null,"abstract":"Background: Workplace learning in hospitals is a cornerstone of postgraduate medical education, enabling junior doctors to develop specialist expertise and generalist skills. General Practice (GP) trainees often spend significant time in hospital-based rotations to acquire broad clinical experience. However, the hospital environment poses challenges for GP trainees, who may find it disconnected from their primary care focus. The aim of this scoping review is to map out existing literature regarding strengths, issues and concerns associated with hospital rotations in GP training.Methods: This scoping review adhered to the PRISMA-ScR guidelines. A systematic search across MEDLINE, Embase, Scopus, and APA PsycInfo identified relevant literature. Eligible studies included those addressing strengths, issues, and concerns of hospital rotations for GP trainees published since 2000 in English or Scandinavian languages.Results and discussion: A total of 31 studies met the inclusion criteria. Most studies employed mixed-methods approaches, reflecting a focus on nuanced trainee and trainer experiences. Key findings highlighted mismatches between hospital rotation objectives and trainees' future roles, insufficient supervision, and limited integration with primary care. Structured connections between hospital and GP training environments were identified as potential strategies to enhance learning transfer and relevance. Variability in training organisation across settings underscored the need for tailored approaches aligned with healthcare system constraints.Conclusion: This review emphasises the importance of strategic planning in hospital rotations for GP trainees to address identified challenges. By fostering supervision, collaboration, and primary care integration, hospital training can better support GP trainees' professional development and preparation for practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"78-90"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145960139","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

Tackling the inverse training law: why deprived-area practices must be central to GP training. 解决反训练规律：为什么贫困地区的实践必须是全科医生培训的核心。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-10-27 DOI: 10.1080/14739879.2025.2578802

Safiya Virji, Karen Cleaver, Rahhiel Riasat, Mary-Rose Shears

引用次数: 0

The challenges of joint undergraduate teaching at the primary-secondary care interface: learning from the educator experience. 初级-中级护理界面本科联合教学的挑战：从教育者的经验中学习。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2026-02-07 DOI: 10.1080/14739879.2026.2620672

Linzi Lumsden, Valerie Wass

{"title":"The challenges of joint undergraduate teaching at the primary-secondary care interface: learning from the educator experience.","authors":"Linzi Lumsden, Valerie Wass","doi":"10.1080/14739879.2026.2620672","DOIUrl":"10.1080/14739879.2026.2620672","url":null,"abstract":"Background: To create a workforce fit for 21st century healthcare, the importance of integrating more primary care teaching into the medical undergraduate curriculum has been repeatedly highlighted; yet has been slow to realise.Aim: To explore the lived experience of educators working together to integrate teaching at the primary-secondary care (PSC) interface and identify facilitators and barriers to achieving change.Method: A constructivist research philosophy using qualitative methodology explored the experiences of educators involved in integrating general practice teaching into the undergraduate curriculum. Purposive sampling identified suitable primary, secondary care and pre-clinical educators who consented to semi-structured interviews remotely via Microsoft Teams. Transcripts were coded using qualitative data analysis software and themes generated through iterative and inductive analysis.Results: Ten educators (5 General Practitioners, 3 Hospital Consultants, 2 Pre-Clinical) took part. Four main themes emerged: (i) The sociocultural context, (ii) Understanding the interface, (iii) Tensions at the primary/secondary care interface, (iv) Challenges in managing educational change. Although supporting the rational for change, a strong sense of loss of traditional teaching formats, lack of communication, and misunderstandings related to clinical work and differentiating between generalist and specialist roles were found.Conclusion: This study is unique in revealing a complex educational landscape, with many interconnected factors to consider if general practice is to be better integrated into the undergraduate curriculum. Hidden medical education sociocultural themes require further exploratory study in terms of both interface working and curriculum development.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"91-100"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146137925","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 Planetary Health Report Card: evaluation of the integration of principles of sustainable healthcare into a new graduate entry medical programme. 地球健康报告卡：评价将可持续保健原则纳入新的研究生入学医学方案。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-10-15 DOI: 10.1080/14739879.2025.2562565

K Mohanna, R Murshed, K Boom

{"title":"The Planetary Health Report Card: evaluation of the integration of principles of sustainable healthcare into a new graduate entry medical programme.","authors":"K Mohanna, R Murshed, K Boom","doi":"10.1080/14739879.2025.2562565","DOIUrl":"10.1080/14739879.2025.2562565","url":null,"abstract":"Nationally and internationally, medical students have a strong track record of engagement with sustainability and sustainable healthcare, notably through the development and implementation of the student-led international Planetary Heath Report Card initiative. The Medical Schools Council has endorsed a specific curriculum statement for integration of aspects of sustainable healthcare into undergraduate teaching and the General Medical Council has included the topic in Outcomes for Graduates. The Three Counties Medical School (TCMS) is a new medical school admitting its inaugural cohort in September 2023, and we are committed to supporting the development of doctors who are socially responsible, global citizens. We used the Planetary Health Report Card (PHRC) to complete the first loop of an evaluation of the new TCMS MBChB degree programme. Generally, the PHRC is used by medical schools around the world to score, and ultimately rank, performance in integrating aspects of sustainability in health into teaching and learning. We used the PHRC to help evaluate our curriculum planning to date and in so doing highlighted areas we might not otherwise have considered. This project was part of the University of Worcester Green Impact Project scheme, which funded a student-assessor (a GIPA) to participate with us in evaluating our progress, seek out gaps and use the tool to plan the next steps in curriculum design.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"36-40"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145303903","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

Physician, mentor thyself! Cross-pollination of concepts in medical education, mentorship and mental health counselling. 医生，指导你自己吧！医学教育、指导和心理健康咨询概念的交叉交流。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-12-04 DOI: 10.1080/14739879.2025.2576179

Luke Ottewell

{"title":"Physician, mentor thyself! Cross-pollination of concepts in medical education, mentorship and mental health counselling.","authors":"Luke Ottewell","doi":"10.1080/14739879.2025.2576179","DOIUrl":"10.1080/14739879.2025.2576179","url":null,"abstract":"In modern healthcare, mentorship, medical education, and mental health support are often treated as separate domains, yet each can inform and strengthen the others. Drawing on my experiences as a junior doctor, educator, and counselling client, I explore the parallels between effective mentorship and therapeutic dialogue, and how these insights can enhance medical teaching. My early career ambition to enter neurosurgery, followed by a period of professional disappointment, led me to seek counselling, where I encountered concepts such as Transactional Analysis and the Taxonomy of Engagement. These frameworks, alongside reflective conversations, reshaped my understanding of communication, rapport-building, and learner motivation. I illustrate how strategies used in counselling - such as asking purposeful questions, recognising ego states, and fostering curiosity - can enrich the mentor-mentee and teacher-student relationship. By integrating principles from mental health practice into mentorship and medical education, we can cultivate environments that support not only clinical competence but also resilience, empathy and sustained professional fulfilment.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"108-113"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679115","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

Political will and primary care: reclaiming health as a public priority in the Philippines. 政治意愿和初级保健：在菲律宾重新将卫生作为公共优先事项。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-11-19 DOI: 10.1080/14739879.2025.2582168

Richard Ian Mark T Necosia

引用次数: 0

Free speech and professionalism in health professions' education and training - tension or synergy? 卫生专业教育和培训中的言论自由和专业精神——紧张还是协同？

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2026-03-30 DOI: 10.1080/14739879.2026.2635565

Simon Gay

引用次数: 0

Seeing primary care differently: comparing the educational value of different video formats for early, remote clinical experience. 以不同的方式看待初级保健：比较不同视频格式对早期远程临床经验的教育价值。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-10-31 DOI: 10.1080/14739879.2025.2580421

Emily Mackie, Emily Pass, Sarah Graham, Hugh Alberti, James Fisher

{"title":"Seeing primary care differently: comparing the educational value of different video formats for early, remote clinical experience.","authors":"Emily Mackie, Emily Pass, Sarah Graham, Hugh Alberti, James Fisher","doi":"10.1080/14739879.2025.2580421","DOIUrl":"10.1080/14739879.2025.2580421","url":null,"abstract":"Background: Evidence shows that early clinical experience (ECE) within general practice (GP) has multiple benefits for medical students. Yet barriers to implementation mean that efforts to expand ECE have stalled. Remote consultations, and video footage of consultations, provide a route to expand GP ECE.Objectives: We aimed to explore the extent to which different video formats, when used as part of GP ECE, influenced students' engagement with learning, their perceptions of the authenticity of the experience and their understanding of complexity in primary care.Methods: Early-stage medical students at Newcastle University had 4 'virtual' GP visits that drew on video footage from three different formats; pre-recorded from a national database, locally recorded, and recorded 'live' on the day. A mixed methods approach was employed. Post-session questionnaires explored opinions on authenticity, learning opportunities and format preference. Semi-structured focus groups enabled deeper exploration of students' perspectives. Questionnaire data was analysed using descriptive statistics. Focus group data was analysed using inductive thematic analysis.Results: All formats were recognised by students as being authentic, enjoyable and relevant. However, perceptions of authenticity, and depth of student engagement, was greater when locally recorded footage was employed, most of all with live footage. Near-live footage highlighted the complexity of GPs' work, but requires deliberate, structured debrief to enable students to make sense of the consultations that they had observed.Conclusions: Comparison of the educational value of different video formats used for GP ECE showed that virtual patient contact using locally recorded footage is most valued by students.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"70-77"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145422940","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

Future opportunities for delivering primary care education - the political drivers of change. 提供初级保健教育的未来机会——变革的政治驱动力。

IF 1.1

Education for Primary Care Pub Date : 2026-01-01 Epub Date: 2025-09-16 DOI: 10.1080/14739879.2025.2556164

Julie Carson, Jaspal S Taggar, Rakesh Patel

{"title":"Future opportunities for delivering primary care education - the political drivers of change.","authors":"Julie Carson, Jaspal S Taggar, Rakesh Patel","doi":"10.1080/14739879.2025.2556164","DOIUrl":"10.1080/14739879.2025.2556164","url":null,"abstract":"Growing patient demand, changing patient need, technological advancements and workforce challenges have resulted in a complex healthcare system in the United Kingdom (UK) that is unable to meet the needs of its populations. Consequently, reform is needed to 'fix the broken National Health Service (NHS)'. In response, the UK government published its 10-year Health Plan, identifying strategic shifts to overcome the challenges, including from hospital to community, from sickness to prevention, and from analogue to digital. These changes in priorities for the NHS now provide an opportunity to reimagine the way in which not just general practice (GP) but education in primary care is both structured and delivered to undergraduate medical students. This article explores ideas for designing 'fit for the future' primary care education against this political backdrop. In doing so, the opportunities are discussed for training provided by the broader non-GP healthcare professional team, collaboration and co-creation of curricula with community partners or third-party healthcare organisations, and the role of heath informatics and technology enhanced learning for workforce development. Furthermore, the importance of consolidating and rationalising education curricula in parallel to growth and innovation is highlighted, to ensure they remain at the forefront of primary care whilst continuing to provide meaningful learning experiences.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"6-10"},"PeriodicalIF":1.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070714","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

Optimism as a driving force. 乐观是一种驱动力。

IF 1.1

Education for Primary Care Pub Date : 2025-12-22 DOI: 10.1080/14739879.2025.2606671

Simon Gay

引用次数: 0