Education for Primary Care最新文献

{"title":"Challenges, motivators and differential attainment: a qualitative study of the experiences of GP Educational Supervisors.","authors":"Allison Rees, Christopher Harrison, Helen Hooper","doi":"10.1080/14739879.2026.2718218","DOIUrl":"https://doi.org/10.1080/14739879.2026.2718218","url":null,"abstract":"<p><strong>Introduction: </strong>General practice (GP) Educational Supervisors (ESs) play a vital role in supporting resident doctors (RDs) to achieve success on their training journey, but previous surveys have shown them to be at high risk of burnout.</p><p><strong>Aims: </strong>This study explored the motivational factors and current challenges experienced by GP ESs across one UK Deanery.</p><p><strong>Methods: </strong>Questionnaires were used to collect data from practising ESs. The free-text data was analysed thematically.</p><p><strong>Results: </strong>Completed questionnaires were returned by 82 GP ESs. Thirty-seven respondents (45%) had considered stopping training at some point with the largest proportions among mid-career ESs (in the role between 6-14 years) and ESs who had supervised at least five international medical graduate (IMG) GP RDs. Managing workload, effects on wellbeing, and practice issues (including insufficient remuneration), posed challenges impacting ESs in their role, along with professionalism concerns and the complex needs of some RDs (especially IMGs). Positive motivating experiences including good relationships with the RDs, personal development, and fulfilment, were described by all participants.</p><p><strong>Discussion: </strong>The increasing workload in general practice along with more complex supervisory needs of resident doctors, particularly international medical graduates, can place added pressure on ESs, affecting wellbeing. The Government's intention is to substantially increase the number of GP training places by 2031. GP Educational Supervisors are integral to the success of any planned expansion and their retention at all stages of their careers is vital. Understanding and addressing their concerns, needs and motivators will be important in recruiting and retaining this important workforce.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.2,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833386","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":"AI patients, real practice: exploring the use of AI-simulated patients to support primary healthcare training for combat medical technicians.","authors":"Hugo Cohen, Ben Smith, Natasha Day, Chris Jacobs, Douglas Reid","doi":"10.1080/14739879.2026.2714838","DOIUrl":"https://doi.org/10.1080/14739879.2026.2714838","url":null,"abstract":"<p><strong>Introduction: </strong>Combat Medical Technicians (CMTs) are central to military primary care but have limited opportunity for clinical exposure. Simulated patients offer a controlled method to maintain clinical currency. Advances in conversational artificial intelligence (AI) enable realistic and interactive simulated consultations. We present our evaluation of the feasibility, acceptability and educational impact of AI-simulated patients for CMT training.</p><p><strong>Methods: </strong>Five military primary care simulated patients were developed and hosted on the SimFlow.ai platform and delivered during a development course. Participants completed pre- and post-simulation surveys assessing confidence across 12 clinical domains alongside perceptions of realism, usability and educational value. Quantitative analysis used Wilcoxon signed-rank tests and Spearman rank correlations.</p><p><strong>Results: </strong>Twenty CMTs completed both simulations and surveys. Statistically significant improvements were observed in 10 of 12 clinical domains, including core consultation skills such as comprehensive history taking, identifying key symptoms, adapting questioning and formulating a management plan, and differential diagnoses (all <i>p</i> < 0.002). Evaluation of the simulations demonstrated positive perceptions of medical accuracy, patient narratives and overall educational value. Technical performance received mixed feedback, with response lags identified as the primary barrier. No associations were found between outcomes and CMT demographics which suggests equitable benefit across the cohort.</p><p><strong>Conclusion: </strong>AI-simulated patients are feasible to implement and are associated with meaningful improvements in consultation confidence among CMTs. Despite technical constraints, AI-simulated patients represent a scalable, standardised adjunct to support clinical currency across the CMT workforce. Further research should evaluate objective competence outcomes and explore broader uses of this technology.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.2,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799401","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":"Beyond the deficit frame: rethinking communication and adaptation in the integration of international medical graduates.","authors":"Rony Kurniawan Pratama","doi":"10.1080/14739879.2026.2714837","DOIUrl":"10.1080/14739879.2026.2714837","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.2,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148727032","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":"Reimagining grand rounds for general practice: developing and delivering a student-co-produced primary care seminar series.","authors":"Roaa Al-Bedaery, Katie Scott, Rachel Hulme, Rida Khan, Judith Ibison","doi":"10.1080/14739879.2026.2690641","DOIUrl":"https://doi.org/10.1080/14739879.2026.2690641","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Primary care remains under-represented in undergraduate curricula, and academic general practice has limited visibility. Traditional educational forums such as 'Grand Rounds' rarely focus on general practice, reducing opportunities for students to explore the breadth, intellectual challenge, and diversity of contemporary GP careers.</p><p><strong>What was the educational solution?: </strong>We developed an online primary care seminar series explicitly modelled on the 'Grand Round' format, but updated for a temporally and geographically flexible, learner-centred audience. Crucially, the series was co-produced with students and featured GPs and academic GPs presenting narrative-based accounts of innovative and evolving areas of primary care. Sessions were delivered live and made available asynchronously.</p><p><strong>What lessons were learned?: </strong>Survey and focus group feedback indicated that participants valued exposure to unfamiliar aspects of primary care, speakers' personal career narratives, and insight into portfolio and academic careers. The online format supported accessibility and broad participation, although some participants expressed a desire for greater interactivity.</p><p><strong>What are the next steps?: </strong>Future iterations will refine opportunities for interaction, broaden topic coverage, and continue evaluation. Longer-term impacts on career decisions were not measured and represent a gap for future work.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-6"},"PeriodicalIF":1.2,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148707686","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":"Educational outcomes and learning mechanisms of home and community visits in undergraduate medical education: a mixed-methods systematic review.","authors":"Waseem Jerjes, Austen El-Osta, Marcin Klingbajl, Arouba Imtiaz, Azeem Majeed","doi":"10.1080/14739879.2026.2709761","DOIUrl":"https://doi.org/10.1080/14739879.2026.2709761","url":null,"abstract":"<p><strong>Background: </strong>Home and community visits are widely used in undergraduate primary care education, yet reported educational effects may combine objective performance with students' self-reported confidence, skills, or attitudes.</p><p><strong>Aim: </strong>To synthesise educational outcomes and learning mechanisms, and examine how measurement, supervision, and reflection shape interpretation.</p><p><strong>Methods: </strong>A PRISMA-informed mixed-methods systematic review included 36 full-text studies. Quantitative measures were classified as objective or observer-assessed, validated or standardised self-report, or locally developed or unvalidated self-report; qualitative and mixed-methods data were analysed thematically. Visit delivery and reflective approaches were also extracted.</p><p><strong>Results: </strong>One controlled study showed large improvements in objective functional-status knowledge (SMD 1.73, 95% CI 1.06-2.40) and observer-assessed OSCE performance (SMD 2.72, 95% CI 1.93-3.51). Most favourable findings for attitudes, teamwork, confidence, and perceived skills relied on self-report. Fifteen studies described clinician- or professional-accompanied visits, 13 student-led visits without a clinician physically present, and eight mixed or unclear arrangements; none directly compared these models. Empathy and patient-centredness were prominent in qualitative accounts but inconsistent on standardised scales. Detailed learning accounts most often came from structured written reflection followed by facilitated discussion or debriefing, although no reflective approach was compared directly.</p><p><strong>Conclusion: </strong>Home and community visits can support contextual and functional learning, but confidence in effects depends on how outcomes are measured. Supervision, narrative space, reflection, and assessment should be matched to the intended educational purpose.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-17"},"PeriodicalIF":1.2,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148673916","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":"'Designing in' health inequalities learning: from curriculum visibility to assessment, supervision and the global learner.","authors":"Andi Wahyu Irawan, Lulu Humairo Pimada","doi":"10.1080/14739879.2026.2686963","DOIUrl":"https://doi.org/10.1080/14739879.2026.2686963","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148319751","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":"The GP workforce crisis: escaping the rigidity of hospital-centric training.","authors":"Lloyd David Hughes","doi":"10.1080/14739879.2026.2686962","DOIUrl":"https://doi.org/10.1080/14739879.2026.2686962","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148228644","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":"Increasing educational and workforce opportunity in areas of deprivation: tackling the inverse care law.","authors":"Rachel Roberts, Sanjiv Ahluwalia","doi":"10.1080/14739879.2025.2578799","DOIUrl":"10.1080/14739879.2025.2578799","url":null,"abstract":"<p><p>More than fifty years after Tudor Hart's identification of the Inverse Care Law (Tudor Hart, 1971), health equity in the UK remains elusive. The phenomenon of inverse care is now recognised globally, with evidence that equitable access to primary care is essential to reverse entrenched disparities. We argue that alongside the Inverse Care Law, two additional structural barriers - the Inverse Education Law and the Inverse Workforce Law - further constrain progress. Despite repeated policy commitments, the most deprived communities continue to face higher morbidity and mortality yet have fewer educational placements and fewer permanent healthcare staff. These shortfalls are compounded by heavy workloads, low morale, and poor retention. The evidence demonstrates a dose-dependent relationship between access to primary care and improved patient outcomes, yet provision remains skewed away from areas of greatest need. Education offers a critical lever for change. Supported placements in deprived areas both strengthen clinical capability and increase the likelihood of trainees choosing to remain in such communities. Retention, however, requires targeted support to enable staff to flourish and sustain their careers in high-need settings. In this paper, we outline the evidence that links inverse care, inverse education, and inverse workforce patterns. In a companion article, \"Evaluation of a London-wide intervention targeted at tackling educational and workforce inequity in primary care workforce across London\", we present a five-year regional evaluation that operationalises these ideas. Taken together, these papers argue for a whole-systems approach to tackling health inequity by addressing inverse patterns in care, education, and workforce simultaneously.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"129-133"},"PeriodicalIF":1.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147876069","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 general practice to medical students across 44 medical schools: a thematic analysis.","authors":"Ranche Johnson, Rachel Roskvist, Shomel Gauznabi, Ellen Walker, Kyle Eggleton, Susan Wells, Felicity Goodyear-Smith","doi":"10.1080/14739879.2026.2671170","DOIUrl":"10.1080/14739879.2026.2671170","url":null,"abstract":"<p><strong>Aim: </strong>To explore solutions and innovations implemented by medical schools in high-income countries to teach the general practice and primary care components within their medical programmes.</p><p><strong>Methods: </strong>This qualitative study involved semi-structured interviews with academic leaders of general practice curricula at their medical school about the nature of their medical programme, how general practice is taught each year, specific longitudinal integrated clerkships, benefits to teaching, challenges to delivering the programme and solutions. Data were coded, categorised and themes developed in an inductive process.</p><p><strong>Results: </strong>Interviews involved 44 medical schools: 16 Australian; 15 English; 6 Irish; 4 Canadian; 3 Nordic. Range of curricula from traditional to integrated, problem-based to spiral with undergraduate or postgraduate entry or both. Five themes were developed: curriculum organisation; non-clinical patient engagement; authentic GP experiences; exposure to GP teacher role-models; simulation and information technology.</p><p><strong>Discussion: </strong>How the general practice curriculum is organised within a medical programme is not uniform. Placements may occur at the beginning, end or throughout; may range from half-days to full-time year-long placements. GP-led curricula exposing students to GPs as teachers and role-models may counter negative stereotypes and increase interest in general practice careers. Growing use of simulation, remote consulting and the use of IT innovations provides alternatives to traditional parallel general practice consulting model for teaching and learning. The findings from this study will inform the development of our redesigned curriculum at the University of Auckland.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"149-157"},"PeriodicalIF":1.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976454","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":"Pattern Disruption in GP speciality training: a practical intervention to enhance cognitive flexibility and diagnostic reasoning.","authors":"Waseem Jerjes, Azeem Majeed","doi":"10.1080/14739879.2026.2634248","DOIUrl":"10.1080/14739879.2026.2634248","url":null,"abstract":"<p><p>Pattern recognition underpins efficient general practice, yet over-reliance on familiar diagnostic scripts can promote cognitive rigidity and premature closure when presentations are atypical, evolving, or socially complex. Pattern Disruption is a structured educational intervention designed to enhance cognitive flexibility in GP speciality training by deliberately interrupting routine reasoning at defined moments.Trainers introduce a single, plausible disruptor - such as a new red flag, contradictory history, contextual risk, medication issue, or system constraint - into an otherwise typical case. Trainees are required to articulate the pattern they entered, identify the assumption it generated, widen the differential diagnosis, and revise management with explicit thresholds and safety-netting. A brief, structured debrief focuses on reasoning processes, uncertainty language, and adaptive decision-making rather than factual recall.This <i>Teaching Exchange</i> describes the theoretical rationale, design principles, and practical implementation of Pattern Disruption across tutorials, simulation, and supervised real clinic 'pause and pivot' moments. The approach introduces novel elements, including trainee-generated disruptors drawn from near-miss experiences, counterfactual rehearsal of everyday cases, and longitudinal documentation of reasoning shifts.Early reflections suggest improved tolerance of uncertainty, clearer articulation of diagnostic risk, and more proportionate follow-up planning. Pattern Disruption is low-cost, integrates into existing GP training structures, and offers a replicable educational approach nationally.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"180-185"},"PeriodicalIF":1.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677748","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}