Education for Primary Care最新文献_第5页

Are we ready? General practice and the reality of assisted dying. 我们准备好了吗？辅助死亡的一般实践和现实。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-02-09 DOI: 10.1080/14739879.2025.2457135

Ameer Ahmed Khan, Mohmmad Humeda, Abubakar Rauf

引用次数: 0

The challenges faced by early-career international medical graduates in general practice and the opportunities for support: a mixed methods study. 早期国际医学毕业生在全科实践中面临的挑战和获得支持的机会：一项混合方法研究。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-01-30 DOI: 10.1080/14739879.2024.2435012

Alexandra Jager, Rohini Terry, Michael Harris

{"title":"The challenges faced by early-career international medical graduates in general practice and the opportunities for support: a mixed methods study.","authors":"Alexandra Jager, Rohini Terry, Michael Harris","doi":"10.1080/14739879.2024.2435012","DOIUrl":"10.1080/14739879.2024.2435012","url":null,"abstract":"Background: Recruiting and retaining International Medical Graduates (IMGs) has been identified as a key component in addressing the ongoing workforce crisis in general practice. However, research shows IMG General Practitioners (GPs) face unique challenges compared to their UK-trained counterparts, impacting their welfare, retention in the workforce, and ability to provide patient care.Aim: This study examined the challenges facing early-career IMG GPs, the help and support they access and want to access, and their perceptions and utilisation of the help and support available.Design and setting: A mixed-methods study that collected primary data in an online survey and interviews between March and May 2023.Method: Early-career IMG GPs based in South West England were invited to complete an online survey consisting of 5-point Likert-scale and free-text questions. Interviews were completed with key informants and some survey respondents. Qualitative data were analysed thematically. Data from the survey and interviews were analysed and merged using a convergent parallel design.Results: Based on 29 survey replies and 9 interviews, four interrelated themes were identified: (i) communication and language, (ii) racism, unequal treatment, and developing coping mechanisms (iii), exclusion and being 'othered', and (iv) adapting to new ways of living and working. Although some IMG GPs access help and support, many feel this is insufficient and poorly accessible.Conclusion: IMG GPs face interrelated and unique challenges in their personal and professional lives and do not feel adequately supported by the NHS. Addressing this disconnect will be vital to sustaining the general practice workforce.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"72-81"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068622","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 heavy period passport: a student-developed resource to improve documentation and patient education of menorrhagia at a Derbyshire practice. 沉重的时期护照：学生开发的资源，以改善文件和患者教育月经过多在德比郡的做法。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-03-19 DOI: 10.1080/14739879.2025.2476155

Aisia Lea

{"title":"The heavy period passport: a student-developed resource to improve documentation and patient education of menorrhagia at a Derbyshire practice.","authors":"Aisia Lea","doi":"10.1080/14739879.2025.2476155","DOIUrl":"10.1080/14739879.2025.2476155","url":null,"abstract":"Menorrhagia is a condition in which the prevalence varies greatly, with some studies estimating that it can impact up to 25% of women. Menorrhagia, or heavy menstrual periods, can be part of a woman's normal menstrual lifecycle, and is impacted by events such as pregnancy and the menopause, as well as other gynaecological conditions such as endometrial cancer. Menorrhagia's definition is now broadly based on the woman's subjective experience of excessive blood loss and impact on quality of life. However, research suggests that women are undereducated about menorrhagia, feel societal pressure to mask their symptoms and may turn to online resources of variable validity in the quest for information.This project sought to understand the adherence of clinicians at a Derbyshire general practice to NICE guidelines regarding history documentation, discussion and provision of resources in patients with menorrhagia from May 2024 to November 2024. Fifty patients were identified following a SystemOne search of the terms 'menorrhagia' or 'excessive and frequent menstruation', 'heavy menstrual period' and 'perimenopausal menorrhagia'.Overall, documentation according to NICE guidelines was poor, often missing the impact of menorrhagia on a woman's quality of life, and there was a lack of documentation regarding the provision of evidence-based resources for patient education. These findings likely represent growing time pressures of practitioners. To combat this, a 'Heavy Periods Passport' has been developed to be uploaded to the patient record to address this gap in the clinical record, ensure patients are provided with accurate information and to improve continuity of care.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"121-124"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665053","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

On the place of educational theory in the professional development of clinical educators. 论教育理论在临床教育工作者专业发展中的地位。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-03-16 DOI: 10.1080/14739879.2025.2475348

Tim Clement

{"title":"On the place of educational theory in the professional development of clinical educators.","authors":"Tim Clement","doi":"10.1080/14739879.2025.2475348","DOIUrl":"10.1080/14739879.2025.2475348","url":null,"abstract":"Different views exist about the training needs of new clinical educators and how they might be met. This contributes to the variably of early professional development offerings. One area of contention concerns the value of educational theory. A paper published in this journal questioned the importance of educational theory in delivering effective GP training and the authors claimed that they had been unable to find an explicit exploration of this issue. If we look to another field - teacher training - the place of educational theory has been thoroughly explored. Leading teacher educators have reported how unsuccessful the 'theory-first' approach has been in influencing teachers' practice and improving pupils' education. 'Realistic teacher education' is proposed as an alternative, which starts from student teachers' practical experiences and the needs and concerns that arise from them. This 'theory-later' approach has influenced novel forms of professional development for clinical educators, where theory is introduced if it is perceived as being relevant to the teaching and learning problems under discussion. This requires facilitators who are comfortable in working from practice to theory. Forsaking a 'theory-first' approach in foundational courses should not make educational theory disappear but prompts course designers to ask if it is better placed in subsequent professional development offerings when clinical educators have had some teaching experience.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"64-67"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651364","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

Exploring the perceptions of doctors with specific learning differences undertaking assessments for UK general practice licencing: a qualitative study. 探索具有特定学习差异的医生对英国全科执业执照评估的看法：一项定性研究。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-04-04 DOI: 10.1080/14739879.2025.2473396

Julie Pattinson, Joseph N A Akanuwe, Kim Emerson, Aloysius Niroshan Siriwardena

{"title":"Exploring the perceptions of doctors with specific learning differences undertaking assessments for UK general practice licencing: a qualitative study.","authors":"Julie Pattinson, Joseph N A Akanuwe, Kim Emerson, Aloysius Niroshan Siriwardena","doi":"10.1080/14739879.2025.2473396","DOIUrl":"10.1080/14739879.2025.2473396","url":null,"abstract":"Introduction: Increasing numbers of doctors training in the United Kingdom (UK) have specific learning differences (SpLDs) which may affect performance in licencing examinations. There is limited evidence for how and why SpLDs affect performance in licencing exams. We explored perceptions of General Practice Speciality Trainees (GPSTs) with SpLDs on the challenges of UK licencing examinations and workplace-based assessment, and strategies for overcoming these.Methods: We used a qualitative design employing Systematic Grounded Theory with inductive methods to inform theory development. Individual semi-structured interviews were conducted, transcribed and analysed using three steps of open, axial and selective coding. We recruited from UK general practice training schemes with purposive sampling to include participants of different sex, stage of training and UK or overseas primary medical qualification.Findings: We interviewed 18 GPSTs with a SpLD, four male and 14 female, at various stages of training, who had undergone primary medical training in the UK or overseas. We identified four core themes from the analysis: 1 Importance of early detection, screening and referral; 2 Understanding the intersection of SpLDs, culture and language; 3 Educational and organisational approaches to GP trainees with SpLDs; and 4 Addressing emotional and wellbeing impacts.Conclusion: This study has identified tailored strategies to support learning and assessment for GPSTs with a SpLD, which could improve learning experiences, wellbeing and outcomes.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"94-105"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781499","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 consultation under the microscope: a strategy for group video supervision. 显微镜下的咨询：群体视频监督策略。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-03-19 DOI: 10.1080/14739879.2025.2474586

Jan-Helge Larsen, Gunnar Nordgren

引用次数: 0

Increasing student likelihood of becoming a general practitioner: the general practice society professional development scheme. 提高学生成为全科医生的可能性：全科医生协会专业发展计划。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-03-25 DOI: 10.1080/14739879.2024.2444662

Aisia Lea, Heidi Emery, Julie Carson

{"title":"Increasing student likelihood of becoming a general practitioner: the general practice society professional development scheme.","authors":"Aisia Lea, Heidi Emery, Julie Carson","doi":"10.1080/14739879.2024.2444662","DOIUrl":"10.1080/14739879.2024.2444662","url":null,"abstract":"Medical students are expected to explain and display the importance of professional development and lifelong learning and demonstrate commitment to this. Studies have identified that students desire additional opportunities for professional development outside of that provided by their medical school's curriculum. The University of Nottingham's General Practice Society professional development scheme was designed to address a current gap in extracurricular activities provided to students with an interest in a career in general practice. Medical students were invited to 8 development sessions between January and March 2024, covering topics such as medical education, leadership, research, and networking. The sessions were delivered by practising General Practitioners (GPs) and students. Feedback surveys evaluated aspects of personal and professional development and course satisfaction. 10 students attended at least 6 sessions and completed surveys. Mean scores for all questions improved after the scheme (p ranging < 0.001-0.005), including an increase in the likelihood of students pursuing a career in general practice (mean score 3.40 pre-scheme to 4.00 post-scheme, p = 0.005). This study demonstrates that the professional development scheme produced a statistically significant increase in student's knowledge of how to pursue a career in general practice, knowledge of what a career in general practice entails, and confidence in leadership, medical education and networking. Similar schemes have the potential to not only increase the number of students progressing towards general practice as a career, but also to develop students' skill set and meet their desire for extracurricular professional development.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"116-120"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711516","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

Educational environments: making the world a safer place. 教育环境：让世界变得更安全。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-04-29 DOI: 10.1080/14739879.2025.2494258

Simon Gay

引用次数: 0

What about us?: a call to include oral health professions within interprofessional education for collaborative practice. 我们怎么办：呼吁将口腔卫生专业纳入跨专业合作实践教育。

IF 1.5

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2024-10-30 DOI: 10.1080/14739879.2024.2420191

Lindsay Van Dam

{"title":"What about us?: a call to include oral health professions within interprofessional education for collaborative practice.","authors":"Lindsay Van Dam","doi":"10.1080/14739879.2024.2420191","DOIUrl":"10.1080/14739879.2024.2420191","url":null,"abstract":"Interprofessional collaboration (IPC) among the health professions is recognised as a vital component of efficient health systems and comprehensive healthcare teams. Interprofessional education for collaborative practice (IPECP) is foundational for health professional students to gain an understanding of professional roles, responsibilities, and the value of other professions to patient care. Oral health professionals are highly skilled and knowledgeable experts who recognise the oral-systemic health link. However, they have been largely excluded from, and underutilised within primary healthcare settings and interprofessional teams. Given that oral health is a key indicator of overall health and wellbeing, there is a need mobilise oral health professionals within primary healthcare practice. Yet, advancements for IPECP in oral health education face significant barriers which impede the integration of the oral health professions within interprofessional teams. Collaborative approaches across health programmes to devise intentional, authentic, and transformative strategies for IPECP are needed to bridge gaps in patient care and to dismantle problematic perceptions of 'oral health' as distinct from overall health and wellbeing in contemporary healthcare practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"68-71"},"PeriodicalIF":1.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548233","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

Wellbeing interventions in family medicine and general practice trainees: a preliminary meta-analysis. 家庭医学和全科实习学员的健康干预：初步荟萃分析。

IF 1.1

Education for Primary Care Pub Date : 2025-05-01 Epub Date: 2025-03-14 DOI: 10.1080/14739879.2025.2469494

Shaun Prentice, Divya Nitinkumar Patel, Diana Santa Dorstyn

{"title":"Wellbeing interventions in family medicine and general practice trainees: a preliminary meta-analysis.","authors":"Shaun Prentice, Divya Nitinkumar Patel, Diana Santa Dorstyn","doi":"10.1080/14739879.2025.2469494","DOIUrl":"10.1080/14739879.2025.2469494","url":null,"abstract":"Background: Medical trainees experience occupational stress, prompting increasing research to explore wellbeing interventions. To date, few meta-analyses have evaluated intervention effects, and none have focused on trainees in family medicine or general practice (FM/GP), specifically. Aim: To synthesise available literature on psychosocial interventions to promote wellbeing, and subsequently reduce ill-being or burnout, among FM/GP specialty trainees.Methods: Preferred Reporting Items for Systematic Review and Meta-Analysis were followed and online databases (Embase, Medline, PsycINFO, ProQuest, Scopus) systematically searched (no date limits) for published studies and dissertations. The methodological quality of included studies was reviewed (Mixed Methods Appraisal tool, GRADE assessment), and pre-post changes (Hedges' g) pooled using random effects modelling.Results: Eleven independent studies, involving 182 FM/GP trainees, were included in this review. Evaluated studies varied in their design and the results were characterised by imprecision. Interventions differed in their content, delivery, and length. The data did not favour a single type of intervention, although supporting individuals to monitor their wellbeing did produce significant, positive effects.Conclusions: There is a lack of evidence about the best ways to promote wellbeing in FM/GP trainees. Both the methodology and design of training and educational initiatives for FM/GP need careful consideration in order to progress this research.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"82-93"},"PeriodicalIF":1.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626441","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