Education for Primary Care最新文献_第7页

Yorkshire and the Humber GP trainee perspectives on incomplete evidence outcomes at ARCP. 约克郡和亨伯GP培训生对ARCP不完整证据结果的看法。

IF 1.5

Education for Primary Care Pub Date : 2025-01-01 Epub Date: 2024-12-17 DOI: 10.1080/14739879.2024.2435612

Timothy Dixon, Martin Sutcliffe

{"title":"Yorkshire and the Humber GP trainee perspectives on incomplete evidence outcomes at ARCP.","authors":"Timothy Dixon, Martin Sutcliffe","doi":"10.1080/14739879.2024.2435612","DOIUrl":"10.1080/14739879.2024.2435612","url":null,"abstract":"June 2023 saw an exceptionally high proportion of Outcome 5s (incomplete evidence) issued at the annual review of competency progression (ARCP) for GP Trainees in Yorkshire and the Humber (Y&H) Deanery. These outcomes created considerable time, administrative and financial costs for the deanery. Additionally, it was believed that receiving non-standard outcomes at ARCP would be detrimental to trainee wellbeing. All GP Trainees in Y&H Deanery who received an Outcome 5 at their ARCP in June 2023 were surveyed. They were asked to report their experience of receiving this outcome with reference to their wellbeing. The survey also sought to understand the reasons for this rise in non-standard outcomes to guide quality improvement work within the deanery. Trainee perspectives revealed through this survey have guided reforms within the deanery to the structure and content of teaching and resources for GP trainees. It is believed these findings may be of similar value to other educators. 47% of eligible trainees responded to the survey. It was significantly reported that receiving an Outcome 5 felt stressful. However, trainees also reported that the time and instruction given upon receiving Outcome 5 was adequate, and they felt well supported by their educational supervisors. Preparation for ARCP was described as a neutral activity. The most frequent causes for receiving Outcome 5 were as follows: accessing and evidencing Basic Life Support (BLS) training, misunderstanding Safeguarding Requirements, incorrectly completing Form R and portfolio evidence not being seen by assessors. Further detail on these issues is described in the report below.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"53-57"},"PeriodicalIF":1.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142839936","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 can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations. 我们能从大流行病教育方法中学到什么？

IF 1.5

Education for Primary Care Pub Date : 2025-01-01 Epub Date: 2024-10-22 DOI: 10.1080/14739879.2024.2412600

Rhian Morgan Welch, Antony Willman

{"title":"What can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations.","authors":"Rhian Morgan Welch, Antony Willman","doi":"10.1080/14739879.2024.2412600","DOIUrl":"10.1080/14739879.2024.2412600","url":null,"abstract":"Background: Recorded consultations are a useful tool for developing consultation skills for general practice speciality trainees (GPSTs). Historical barriers to utility include a lack of recording equipment and trainee discomfort. Widespread use of online communication platforms during the pandemic led to the introduction of the Recorded Consultation Assessment (RCA), prompting an exploration of its impact on GPSTs' attitudes and acceptability of using recorded consultations for feedback.Aim: This sequential explanatory mixed methods study explored attitudes of military GPSTs towards using recorded consultations for feedback to develop consultation skills, and identify factors influencing GPST attitudes.Methods: Participants of this study completed a questionnaire, followed by a representative sample focus group. Descriptive statistics were used to analyse quantitative data, reflexive thematic analysis was employed for qualitative data. Triangulation was conducted using a meta-matrix.Results: Results indicated agreement among respondents on the usefulness of recorded consultations for developing consultation skills, particularly communication skills. Perceived trainer attitudes significantly influence the GPST utility of this tool. The RCA positively impacted attitudes, providing familiarity, free access to easy-to-use online recording platforms, simplified consenting procedures, secure data storage, and improved feedback quality from trainers.Conclusion: Pre-pandemic studies cited equipment access and consent procedures as barriers to utilising recording as a method of feedback. The pandemic and RCA introduced online resources and imperative to utilise this method, resulting in largely positive GPST learning experiences. As we move away from the RCA it is important to retain institutional memory of the benefits gained from feedback using recorded methods.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"25-30"},"PeriodicalIF":1.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510175","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

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

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

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

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

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