Education for Primary Care最新文献

{"title":"Harnessing the power of storytelling in GP specialty training: a pathway to empathy and holistic care.","authors":"Waseem Jerjes","doi":"10.1080/14739879.2025.2550294","DOIUrl":"10.1080/14739879.2025.2550294","url":null,"abstract":"<p><p>As general practice (GP) training increasingly emphasises holistic care, it becomes essential to address not only the clinical but also the emotional, social and cultural dimensions of patient care. Traditional GP training often focuses on clinical skills, potentially neglecting these broader aspects, leading to a disconnect between healthcare providers and patients. This teaching exchange paper explores the integration of storytelling into GP training as a means to enhance narrative competency and empathy, key components of holistic care. The GP Specialty Trainees (GPSTs) were guided through engaging deeply with patient stories during personalised one-on-one training sessions, learning how to reflect on their experiences and seeing patients as persons with complex lives. This led to a significant shift in approach taken by trainees in the way consultations were conducted - from purely clinical to increasingly patient-centred. The intervention underlined the centrality of narrative competence for achieving culturally sensitive and empathic care, thus suggesting storytelling as one of the crucial tools of GP education. Qualitative insights of the intervention confirm that it holds the potential to prime future GPs for care not only clinically sound but also deeply integrated with the personal and cultural context of the patient.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"307-313"},"PeriodicalIF":1.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001679","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 GP trainees the art of de-labelling patients.","authors":"Waseem Jerjes","doi":"10.1080/14739879.2025.2534887","DOIUrl":"10.1080/14739879.2025.2534887","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"320-321"},"PeriodicalIF":1.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683371","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":"Simulated consultation assessment, physical examination and the 'art of delivering reassurance'.","authors":"Max Cooper, Carl Fernandes, Jason Heath","doi":"10.1080/14739879.2025.2562485","DOIUrl":"https://doi.org/10.1080/14739879.2025.2562485","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.1,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145303909","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":"Integrating community education into primary care: lessons from Indonesia for a resilient global health workforce.","authors":"Andika Pratama, Nouval Nanola, Yani Sahendra","doi":"10.1080/14739879.2025.2556167","DOIUrl":"https://doi.org/10.1080/14739879.2025.2556167","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"1-2"},"PeriodicalIF":1.1,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070760","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":"An evaluation of initiatives to enhance hospital rotations during GP speciality training in Denmark.","authors":"Katerina Bray, Ester Christensen, Hanne Maria Fjordgaard, Susanne Mallet, Ole Steen Mortensen","doi":"10.1080/14739879.2025.2524813","DOIUrl":"10.1080/14739879.2025.2524813","url":null,"abstract":"<p><strong>Background: </strong>The Danish GP postgraduate training programme includes a 2.5-year hospital rotation, where trainees rotate across several hospital departments. However, challenges such as relevance to primary care settings, limited supervision and competing clinical demands often affect the learning effect of these rotations. This study investigated GP trainees' perceptions of hospital rotations, evaluated the impact of implemented educational and well-being initiatives and identified strategies for further improvements.</p><p><strong>Methods: </strong>This qualitative study used surveys and semi-structured interviews to collect data. All current and past GP trainees (between 2021 and 2024) and current educational leads were invited to participate. Data were analysed using Braun and Clarke's thematic analysis framework.</p><p><strong>Results: </strong>Results revealed challenges for GP trainees, including high workloads, limited supervision and lack of understanding of their role. While initiatives like <i>peer-to-peer sparring</i> and return days were appreciated by trainees, many faced barriers such as lack of prioritisation and scheduling conflicts, leading to reduced impact. Despite some successes, these initiatives were often discontinued due to low attendance or scheduling problems.</p><p><strong>Conclusion: </strong>This study highlighted the value of hospital rotations for GP trainees, offering broad clinical exposure. However, tensions between clinical duties and educational opportunities were evident, and trainees felt that educational initiatives were deprioritised. The potential for more structured educational opportunities and increased outpatient work were seen positively, though feasibility concerns remain. Targeted changes and collaboration are essential to balance service delivery and trainee development.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"238-244"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576616","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":"\"Family medicine residents: how do patients view them?\"","authors":"Catarina Novais, Rita Lourenço Vasconcelos, Andreia Oliveira Martins, Daniela Bento, Daniela Costa, Maria Hilário, Patrícia Casanova Carvalho, Rita N Vilaça, Simone Rodrigues, Ana Margarida Cruz","doi":"10.1080/14739879.2025.2531486","DOIUrl":"10.1080/14739879.2025.2531486","url":null,"abstract":"<p><strong>Background: </strong>Family Medicine residency programmes are essential for training competent physicians. Patients generally view the involvement of family medicine residents in their care positively, but there is a gap in understanding residents' roles and training levels.</p><p><strong>Objectives: </strong>Evaluate patients' perceptions when consulting family medicine residents.</p><p><strong>Methods: </strong>Conducted in nine teaching Family Health Units in Portugal, 314 patients who had both consultations with their family doctor and a resident participated. They completed an anonymous 33-question self-administered questionnaire divided into seven sections with multiple-choice and 5-point Likert scale questions. Data included socio-demographic information, knowledge about residents' training, perceptions of residents' communication skills, confidence, satisfaction, and strategies to improve adherence to consultations with residents. Likert questions were scored from 1 (strongly disagree) to 5 (strongly agree).</p><p><strong>Results: </strong>Approximately 71.9% of participants knew that a resident had completed their medical degree, and 77.5% correctly identified residents as doctors in training. Patients rated residents' communication skills highly (mean score: 4.9 ± 0.5) and expressed high confidence (4.3 ± 0.5) and satisfaction (4.6 ± 0.6). Most participants (64.9%) reported no disadvantages in consulting a resident, with the primary advantage being their contribution to the training of future family doctors (80.9%). Key strategies for improving adherence included the family doctor introducing the resident and discussing the treatment plan together.</p><p><strong>Conclusion: </strong>Patients generally have positive perceptions of family medicine residents, trust their decisions, and are satisfied with their involvement. Introducing residents and involving family doctors in consultations can enhance adherence, emphasising the importance of the family doctor-patient-resident triad in primary healthcare.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"218-225"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790270","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":"Building belonging in medical education.","authors":"Shabana Bharmal, Sanjiv Ahluwalia","doi":"10.1080/14739879.2025.2512335","DOIUrl":"10.1080/14739879.2025.2512335","url":null,"abstract":"<p><p>Belonging is increasingly recognised as an important component of successful medical education. It affects academic achievement, wellbeing, and professional identity formation. This article examines how this concept applies to undergraduate students on community clinical placements and postgraduate vocational general practice (GP) trainees. Additionally, we consider the broader impact of belonging beyond the learner - on patient safety and quality of care. We explore how structural, cultural and relational factors can promote or hinder a sense of belonging. The shift towards competency-based training, reductions in continuity of care, and changes in the primary care infrastructure and workforce, complicate traditional notions of belonging. This highlights the need for holistic, flexible and inclusive educational practices. Key themes that promote belonging include the importance of connection through peer networks, mentorship, continuity, an inclusive learning environment which fosters psychological safety, and learner autonomy to accommodate differing needs and interests. Forming high quality relationships strengthens all of these. We propose centring a sense of belonging in medical education through a more relational approach. This can better support the development of resilient, reflective and connected general practitioners prepared to meet the evolving needs of primary care.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"194-197"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259024","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":"Response to Khunti et al - Building Belonging in Medical Education.","authors":"Ryan Peers","doi":"10.1080/14739879.2025.2534879","DOIUrl":"10.1080/14739879.2025.2534879","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"258"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733867","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":"To be MRCGP or not to be MRCGP.","authors":"Richard Albardiaz","doi":"10.1080/14739879.2025.2489996","DOIUrl":"10.1080/14739879.2025.2489996","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"257"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838141","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":"Technifying and gamifying GP teaching.","authors":"Mary Robathan, Kate Hilson, Owen Crawford, Michael Hackman","doi":"10.1080/14739879.2025.2518541","DOIUrl":"10.1080/14739879.2025.2518541","url":null,"abstract":"<p><strong>What was the educational challenge?: </strong>Create a new GP teaching day based at the university hospital site that inspires medical students to perceive GP lecturers as academics with a view to following primary care as a future career.</p><p><strong>What was the solution?: </strong>Technifying and gamifying GP teaching. Collaboration with the digital education team using new technology including virtual reality (VR) headsets and immersive projector room to embed innovative teaching practices into traditional GP teaching. Also used a gamification approach to introduce quality improvement and emphasise the importance of communication between healthcare teams.</p><p><strong>What lessons were learned?: </strong>Students highly rated this teaching. Written feedback suggested it was valued far more than lecture-based teaching due to its immersive and interactive nature. Students strongly felt it prepared them for placement.</p><p><strong>What are the next steps?: </strong>Further evaluation of this year's student feedback and a follow-up study of perceptions of clinical and academic general practice as career options. Working with the digital technology team to enhance the current teaching further and disseminating this work across the medical school.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"245-248"},"PeriodicalIF":1.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733868","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}