Education for Primary Care最新文献_第8页

The digital Balint: using AI in reflective practice. 数字巴林特：在反思性实践中使用人工智能。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-08-23 DOI: 10.1080/14739879.2024.2372606

Marcus Lewis, Benedict Hayhoe

{"title":"The digital Balint: using AI in reflective practice.","authors":"Marcus Lewis, Benedict Hayhoe","doi":"10.1080/14739879.2024.2372606","DOIUrl":"10.1080/14739879.2024.2372606","url":null,"abstract":"Reflective practice is fundamental to postgraduate general practitioner (GP) training and ongoing professional development. However, real-world challenges like time constraints and professional isolation often limit meaningful engagement with this critical skill. This article proposes that large language models (LLMs), sophisticated artificial intelligence systems, may have potential for enhancing reflective practice. We present three case studies, in which we explore the ability of LLMs to generate thought-provoking questions, which could prompt GPs to consider new angles, address underlying factors, and bridge the gap between theory and practice. Our findings suggest that LLMs could help reframe experiences and foster deeper self reflection, particularly for isolated practitioners. While ethical concerns regarding privacy, over reliance, and potential biases exist, we consider the possibility of responsibly integrating LLMs into reflective practice. For trainees, AI-generated questions might complement personal reflection under guidance. For GPs working in isolation, LLMs present an opportunity to enhance reflective practice, challenging us to consider a place for this technological innovation without diminishing the human aspects essential to medical practice.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"198-202"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142044180","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 Glasgow experience: a model for GP out-of-hours teaching for year 3 medical students. 格拉斯哥经验：面向三年级医学生的全科医生非工作时间教学模式。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-08-31 DOI: 10.1080/14739879.2024.2373389

Zoe Noonan, Katie Brown, Lindsey Pope

{"title":"The Glasgow experience: a model for GP out-of-hours teaching for year 3 medical students.","authors":"Zoe Noonan, Katie Brown, Lindsey Pope","doi":"10.1080/14739879.2024.2373389","DOIUrl":"10.1080/14739879.2024.2373389","url":null,"abstract":"We present a model for delivering out-of-hours (OOH) teaching to year 3 medical students at Glasgow University. Clinical placement time in general practice for students is under unprecedented pressure, and scope to further increase placement capacity in daytime general practice is challenging. The OOH primary care setting is underutilized in Glasgow. We undertook a four-week pilot study based in two OOH centres in Glasgow. Third year medical students could sign up to attend a three-hour teaching session at an OOH site with a dedicated GP tutor. The logistical arrangements and evaluation of this pilot project are presented. Student, GP tutor, OOH staff and administration staff logistics are considered and learning opportunities for students in this setting are discussed. The pilot study received positive feedback from all stakeholders. Our project provides a model for further teaching in this environment to help mitigate placement shortage and provide additional valuable general practice clinical experience for students. The capacity for teaching in the OOH setting could be easily upscaled by either increasing the duration of the placement or utilising more out-of-hours sites for teaching.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"240-247"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113290","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

List of Reviewers. 审稿人列表。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2025-02-07 DOI: 10.1080/14739879.2024.2447216

引用次数: 0

Structured POCUS education for primary care physicians: the transition from short workshops to sustainable longitudinal learning. 针对初级保健医生的结构化 POCUS 教育：从短期讲习班到可持续纵向学习的过渡。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-11-28 DOI: 10.1080/14739879.2024.2395403

Camilla Aakjær Andersen, Martin Bach Jensen

{"title":"Structured POCUS education for primary care physicians: the transition from short workshops to sustainable longitudinal learning.","authors":"Camilla Aakjær Andersen, Martin Bach Jensen","doi":"10.1080/14739879.2024.2395403","DOIUrl":"10.1080/14739879.2024.2395403","url":null,"abstract":"The use of point-of-care ultrasonography in primary care is increasing. Primary care physicians are introduced to ultrasonography at short workshops with little guidance for implementation of the technology in clinical routines and medical decision-making. This article introduces a framework for longitudinal ultrasound education tailored for office-based general practice, building on the best available evidence and established teaching principles. The framework includes three teaching seminars over three months, a curriculum of 10 ultrasound applications, an online learning platform providing educational support before, during, and after the teaching seminars and continuous support and feedback from allocated mentors. The framework aims to reduce primary care physicians' absence from the clinic, scaffold the learning process to build a solid and sustainable foundation of knowledge, and support implementation and appropriate use of the technology in the unselected patient population in primary care setting. Evaluation of the framework demonstrated high satisfaction with the educational elements among both participants and teachers.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"248-255"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740953","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

Cultural humility is fundamental for general practice. 文化谦逊是全科医生的根本。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-10-11 DOI: 10.1080/14739879.2024.2408532

Evie Hall

引用次数: 0

An overview and evaluation of the differential attainment champion role in the North West of England GP school. 对英格兰西北部全科医生学校的差异化成绩冠军角色进行概述和评估。

IF 1.5

Education for Primary Care Pub Date : 2024-11-01 Epub Date: 2024-07-22 DOI: 10.1080/14739879.2024.2374467

Catherine Morgan, Rebecca Baron, Liam Jenkins, Jeremy Brown

{"title":"An overview and evaluation of the differential attainment champion role in the North West of England GP school.","authors":"Catherine Morgan, Rebecca Baron, Liam Jenkins, Jeremy Brown","doi":"10.1080/14739879.2024.2374467","DOIUrl":"10.1080/14739879.2024.2374467","url":null,"abstract":"Background and aims: In the Northwest of England, a national allocation of funding to minimise the effects of differential attainment has been used to support experienced GP educators to act as Differential Attainment Champions (DAC) since October 2021. An evaluation of the role's impact was undertaken.Methods: The evaluation was designed to gather the views and experiences of DACs and their trainees via online semi-structured interviews during the first 12 months following establishment of the intervention programme.Results: Thematic framework analysis identified three main themes: DACs' adaptive approach to support trainees; barriers to fulfilling the DAC role; and the positive impact of the DAC role on training. The following aspects of the DAC role worked well: the freedom to tailor support to the individual needs of the trainees; the targeted and proactive support early on in GP core training; the support of trainees in a wide range of areas including e-portfolio advice, examination preparation, and personal help. Trainees valued one-to-one support when needed. Reported improvements included: improved examination outcomes; portfolio engagement recognised in some cases by Annual Review of Competence Progression (ARCP) panels.Conclusions: The individualised and adaptive approach works well but it does mean it is difficult to quantify how many trainees can be supported by one DAC and their workload needs to be monitored.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"229-234"},"PeriodicalIF":1.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749243","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

A qualitative evaluation of trainee and educator experiences of Integrated Training Posts in one Vocational Training Scheme. 对一个职业培训计划中综合培训岗位的受训人员和教育工作者的经验进行定性评估。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-08-11 DOI: 10.1080/14739879.2024.2384697

Michelle Higgs, Hilary Neve

{"title":"A qualitative evaluation of trainee and educator experiences of Integrated Training Posts in one Vocational Training Scheme.","authors":"Michelle Higgs, Hilary Neve","doi":"10.1080/14739879.2024.2384697","DOIUrl":"10.1080/14739879.2024.2384697","url":null,"abstract":"Integrated Training Posts (ITPs) were conceived in the 1990s and have recently increased in the Southwest of England. Most ITP evaluations have been small and undertaken over 13 years ago, so do not reflect the current training landscape. This qualitative study aimed to explore the views and experiences of ITPs amongst general practice trainees and educators. The location has increasing numbers of general practice trainees, International Medical Graduates (IMGs) and less-than-full-time trainees. Semi-structured interviews were undertaken with six trainees and two educators; all had experienced at least one ITP. Recordings were transcribed verbatim and coded. Thematic analysis was undertaken. Three themes were identified: 'The role: expectations versus reality', 'Relevance of ITPs to future GP role' and 'Educational Challenges'. Most trainees valued the additional clinical experiences ITPs offered, as well as being able to trial 'portfolio' working. Trainee and educator expectations varied considerably, particularly whether the role was primarily service or observational. Working across multiple settings could limit contact between educator and trainee and make it difficult to identify a struggling trainee. There is a need to clarify the roles of trainees and educators involved in ITPs and whether and how this might vary between posts. Further studies could explore whether choice of ITP influences retention of general practitioners, and whether all trainees including those working less-than-full-time or IMGs benefit from ITPs.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"160-165"},"PeriodicalIF":1.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917722","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

A value analysis of longitudinal integrated clerkships: consideration of costs and benefits. 纵向综合实习的价值分析：成本与收益的考虑。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-04-02 DOI: 10.1080/14739879.2024.2329887

Lindsay A Mazotti, Jennifer E Adams, Dawn E DeWitt

引用次数: 0

Mentoring to address differential attainment of international medical graduates in GP training. 指导解决国际医学毕业生在全科医生培训中的成绩差异问题。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-06-03 DOI: 10.1080/14739879.2024.2355933

Tina Huang, Annabel Shepherd, Monica Milne

{"title":"Mentoring to address differential attainment of international medical graduates in GP training.","authors":"Tina Huang, Annabel Shepherd, Monica Milne","doi":"10.1080/14739879.2024.2355933","DOIUrl":"10.1080/14739879.2024.2355933","url":null,"abstract":"Introduction: International Medical Graduates (IMGs) form an important and valued part of the United Kingdom's (UK) medical workforce but many experience difficult transitions into the National Health Service workforce. Mentoring could support IMGs as they transition into their role as General Practice (GP) trainees but there is a lack of evidence about whether mentoring is an effective intervention for this group.Aim: To evaluate the effectiveness of the NHS Education for Scotland (NES) GP mentoring programme from the perspective of mentors and mentees.Method: Twelve medical educators (the mentors) provided mentoring to 19 IMG GP trainees (the mentees) who were within their first six months of entering GP training in Scotland. Each mentee received four 60-minute mentoring sessions via video conferencing.Results: Mentoring provided tailored support to assist IMG GP trainees' holistic transition into UK General Practice. Mentees appreciated talking to a non-supervisor, receiving non-judgemental support and protected time with a supportive listener to overcome challenges. This had a positive impact, even for those who did not anticipate the need for such support. Mentors supported diverse needs and tailored meetings, experiencing a distinct shift from previous supervisor roles. Their diverse experience enhanced their role and they developed new skills.Conclusion: Mentoring could provide significant support to IMG GP trainees but comes with certain challenges. Future research should evaluate the long-term impact of the NES GP IMG mentoring programme.","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":" ","pages":"174-180"},"PeriodicalIF":1.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141200859","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

Preparing GP registrars for leadership in multidisciplinary primary care. 培养全科医生注册人员在多学科全科医疗中的领导能力。

IF 1.5

Education for Primary Care Pub Date : 2024-09-01 Epub Date: 2024-08-20 DOI: 10.1080/14739879.2024.2383433

Waseem Jerjes, Azeem Majeed

引用次数: 0