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Education for Primary Care

Martyn Hewett
GPs undertaking the Induction and Refresher (I&R) Scheme in England spend a period of between 4 weeks and 6 months in placements in a General Practice setting. During this time they have to complete a number of workplace-based assessments, and their Educational Supervisor is required to complete a report which confirms that they have demonstrated an adequate level of competence to enable them to be accepted by NHS England onto the National Medical Performers List without conditions. This report describes a process (using an online survey completed by Educational Supervisors) of reviewing and improving the end-of-placement report forms to make them clearer and easier to use...
January 19, 2018: Education for Primary Care
Lewis Mundell
No abstract text is available yet for this article.
January 19, 2018: Education for Primary Care
Gareth Thomas, Helen McNeill
Background A '1-hour protected supervision model' is well established for Psychiatry trainees. This model is also extended to GP trainees who are on placement in psychiatry. AIM: To explore the experiences of the '1-hour protected supervision model' for GP trainees in psychiatry placements in the UK. Methods Using a mixed methods approach, an anonymous online questionnaire was sent to GP trainees in the North West of England who had completed a placement in Psychiatry between February and August 2015...
January 5, 2018: Education for Primary Care
Rakesh Narendra Modi, Laura Chapman, Camille Gajria, Eugene Yee Hing Tang
Background Evidence-Based Medicine (EBM) is often an ideal, with beginnings in positivist science. More recent relativism, rights and ethics have challenged a binary view of EBM. Medical volunteering is a paradigm as GPs and trainees often run EBM projects in low- and middle-income countries (LMICs), which require significant contextual adaptation. We created a workshop to enable GPs and GP trainees to reflect on and plan for the factors important in the application of EBM in LMICs. We describe the first running at the 21st WONCA Europe Conference...
January 5, 2018: Education for Primary Care
Margaret Henderson, Susan Upham, David King, Marie-Louise Dick, Mieke van Driel
Introduction Community-based longitudinal clinical placements for medical students are becoming more common globally. The perspective of supervising clinicians about their experiences and processes involved in maximising these training experiences has received less attention than that of students. Aims This paper explores the general practitioner (GP) supervisor perspective of positive training experiences with medical students undertaking urban community-based, longitudinal clinical placements in the early years of medical training...
January 1, 2018: Education for Primary Care
Stephanie Zamoyski, Hugh Alberti
Background A recent survey in the North East of England (now Health Education England in the North East) revealed that General Practice Specialty Trainees (GPSTs) wished for more opportunities to teach. The Royal College of General Practitioners (RCGP) states that GPSTs are ideally placed to deliver undergraduate teaching. The aim of this study was to investigate to what extent GPSTs perceived a pilot of teaching medical students to be useful in their development. Methods Ethical approval was granted by Newcastle University...
December 26, 2017: Education for Primary Care
Simin Lee, Yannis K Valtis, Tomi Jun, David Wang, Biqi Zhang, Esther H Chung, Amy Yu, Rachael Williams, Marya J Cohen
PURPOSE: Volunteer service learning activities, including Student Run Clinics (SRCs), are becoming an increasingly popular extracurricular component of medical education. While there are reports that student clinicians generally enjoy their educational experiences at SRCs, it is not understood how to optimize and measure student engagement in them. To identify key drivers of student engagement a tool was created to measure volunteer experience at the Crimson Care Collaborative (CCC), a primary care SRC...
December 11, 2017: Education for Primary Care
Robert K McKinley, M Bartlett, S P Gay, S Gibson, A Panesar, M Webb
We describe and evaluate an innovative immersive 15 week final year assistantship in general practice. Evaluation data was taken from five years of routinely collected School data and available national comparative data. The assistantship aims to enable students to consolidate knowledge and hone their skills through central participation in the care of large numbers of patients with acute and long term conditions. We estimate that most students consulted with over 450 patients during the assistantship. Students report that they became useful to their practice teams, had multiple episodes of feedback on their performance which they found useful and, in the school exit survey, reported that they were highly prepared for practice...
November 21, 2017: Education for Primary Care
Magdalena Pasarica, Denise Kay
No abstract text is available yet for this article.
November 15, 2017: Education for Primary Care
K D Patel, C McLoughlin, C Lygidakis, R C Bollinger, S Reeves
No abstract text is available yet for this article.
November 7, 2017: Education for Primary Care
Cheryl O'Connell, Adam Fraser, Michael Vassallo
No abstract text is available yet for this article.
November 7, 2017: Education for Primary Care
Craig Cadwallader, Laura Waley
No abstract text is available yet for this article.
November 6, 2017: Education for Primary Care
Val Wass
No abstract text is available yet for this article.
November 2017: Education for Primary Care
John William Nicol, Aoife Ni Mhaoileoin
No abstract text is available yet for this article.
November 2017: Education for Primary Care
Tony Foley, Aisling Jennings, Siobhan Boyle, W Henry Smithson
BACKGROUND: Rising dementia prevalence rates, combined with the policy objectives of integrated care in the community, means that general practitioners (GPs) are playing an increasing and pivotal role in dementia care. However, GPs are challenged by dementia care and have identified it as an area of learning need. We describe the development, roll-out and evaluation of peer-facilitated workshops for GPs, as part of a national programme to support GPs in their delivery of dementia care...
October 20, 2017: Education for Primary Care
Bryony Sales
No abstract text is available yet for this article.
October 19, 2017: Education for Primary Care
Kieran Walsh
Introduction There is a growing interest in the use of e-learning in medical education. However until recently there has been little interest in the potential environmental benefits of e-learning. This paper models various environmental outcomes that might emerge from the use of an e-learning resource (BMJ Learning) in CPD. Methods We modeled the use of e-learning as a component of CPD and evaluated the potential impact of this use on the learner's carbon footprint. We looked at a number of models - all from the perspective of a General Practitioner (GP)...
October 19, 2017: Education for Primary Care
David E Cunningham, Leon Zlotos
INTRODUCTION: Practice-based small group learning (PBSGL) has grown in primary healthcare in Scotland, and is used regularly by 2244 GPs and GP specialist trainees. The programme has been available to general practice nurses (GPNs) and pharmacy staff since uni-professional and inter-professional pilot studies were considered successful. Growth has been slower compared to GPs uptake but has now reached significant levels. It seemed timely to evaluate the use of the programme by these professions...
October 13, 2017: Education for Primary Care
Denis Pereira Gray
The scientific basis for the various specialties in medicine is strong and is well taught in UK medical schools. This is done by identifying and summarising for medical students the main research which describes and explains the principles of specialist practice. However, ever since 1948, general practice has been the one branch of medical practice which is not taught in this way. Many new doctors qualify believing that general practice is 'hospital medicine outside hospital' and ignorant of important research on general practice as a distinct specialty...
September 29, 2017: Education for Primary Care
Jill E Thistlethwaite
Questions and answers are integral to the practice of health professionals and their education. Health professionals are taught to ask questions and we expect that patients will answer them. We may also invite patients to ask questions without considering that this may be difficult due to many factors including professional hierarchies. Choosing Wisely is a global initiative that frames questions for patients to ask in relation to tests and treatments. The same concept has been applied to health professional education with students and trainees also being encouraged to question their seniors about their choice of investigations and management...
September 26, 2017: Education for Primary Care
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