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Education for Primary Care

Deborah R Erlich, Molly B Cohen-Osher, Kristen H Goodell
No abstract text is available yet for this article.
February 24, 2017: Education for Primary Care
Susan Bodgener, John Howard, Jonathan Rial
No abstract text is available yet for this article.
February 19, 2017: Education for Primary Care
Kim Emerson, Penny Moore, Jill Edwards
This work aimed to evaluate the effectiveness of using GP trainees in place of professional actors, to role-play trainees with 'difficulties' or various challenging characteristics, as an educational tool for skills development of experienced GP trainers. The context was a residential experienced GP trainers' course and the role players were local ST3 GP trainees. Professional actors have been used for this purpose for many years in medical education at all levels, particularly in teaching communication and consultation skills in the Thames Valley area of the UK...
February 16, 2017: Education for Primary Care
Alastair Green, Elizabeth Pillai, Catherine Smith, Elesha Vooght, Sarah Kerry-Barnard, Charlotte Fleming, Pippa Oakeshott
No abstract text is available yet for this article.
February 15, 2017: Education for Primary Care
Peter S J Ryan, Gerard J Gormley, Nigel D Hart
BACKGROUND: Hospital-based undergraduate assistantships are now widely established in medical school curricula. They are considered to improve graduates' preparedness for practice in their role as a foundation doctor. Foundation doctors play a key team role in ensuring patient safety during complex transitions across the hospital/primary care interface, and their self-reported preparedness for practice still varies considerably. AIMS: We sought to explore what spending one week of the pre-foundation assistantship in General Practice might add...
February 13, 2017: Education for Primary Care
A J Martos, Y S Piracha, M Oladele, J G Erves, J Dorn, E Friedman
No abstract text is available yet for this article.
February 9, 2017: Education for Primary Care
Anne McKee
The effects of health policy reforms over a twenty-five year period have changed the NHS as a place in which to work and learn. Some of these changes have had unintentional consequences for learning in the workplace. A recent King's Fund contribution to quality improvement debates included an extensive review of NHS policies encouraging change 'from within' the NHS and renewed calls to develop learning organisations there. I draw upon an action research project designed to develop learning organisations in primary care to locate quality improvement debates amid the realities of practice...
February 5, 2017: Education for Primary Care
S I Wickramasinghe, K H Wickramasinghe, K R Atukorale, M D S Jayalal, U P M Chandrakumara, U W Hewageegana, A P Sendanayaka
No abstract text is available yet for this article.
January 31, 2017: Education for Primary Care
Ronald MacVicar
No abstract text is available yet for this article.
January 29, 2017: Education for Primary Care
Caroline Anderson, Kenneth Lee, Judy Wakeling, Paul Bowie
BACKGROUND: Following a Judicial review brought by the British Association of Physicians of Indian Origin, greater expectation is now being placed upon Health Education England Local Offices and Deaneries across Scotland, Wales and Northern Ireland to identify doctors who may go on to experience difficulties in general practice specialty training - and who may benefit from educational support at an early stage. NHS Education for Scotland West region has offered an enhanced induction programme for trainees who were identified as being at risk of difficulty in training...
January 26, 2017: Education for Primary Care
Alex Jones, Clare Wedderburn, Samantha Scallan
No abstract text is available yet for this article.
January 24, 2017: Education for Primary Care
Elizabeth Newbronner, Rachel Borthwick, Gabrielle Finn, Michael Scales, David Pearson
BACKGROUND: Across the UK, 13% of undergraduate medical education is undertaken in primary care (PC). Students value their experiences in this setting but uncertainty remains about the extent to which these placements influence their future practice. AIMS: To explore the impact of PC based undergraduate medical education on the development of medical students and new doctors as clinicians, and on students' preparedness for practice. METHODS: Mixed method study across two UK medical schools...
January 24, 2017: Education for Primary Care
Elaine Walsh, Tony Foley, Carol Sinnott, Siobhan Boyle, W Henry Smithson
No abstract text is available yet for this article.
January 23, 2017: Education for Primary Care
Allen F Shaughnessy, Lucas Allen, Ashley Duggan
BACKGROUND: Reflection, a process of self-analysis to promote learning through better understanding of one's experiences, is often used to assess learners' metacognitive ability. However, writing reflective exercises, not submitted for assessment, may allow learners to explore their experiences and indicate learning and professional growth without explicitly connecting to intentional sense-making. AIM: To identify core components of learning about medicine or medical education from family medicine residents' written reflections...
January 23, 2017: Education for Primary Care
Pamela Curtis, Gordon Taylor, Ruth Riley, Tom Pelly, Michael Harris
BACKGROUND: In the UK, evidence of written reflection is part of licensing and revalidation for general practitioners (GPs). However, there is little evidence of specific benefits compared to other forms of reflective practice. AIM: To seek GPs' and general practice (GP) trainees' views on the role of written reflection in learning and assessment. DESIGN AND SETTING: An online survey of 1005 GPs and GP trainees (GPTs) in the UK. METHOD: An anonymous questionnaire containing 38 attitudinal items was administered...
January 12, 2017: Education for Primary Care
Peter Cantillon
Most of the great innovations in communication skills education, from Balint's concept of the 'doctor as drug' to the Calgary Cambridge conceptualisation of the consultation, were founded in general practice. It can be argued however, that there has been a hiatus in the development of new approaches to analysing the consultation since the mid-1990s. It is most welcome therefore that in this issue of the journal two papers are presented that describe and evaluate a novel approach to consultation analysis entitled 'the windows method'...
January 10, 2017: Education for Primary Care
Ailsa Power, Helen Allbutt, Lucy Munro, Marion MacLeod, Susan Kennedy, Donald Cameron, Ken Scoular, Graham Orr, John Gillies
AIM: To determine experiences of leadership training of six primary care professions in Scotland and consider future development. METHODS: A questionnaire on previous leadership course attendance and future intentions was distributed to community pharmacists, general dental practitioners, general practitioners, practice nurses, practice managers and optometrists. Analysis comprised descriptive statistics for closed questions and management of textual data. RESULTS: Formal leadership training participation was fairly low except for practice managers...
December 30, 2016: Education for Primary Care
Kyle Eggleton, Felicity Goodyear-Smith, Marcus Henning, Rhys Jones, Boaz Shulruf
PURPOSE: The aim of this study was to develop an instrument (University of Auckland General Practice Report of Educational Environment: UAGREE) with robust psychometric properties that measured the educational environment of undergraduate primary care. The questions were designed to incorporate measurements of the teaching of cultural competence. METHODS: Following a structured consensus process and an initial pilot, a list of 55 questions was developed. All Year 5 and 6 students completing a primary care attachment at Auckland University were invited to complete the questionnaire...
December 17, 2016: Education for Primary Care
Jacqueline A Tavabie, Jacqueline M Simms
Many health and social care systems worldwide have been developing a variety of navigator and signposting roles to help patients negotiate care through increasingly complex systems and multiple provider agencies. This UK project aims to explore, through a combination of job description review and workshops of stakeholders, the common competencies and features of non-clinical roles. The information is collated to develop common job descriptions at four key levels. These form the basis for a career pathway supported by portfolio-based educational programmes, embracing Apprenticeship Training Programmes...
December 16, 2016: Education for Primary Care
Matthew Martin, Lenard Salzberg
BACKGROUND AND OBJECTIVES: The recruitment and interview process for medical residency programmes is a time- and resource-intensive effort. There is very little research to guide programmes when evaluating residency candidates. This study represents one step in identifying candidate characteristics to assess during the recruitment and interview process. METHODS: Sixteen expert interviewers from 14 family medicine residency programmes in North Carolina participated in a three-round Delphi study to build consensus around a ranked list of successful resident candidate characteristics...
December 14, 2016: Education for Primary Care
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