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Education for Primary Care

Oana R Groene, Jane Wills, Nicola Crichton, Gill Rowlands, Rima R Rudd
BACKGROUND: Health literacy studies have primarily focused on the cognitive and social skills of individuals needed to gain access to, understand, and use health information. This area of study is undergoing a paradigm shift with increased attention being paid to the skills of practitioners and an examination of their contribution to the link between literacy and health outcomes. The aim of this study was to describe the health literacy related competencies of General Practice (GP) trainees who will soon be responsible for the clinical encounter...
May 19, 2017: Education for Primary Care
Naheed A Lakhani, Oguchi Nwosu
No abstract text is available yet for this article.
May 18, 2017: Education for Primary Care
John D Holden
No abstract text is available yet for this article.
May 11, 2017: Education for Primary Care
Katharina Blattner, Garry Nixon, Marc Gutenstein, Emma Davey
This article describes the University of Otago Rural Postgraduate medical programme, established in 2002 to provide a targeted rural education option for medical practitioners working in rural and remote areas of New Zealand. With both faculty and participants dispersed throughout New Zealand and the Cook Islands embedded in day to day rural clinical practice, this programme uniquely reflects the national and international clinical networks it has been developed to support. It now provides the academic component of two vocational training programmes: the New Zealand Rural Hospital Medicine Training Programme and The Cook Islands General Practice Training Programme...
May 4, 2017: Education for Primary Care
Arabella L Simpkin, Andrew M McKeown, Ravi Parekh, Sonia Kumar, Gareth Tudor-Williams
No abstract text is available yet for this article.
April 24, 2017: Education for Primary Care
Kay Mohanna
Values are those principles that govern behaviours, and values-based practice has been described as a theory and skills base for effective healthcare decision-making where different (and hence potentially conflicting) values are in play. The emphasis is on good process rather than pre-set right outcomes, aiming to achieve balanced decision-making. In this article we will consider the utility of this model by looking at leadership development, a current area of much interest and investment in healthcare. Copeland points out that 'values based leadership behaviors are styles with a moral, authentic and ethical dimension', important qualities in healthcare decision-making...
April 21, 2017: Education for Primary Care
Bernadeta Bridgwood, Hannah Willoughby, Madeleine Attridge, Eugene Tang
The Hippokrates Exchange programme (HEP) is designed to give early career General Practitioners (Associates in Training (AITs)/First5s) first-hand experience into concepts of a primary healthcare system outside of their host country. The aim is to improve GP knowledge and skills, inspire professional development and promote a global approach to primary care. Although an increasing number are taking up this opportunity, their views and experiences of international exchanges are not well described. The aim of the study was to explore the experiences of AITs/First5s following their HEP exchanges...
April 20, 2017: Education for Primary Care
Heidi Allespach, Erin N Marcus, Kassandra M Bosire
No abstract text is available yet for this article.
April 10, 2017: Education for Primary Care
Ann Wylie, Kathleen Leedham-Green
Despite the economic, environmental and patient-related imperatives to prepare medical students to become health promoting doctors, health promotion remains relatively deprioritised in medical curricula. This paper uses an in-depth case study of a health promotion curriculum implementation at a large UK medical school to provide insights into the experiences of teachers and learners across a range of topics, pedagogies, and teaching & assessment modalities. Topics included smoking cessation, behavioural change approaches to obesity, exercise prescribing, social prescribing, maternal and child health, public and global health; with pedagogies ranging from e-learning to practice-based project work...
April 10, 2017: Education for Primary Care
Rod Sampson, Ronald MacVicar, Philip Wilson
BACKGROUND: In many countries, the medical primary-secondary care interface is central to the delivery of quality patient care. There is prevailing interest in developing initiatives to improve interface working for the benefit of health care professionals and their patients. AIM: To describe the development of an educational intervention designed to improve working at the primary-secondary care interface in NHS Scotland (United Kingdom) within the context of the Medical Research Council framework for the development and evaluation of complex interventions...
April 10, 2017: Education for Primary Care
John Nicol, Kerry Cattanach, Aoife Ni Mhaoileoin
No abstract text is available yet for this article.
April 4, 2017: Education for Primary Care
Fabiano Cade, João M Furtado, Luciana de Morais Vicente, Erika Takaki, Maria de Lourdes Veronese Rodrigues, Eduardo Melani Rocha, Janise Braga Barros Ferreira, Luciane Loures Dos Santos, Jayter Silva de Paula
No abstract text is available yet for this article.
April 4, 2017: Education for Primary Care
Joanna Fleming, Pareena Patel, Stephanie Tristram, Joanne Reeve
No abstract text is available yet for this article.
April 3, 2017: Education for Primary Care
Neil Howie
The Physician Associate role is relatively new to the United Kingdom and is currently undergoing a period of significant expansion. This includes an aim of 1000 PAs working in primary care by 2020. The profession has specific continuing professional development requirements which need to be addressed. These requirements can be met through the deployment of some well established pedagogical strategies which are already in use for junior doctors and allied health professionals.
April 3, 2017: Education for Primary Care
John Sandars, Jeremy Brown, Kieran Walsh
There appears to be an insatiable appetite to develop and improve medical education. A quick perusal of the abstracts of any recent conference or publication reveals the high frequency with which the terms 'research' and 'evaluation' occurs, although there often appears to be little to distinguish between the two. In this article, we will highlight the key conceptual differences between research and evaluation and discuss the importance of clear distinction between the two processes; a distinction which is often blurred...
March 27, 2017: Education for Primary Care
Tariq Hussain
No abstract text is available yet for this article.
March 27, 2017: Education for Primary Care
Andy McKeown, Ravi Parekh
Longitudinal Integrated Clerkships (LICs) are beginning to replace traditional short undergraduate rotations in general practice. LIC's differ from traditional rotations in that they are longer, they involve sustained relationships between students, patients and health professionals; and they integrate various strands of medical education. From early development in the US and Australia, LICs are now a fast-growing phenomenon across the world. We present three papers that seek to explain what LICs are, the evidence for their effectiveness and the practicalities of establishing or delivering a longitudinal integrated clerkship...
March 23, 2017: Education for Primary Care
Helena Galina Nielsen, Annette Sofie Davidsen
BACKGROUND: In Denmark group supervision for general practitioners is an established part of continuing professional development. Several different approaches are used, including Balint Groups and Bendix Groups. The aim of this paper is to describe the benefits and challenges of a peer group supervision model with the role of supervisor taken by group members in turn. The setting was a group of general practitioners using a patient-centred consultation model and video-recordings of consultations...
March 19, 2017: Education for Primary Care
Grace J Young, Marya J Cohen, Bonnie B Blanchfield, Meissa M Jones, Patricia A Reidy, Amy R Weinstein
Although interprofessional relationships are ubiquitous in clinical practice, undergraduate medical students have limited opportunities to develop these relationships in the clinical setting. A few student-faculty collaborative practice networks (SFCPNs) have been working to address this issue, but limited data exist examining the nature and extent of these practices. A systematic survey at a Harvard-affiliated SFCPN is utilised to evaluate the quantity and quality of interprofessional interactions, isolate improvements, and identify challenges in undergraduate interprofessional education (IPE)...
March 12, 2017: Education for Primary Care
Viktoria Joynes, Micky Kerr, Tamsin Treasure-Jones
BACKGROUND AND OBJECTIVES: All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. METHODS: Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups...
March 12, 2017: Education for Primary Care
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