General Practice Education: Context and Trends

Wearne, Susan; Brown, James B.

doi:10.1007/978-981-13-6106-7_6-1

Cited by 2 publications

(2 citation statements)

References 51 publications

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“…UK studies have demonstrated that GP training in its current form leaves trainees feeling unprepared for some aspects of the role (17)(18)(19). The work of GPs is increasing in complexity and recruitment of GPs is not keeping pace with demand (20). The link between training experience and career choice has been well-established and thus initiatives that extend the training experience in primary care may both enhance preparedness for practice and benefit GP recruitment (21).…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

Longer in primary care: a mixed-methods study of the Welsh GP training model

Cserzo,

Bullock

2023

BJGP Open

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BackgroundA new model of general practitioner (GP) training was introduced in Wales, whereby trainees spend one year in hospital and two years in general practice (the 1+2 model), a change from the previous model of 18 months in each setting.AimTo evaluate the 1+2 model of GP training in Wales.Design & settingLongitudinal mixed-methods evaluation via repeated surveys and focus groups with GP trainers and trainees across the Welsh training schemes.MethodYearly surveys and focus groups between June 2020 and December 2022. Quantitative survey data was analysed in SPSS. Qualitative survey data and focus group transcripts were analysed thematically.ResultsSpending more time in general practice was seen as a major benefit. The consensus was that general practice is the best place to learn essential consultation skills. Furthermore, general practice was viewed as a flexible educational setting where knowledge gaps can be addressed.The main concern about the 1+2 model was that trainees would miss experience of key specialties. However, as trainees progressed through the training programme, this concern diminished. All trainees and most trainers thought that the benefits of the 1+2 model outweighed drawbacks.ConclusionSpending more time in general practice during GP training appears to improve how prepared trainees felt for practice. Future changes should explore options to enhance hospital experience without reducing time spent in general practice.

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Section: Comparison With Existing Literaturementioning

confidence: 99%

Longer in primary care: a mixed-methods study of the Welsh GP training model

Cserzo,

Bullock

2023

BJGP Open

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“…There is a move in Australia towards programmatic assessment of clinical competencies in general practice training, 5 and to use PETALs within a programmatic assessment framework. 6 In programmatic assessment, multiple lowstakes methods (eg PETAL) are used to provide assessment for learning while reducing/removing high-stakes assessments of learning (eg exams).…”

Section: Introductionmentioning

confidence: 99%

Exploring how a patient encounter tracking and learning tool is used within general practice training: a qualitative study

Bentley,

Taylor,

Fielding

et al. 2023

J. Prim. Health Care

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Introduction In Australian general practitioner (GP) training, feedback and reflection on in-practice experience is central to developing GP registrars’ (trainees’) clinical competencies. Patient encounter tracking and learning tools (PETALs) that encompass an audit of consecutive patient consultations, feedback, and reflection are used to determine registrars’ in-practice exposure and have been suggested as a tool for learning within a programmatic assessment framework. However, there is limited qualitative literature on the utility of PETALs in GP training. Aim To provide greater understanding of how PETALs are used in GP training, using Registrars’ Clinical Encounters in Training (ReCEnT) as a case study. Methods Medical educators, supervisors, and registrars from two Australian regional GP training organisations participated in focus groups and interviews, designed to explore participants’ perceptions of ReCEnT’s utility. Data were analysed using reflexive thematic analysis. Results Eight themes were identified that enhance our understanding of: how ReCEnT reports are used (reassuring registrars, facilitating self-reflection, identifying learning needs), what enables ReCEnT to reach its full potential (a culture of reflection, meaningful discussions with supervisors and medical educators, valuing objective data), and differences in understanding about ReCEnT’s role in a programmatic assessment framework (as a tool for learning, as ‘one piece of the puzzle’). Discussion The findings were used to develop a Structure–Process–Outcomes model to demonstrate how ReCEnT is currently used and explores how it can be used for learning, rather than of learning, in a programmatic assessment framework for GP training. ReCEnT’s longitudinal format has potential for enhancing learning throughout training.

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General Practice Education: Context and Trends

Cited by 2 publications

References 51 publications

Longer in primary care: a mixed-methods study of the Welsh GP training model

Longer in primary care: a mixed-methods study of the Welsh GP training model

Exploring how a patient encounter tracking and learning tool is used within general practice training: a qualitative study

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