What can we learn from each other about undergraduate medical education in general practice/family medicine?

Zakarija‐Grković, Irena; Vrdoljak, Davorka; Cerovečki, Venija

doi:10.2478/sjph-2018-0019

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…The change brought significant challenges to both teachers and students, with a need to master new skills and adapt to new student-group dynamics while ensuring that learning objectives were met and quality and safety of medical education preserved [ 5 , 6 ]. Similar to other countries, the seven countries of the former Yugoslavia (Bosnia and Herzegovina, Croatia, Kosovo, Montenegro, North Macedonia, Serbia and Slovenia) had to undergo the transition to distance education in family medicine during the COVID-19 pandemic, given that family medicine is a standard part of undergraduate medical education and is also offered as a postgraduate training programme [ 7 , 8 ]. In our cross-sectional descriptive study of the transition from face-to-face to distance education in family medicine during COVID-19, among the countries of the former Yugoslavia, we found that despite limited preparedness, teachers and students made the transition to predominantly synchronous online teaching but struggled with online assessment and practical skills’ classes.…”

Section: Introductionmentioning

confidence: 99%

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Petek,

Zakarija-Grković,

Stepanović

et al. 2023

European Journal of General Practice

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Background Similar to other countries, Departments of Family Medicine in the former Yugoslavia had to transition from face-to-face to distance education during COVID-19. Objectives To elucidate obstacles and facilitators of the transition from face-to-face to distance education. Methods A cross-sectional, multicentre, qualitative study design was used to analyse nine open-ended questions from an online survey using inductive thematic analysis. The questionnaire was distributed to 21 medical schools, inviting them to involve at least two teachers/students/trainees. Data were collected between December 2021 and March 2022. Results In 17 medical schools, 23 students, 54 trainees and 40 teachers participated. The following themes were identified: facilitators and barriers of transition, innovations for enhancing distance education, convenience of distance education, classical teaching for better communication, the future of distance education, reaching learning outcomes and experience of online assessment. Innovations referred mainly to new online technologies for interactive education and communication. Distance education allowed for greater flexibility in scheduling and self-directed learning; however, participants felt that classical education allowed better communication and practical learning. Teachers believed knowledge-related learning outcomes could be achieved through distance education but not teaching clinical skills. Participants anticipated a future where a combination of teaching methods is used. Conclusion The transition to distance education was made possible thanks to its flexible scheduling, innovative tools and possibility of self-directed learning. However, face-to-face education was considered preferable for fostering interpersonal relations and teaching clinical skills. Educators should strive to strike a balance between innovative approaches and the preservation of personal experiences.

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Section: Introductionmentioning

confidence: 99%

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Petek,

Zakarija-Grković,

Stepanović

et al. 2023

European Journal of General Practice

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The layered crisis of the primary care medical workforce in the European region: what evidence do we need to identify causes and solutions?

et al. 2023

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Primary care services are key to population health and for the efficient and equitable organisation of national health systems. This is why they are often financed through public funds. Primary care doctors are instrumental for the delivery of preventive services, continuity of care, and for the referral of patients through the system. These cadres are also the single largest health expenditure at the core of such services. Although recruitment and retention of primary care doctors have always been challenging, shortages are now exacerbated by higher demand for services from aging populations, increased burden of chronic diseases, backlogs from the COVID-19 pandemic, and patient expectations. At the same time, the supply of primary care physicians is constrained by rising retirement rates, internal and external migration, worsening working conditions, budget cuts, and increased burnout. Misalignment between national education sectors and labour markets is becoming apparent, compounding staff shortages and maldistribution. With their predominantly publicly funded health systems and in the aftermath of COVID-19, countries of the European region appear to be now on the cusp of a multi-layered, slow-burning primary care crisis, with almost every country reporting long waiting lists for doctor appointments, shortages of physicians, unfilled vacancies, and consequently, added pressures on hospitals’ Accident and Emergency services. This articles collection aims at pulling together the evidence from countries of the European Region on root causes of such workforce crisis, impacts, and effectiveness of existing policies to mitigate it. Original research is needed, offering analysis and fresh insights into the primary care medical workforce crisis in wider Europe. Ultimately, the aim of this articles collection is to provide an evidence basis for the identification of policy solutions to present and future primary health care crises in high as well as lower-income countries.

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The Training of Undergraduate Medical Students in General Medical Practice and Primary Health Care: A Scoping Review

Mabuza¹,

Darong²,

Makhudu³

et al. 2021

TOPHJ

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Background: Undergraduate medical students are trained to acquire a general medical practice overview on qualifying. This training forms a foundation for primary health care service or further training towards a specialty of choice. Objective: The aim of the study was to determine the scope of published scientific literature on the training of undergraduate medical students in “general medical practice” and “primary health care,” exploring how these two concepts are understood, the pedagogical approaches employed by the trainers, the training platforms and the challenges encountered during the training. Methods: The review followed the five steps recommended by Arksey and O’Malley. Using the specified eligibility criteria, the research team systematically screened titles, abstracts, and full articles. Data were entered into Google Forms spreadsheets, which was followed by inductive data analysis of key themes. Results: 130 articles were eligible for inclusion in the study. Thematic analysis yielded eight themes: definition of “general medical practice” and “PHC”, pedagogical approaches (conventional, PBL, teams and CBME), training platforms (tertiary and rural), medical students’ trainers (faculty, GPs and patients), training content, trainers’ and trainees’ perceptions, and challenges encountered. Conclusion: This scoping review has revealed that general medical practice and primary health care are approaches to holistic patient care taught at undergraduate medical training. Primary health care and general medical training are mainly undertaken in GP practices and rural settings. Competency-based medical education is emerging as an appropriate pedagogical method towards ‘fit-for-purpose’ training. The inclusion of patients as trainers in general medical practice and primary health care is yielding positive results.

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What can we learn from each other about undergraduate medical education in general practice/family medicine?

Cited by 3 publications

References 12 publications

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

The layered crisis of the primary care medical workforce in the European region: what evidence do we need to identify causes and solutions?

The Training of Undergraduate Medical Students in General Medical Practice and Primary Health Care: A Scoping Review

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