EDUCATING THE GP IN A PRIMARY CARE-LED NHS FINAL REPORT (original) (raw)
AI-generated Abstract
This report evaluates the training for Senior House Officers (SHOs) preparing for roles as General Practitioners (GPs) in the Eastern Deanery, highlighting discrepancies between educational provisions and the evolving demands of general practice. Evidence suggests that current training mechanisms have not effectively accommodated the transformation in GP roles influenced by health policy and societal changes. The study emphasizes the need for improvements in both the theoretical and practical components of GP training to better prepare future practitioners.
Related papers
Hospital training for general practice: views of trainees in the North Western region
BMJ, 1989
Vocational trainees in the North Western region who were in their general practice year completed a questionnaire concerning the hospital component of their training. Replies were received from 125 trainees, providing information about 451 hospital posts. In a total of 372 posts (85%) less than two hours of formal teaching a week was provided. Trainees stated that they received no informal teaching in nearly one third ofposts. The orientation of teaching towards general practice was reported as greatest in the posts that were not part of a vocational training scheme. Study leave was applied for by doctors in only 163 (37%) posts, usually to prepare for or to sit an examination. There seem to be serious educational deficiencies in hospital posts that are used to train both general practitioners and other specialists. Improvements in both the quantity and quality of in service teaching are therefore needed urgently.
Education for Primary Care
WHAT IS ALREADY KNOWN IN THIS AREA. Numerous studies suggest that the traditional three-year training programme in the UK and Ireland does not adequately prepare GP trainees for a career in general practice. WHAT THIS WORK ADDS. Trainees taking part in this four-year programme felt that the fourth year of training enhances professional and personal development, improves confidence and readiness to practise and creates a more varied and diverse learning environment. SUGGESTIONS FOR FUTURE RESEARCH. All Irish training schemes are now moving to include a fourth year; there is a need for ongoing research to ensure that this additional year of training is of added value.. This study might usefully be repeated in the future, once changes have been implemented to this programme over time.
Extending the general practice training year: experience of one model in Scotland
Medical Education, 2001
Objectives These were: to describe the implementation of a scheme to extend the general practice registrar component of vocational training to 18 months 2 in Scotland; to determine the effect of the additional attachment on registrars' con®dence and skill de®cits, and compare changes in these parameters with a control group of registrars who did not extend their training, and to determine whether trainers required a different training style for experienced registrars.
MedEdPublish, 2020
Background: General Practice (GP) is the cornerstone of the NHS and has faced workload and workforce issues for many years. Enabling GP trainees to successfully complete their training and become independent practitioners is crucial to addressing these challenges. There is limited previous research exploring the postgraduate training experience specific to General Practice. Aim: To explore GP Trainees' experience of learning opportunities and support available during the three-year vocational training programme in the Southampton GP Education Unit. Design and Setting: 15 semi structured interviews were undertaken December 2016-2018 with participants recruited from four cohorts. Telephone interviews lasting between 30-60 minutes were audio-recorded and transcribed verbatim; and analysed using inductive thematic analysis. Results and Conclusion: Two themes were identified as affecting the training experience: 'Developing clinical competence' and 'Sources of support'. Trainees perceived developing competencies relevant to General Practice was key. Busier hospital rotations with limited time for formal teaching were viewed less favourably. Trainers and peers were the main sources of support. Despite seeking a broad range of participants, interviewing trainees in difficulty was hard to achieve.
The Danish DYNAMOs: GP trainees engaged in the educational development and delivery of GP training
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2014
Innovations and developments Our contribution this time describes what is certainly an innovation. But it is not new. It has quietly been happening in Denmark for many years. EPC readers now have the chance to hear about it-and we hope that such an excellent scheme can be introduced into other countries.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.