Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2178332
Mohammed Ahmed Rashid, Anwar Ali Khan
The UK general practice model has been described as the 'jewel in the crown' of the National Health Service and is widely respected and emulated around the world. In recent years, there has been a particular interest in the UK approach to primary care medical education, including at undergraduate and postgraduate levels, leading to a number of international education partnerships designed to draw on the best of UK experience and expertise in this area. Drawing on the limited academic literature in this area, and the authors' personal experiences of working across many international partnership projects with countries around the world, this article reflects on the central importance of respect and reflexivity when engaging in such work. A respectful approach relies on a genuine and deep curiosity for the local context, and a desire to empower partners to build their own solutions that are contextually authentic. A reflexive approach, meanwhile, relies on those engaging in partnerships to understand themselves as 'invited guests' and to remain mindful of current and historical power differentials and inequities when framing their engagement, looking both inwardly and outwardly as they conduct themselves. As primary care education around the world develops and expands, there may be a greater role for international partnerships and it is critically important that those engaging in such partnerships bring a thoughtful and scholarly lens to this work.
{"title":"Respect and reflexivity: international education partnerships in primary care.","authors":"Mohammed Ahmed Rashid, Anwar Ali Khan","doi":"10.1080/14739879.2023.2178332","DOIUrl":"https://doi.org/10.1080/14739879.2023.2178332","url":null,"abstract":"<p><p>The UK general practice model has been described as the 'jewel in the crown' of the National Health Service and is widely respected and emulated around the world. In recent years, there has been a particular interest in the UK approach to primary care medical education, including at undergraduate and postgraduate levels, leading to a number of international education partnerships designed to draw on the best of UK experience and expertise in this area. Drawing on the limited academic literature in this area, and the authors' personal experiences of working across many international partnership projects with countries around the world, this article reflects on the central importance of respect and reflexivity when engaging in such work. A respectful approach relies on a genuine and deep curiosity for the local context, and a desire to empower partners to build their own solutions that are contextually authentic. A reflexive approach, meanwhile, relies on those engaging in partnerships to understand themselves as 'invited guests' and to remain mindful of current and historical power differentials and inequities when framing their engagement, looking both inwardly and outwardly as they conduct themselves. As primary care education around the world develops and expands, there may be a greater role for international partnerships and it is critically important that those engaging in such partnerships bring a thoughtful and scholarly lens to this work.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9914321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2215209
Simon Gay
{"title":"The art of writing letters to journals….","authors":"Simon Gay","doi":"10.1080/14739879.2023.2215209","DOIUrl":"https://doi.org/10.1080/14739879.2023.2215209","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9861613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2204298
Linzi Lumsden
{"title":"Golden triangle of opportunity.","authors":"Linzi Lumsden","doi":"10.1080/14739879.2023.2204298","DOIUrl":"https://doi.org/10.1080/14739879.2023.2204298","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9914809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01Epub Date: 2023-06-06DOI: 10.1080/14739879.2023.2217795
Edward G Tyrrell, Richard Knox, Runa Saha, Kathryn Berry, Jaspal S Taggar
Introduction: COVID-19 presented major challenges to undergraduate GP placement capacity and there was an increased reliance on clinical training using facilitated simulation. The authors present a novel comparison of the effectiveness and cost-effectiveness of delivering a one-week primary care course using entirely GP-facilitated clinical teaching outside the GP setting against traditional practice-based GP clinical education.
Methods: A one-week GP placement was redeveloped from a traditional teaching model (TT-M) to an exclusively facilitated teaching model (FT-M) delivered outside the GP practice setting, using principles of blended learning, flipped classroom methods, e-learning and simulation. Both teaching models, delivered in different locations during 2022 to pre-clinical students, were evaluated using student feedback surveys for attainment of learning outcomes and course satisfaction.
Results: The students reported their consultation skills and clinical knowledge (amalgamated mean score 4.36 for FT-M versus 4.63 for TT-M; P = 0.05), as well as preparation for the clinical phases (mean scores 4.35 for FT-M versus 4.41 for TT-M; P = 0.68), were well developed and similar for both courses. Students reported similar enjoyment across both teaching models (FT-M mean score 4.31 versus 4.41 for TT-M; P = 0.49). The costs for delivering teaching per 4-h session for 100 students were £1,379 and £5,551 for FT-M and TT-M, respectively.
Conclusion: Delivery of a one-week primary care attachment to third year medical students using an FT-M was similarly effective and more cost effective than delivering it by a TT-M. FT-M potentially offers an important adjunct to clinical learning and resilience to capacity challenges for GP placements.
{"title":"Comparison of the effectiveness of exclusively facilitated clinical teaching as an alternative to traditional practice-based primary care placements.","authors":"Edward G Tyrrell, Richard Knox, Runa Saha, Kathryn Berry, Jaspal S Taggar","doi":"10.1080/14739879.2023.2217795","DOIUrl":"10.1080/14739879.2023.2217795","url":null,"abstract":"<p><strong>Introduction: </strong>COVID-19 presented major challenges to undergraduate GP placement capacity and there was an increased reliance on clinical training using facilitated simulation. The authors present a novel comparison of the effectiveness and cost-effectiveness of delivering a one-week primary care course using entirely GP-facilitated clinical teaching outside the GP setting against traditional practice-based GP clinical education.</p><p><strong>Methods: </strong>A one-week GP placement was redeveloped from a traditional teaching model (TT-M) to an exclusively facilitated teaching model (FT-M) delivered outside the GP practice setting, using principles of blended learning, flipped classroom methods, e-learning and simulation. Both teaching models, delivered in different locations during 2022 to pre-clinical students, were evaluated using student feedback surveys for attainment of learning outcomes and course satisfaction.</p><p><strong>Results: </strong>The students reported their consultation skills and clinical knowledge (amalgamated mean score 4.36 for FT-M versus 4.63 for TT-M; <i>P</i> = 0.05), as well as preparation for the clinical phases (mean scores 4.35 for FT-M versus 4.41 for TT-M; <i>P</i> = 0.68), were well developed and similar for both courses. Students reported similar enjoyment across both teaching models (FT-M mean score 4.31 versus 4.41 for TT-M; <i>P</i> = 0.49). The costs for delivering teaching per 4-h session for 100 students were £1,379 and £5,551 for FT-M and TT-M, respectively.</p><p><strong>Conclusion: </strong>Delivery of a one-week primary care attachment to third year medical students using an FT-M was similarly effective and more cost effective than delivering it by a TT-M. FT-M potentially offers an important adjunct to clinical learning and resilience to capacity challenges for GP placements.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10237989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2182715
Grainne P Kearney, Helen Reid, Nigel D Hart
Background: Clinical placements for medical students in the United Kingdom (UK) came to an abrupt halt in March 2020. The rapidly evolving Covid19 pandemic created specific challenges for educators, balancing safety concerns for patients, students and healthcare staff alongside the imperative to continue to train future clinicians. Organisations such as the Medical Schools Council (MSC) published guidance to help plan return of students to clinical placements. This study aimed to examine how GP education leads made decisions around students returning to clinical placements for the 20/21 academic year.
Method: Data collection and analysis was informed by an Institutional Ethnographic approach. Five GP education leads from medical schools throughout the UK were interviewed (over MS TEAMS™). Interviews focused on the work the participants did to plan students' return to clinical placements and how they used texts to inform this work. Analysis focused on the interplay between the interview and textual data.
Results and discussion: GP education leads actively used MSC guidance which confirmed students to be 'essential workers', an unquestioned and unquestionable phrase at the time. This permitted students to return to clinical placements by affording the GP education leads authority to ask or persuade GP tutors to accept them. Furthermore, by describing teaching as 'essential work' in its own right in the guidance, this extended what the GP tutors came to expect to do as 'essential workers' themselves.
Conclusion: GP education leads activated authoritarian phrases such as 'essential workers' and 'essential work' contained within MSC guidance to direct students' return to clinical placements in GP settings.
{"title":"Essential workers? An institutional ethnographic lens on pandemic GP placements.","authors":"Grainne P Kearney, Helen Reid, Nigel D Hart","doi":"10.1080/14739879.2023.2182715","DOIUrl":"https://doi.org/10.1080/14739879.2023.2182715","url":null,"abstract":"<p><strong>Background: </strong>Clinical placements for medical students in the United Kingdom (UK) came to an abrupt halt in March 2020. The rapidly evolving Covid19 pandemic created specific challenges for educators, balancing safety concerns for patients, students and healthcare staff alongside the imperative to continue to train future clinicians. Organisations such as the Medical Schools Council (MSC) published guidance to help plan return of students to clinical placements. This study aimed to examine how GP education leads made decisions around students returning to clinical placements for the 20/21 academic year.</p><p><strong>Method: </strong>Data collection and analysis was informed by an Institutional Ethnographic approach. Five GP education leads from medical schools throughout the UK were interviewed (over MS TEAMS™). Interviews focused on the work the participants did to plan students' return to clinical placements and how they used texts to inform this work. Analysis focused on the interplay between the interview and textual data.</p><p><strong>Results and discussion: </strong>GP education leads actively used MSC guidance which confirmed students to be 'essential workers', an unquestioned and unquestionable phrase at the time. This permitted students to return to clinical placements by affording the GP education leads authority to ask or persuade GP tutors to accept them. Furthermore, by describing teaching as 'essential work' in its own right in the guidance, this extended what the GP tutors came to expect to do as 'essential workers' themselves.</p><p><strong>Conclusion: </strong>GP education leads activated authoritarian phrases such as 'essential workers' and 'essential work' contained within MSC guidance to direct students' return to clinical placements in GP settings.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10236928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2204307
A de Iongh, D Kirtley
Dear Editor, In 2020, a Twitter debate initiated the inclusion of allied healthcare professionals (AHPs) within the wellestablished Social Prescribing Student Champion Scheme [1]. The scheme gave medical students the opportunity to champion social prescribing (SP) by delivering peer-teaching [2]. Since the scheme was founded in 2017, the importance of SP has grown, with the potential contribution of AHPs further highlighted [3,4]. Therefore, the scheme expanded to include AHPs. Our role as leads for the medical and AHP branches of the scheme was to work together to develop a structure that met our different learning needs while successfully integrating the two branches of the scheme. This required more than a tokenistic insertion of 'and other healthcare professional students' into the scheme text. To truly integrate both ‘branches’ of the scheme, when we all have different professional applications of social prescribing, we needed to recognise what we all had in common as students – the shared purpose of making a positive difference for our patients. Although as students, we spend time developing our own professional identities, it was refreshing to remember ‘we have more in common than divides us’. Students were able to unite over this, and the new AHP champions were welcomed and integrated into the scheme by medical students. It was also helpful to recognise that under the umbrella of one profession, such as medicine, or professional cohort such as AHP, there remains enormous variation in roles and interests – a valuable lesson for future MDT working. As is common within MDT working, organising meetings was difficult, but working through the pandemic normalised virtual platforms and collaborative software. It also helped us to develop insights into the pressures and demands we all have during training, fostering respect for the time and effort spent developing our respective professional skills. One challenge was that our core team was not representative of all fourteen AHPs. However, conversations with respective professional bodies enabled the scheme to gain authenticity which facilitated approaching universities about the scheme, and furthered our MDT learning. The scheme’s structure did not directly incorporate the voluntary sector, which forms the backbone of social prescribing, and this provided a valuable lesson in the wider scope for collaboration beyond organisational boundaries, as is routinely required within clinical practice. Both branches had very different journeys in their inception, so while treating and evaluating the scheme as a whole, we also wanted to recognise the established track record of the medical scheme, and manage expectations of delivery of the AHP scheme in the first year. Therefore, collaboration rather than direct comparison was important. We are able to recognise each others’ relative successes and the cumulative impact of these for the scheme as a whole, which was more than the sum of its parts. Having since
{"title":"The benefits of the expansion of the social prescribing student champion scheme into allied health professionals.","authors":"A de Iongh, D Kirtley","doi":"10.1080/14739879.2023.2204307","DOIUrl":"https://doi.org/10.1080/14739879.2023.2204307","url":null,"abstract":"Dear Editor, In 2020, a Twitter debate initiated the inclusion of allied healthcare professionals (AHPs) within the wellestablished Social Prescribing Student Champion Scheme [1]. The scheme gave medical students the opportunity to champion social prescribing (SP) by delivering peer-teaching [2]. Since the scheme was founded in 2017, the importance of SP has grown, with the potential contribution of AHPs further highlighted [3,4]. Therefore, the scheme expanded to include AHPs. Our role as leads for the medical and AHP branches of the scheme was to work together to develop a structure that met our different learning needs while successfully integrating the two branches of the scheme. This required more than a tokenistic insertion of 'and other healthcare professional students' into the scheme text. To truly integrate both ‘branches’ of the scheme, when we all have different professional applications of social prescribing, we needed to recognise what we all had in common as students – the shared purpose of making a positive difference for our patients. Although as students, we spend time developing our own professional identities, it was refreshing to remember ‘we have more in common than divides us’. Students were able to unite over this, and the new AHP champions were welcomed and integrated into the scheme by medical students. It was also helpful to recognise that under the umbrella of one profession, such as medicine, or professional cohort such as AHP, there remains enormous variation in roles and interests – a valuable lesson for future MDT working. As is common within MDT working, organising meetings was difficult, but working through the pandemic normalised virtual platforms and collaborative software. It also helped us to develop insights into the pressures and demands we all have during training, fostering respect for the time and effort spent developing our respective professional skills. One challenge was that our core team was not representative of all fourteen AHPs. However, conversations with respective professional bodies enabled the scheme to gain authenticity which facilitated approaching universities about the scheme, and furthered our MDT learning. The scheme’s structure did not directly incorporate the voluntary sector, which forms the backbone of social prescribing, and this provided a valuable lesson in the wider scope for collaboration beyond organisational boundaries, as is routinely required within clinical practice. Both branches had very different journeys in their inception, so while treating and evaluating the scheme as a whole, we also wanted to recognise the established track record of the medical scheme, and manage expectations of delivery of the AHP scheme in the first year. Therefore, collaboration rather than direct comparison was important. We are able to recognise each others’ relative successes and the cumulative impact of these for the scheme as a whole, which was more than the sum of its parts. Having since","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9861059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2217155
Samantha Scallan
{"title":"Whilst on the topic of letters ….","authors":"Samantha Scallan","doi":"10.1080/14739879.2023.2217155","DOIUrl":"https://doi.org/10.1080/14739879.2023.2217155","url":null,"abstract":"","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9898177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01Epub Date: 2023-05-09DOI: 10.1080/14739879.2023.2204557
T Lambton, J Lyon-Maris, S Scallan
The Applied Knowledge Test (AKT) is one third of the licensing exam to become a General Practitioner in the United Kingdom. It is a computer-based, machine-marked multiple-choice examination with an overall pass rate of around 70%. Statistics reveal international medical graduates to have lower rates of passing. The aim of this evaluation was to determine the key features of preparation for the exam used by successful candidates. A questionnaire survey was sent to recently successful general practice trainees in Southampton. The results were further informed by a group interview and three in-depth interviews. A series of six areas were identified within the exam preparation that featured as common areas for all candidates. Further analysis showed the parameters around these areas suggesting the ability to maximise the candidates' chances of success. The areas included: preparation; time management; expectations; peer support; change of approach and impact on trainee mental health. A period of at least 10 hours per week for at least three months revision, using four to six resources and using question banks to consolidate learning rather than as a primary tool were found to be the key parameters with successful candidates. When to take the exam should be discussed with the trainer, the difficulty of the exam needs to be acknowledged by candidates, working in study groups can be beneficial and planning of the approach to revision was found to be essential. The impact of failure on trainee mental health must not be underestimated.
{"title":"\"I didn't give it enough respect\" - an evaluation of preparation strategies used by GP trainees for the AKT.","authors":"T Lambton, J Lyon-Maris, S Scallan","doi":"10.1080/14739879.2023.2204557","DOIUrl":"10.1080/14739879.2023.2204557","url":null,"abstract":"<p><p>The Applied Knowledge Test (AKT) is one third of the licensing exam to become a General Practitioner in the United Kingdom. It is a computer-based, machine-marked multiple-choice examination with an overall pass rate of around 70%. Statistics reveal international medical graduates to have lower rates of passing. The aim of this evaluation was to determine the key features of preparation for the exam used by successful candidates. A questionnaire survey was sent to recently successful general practice trainees in Southampton. The results were further informed by a group interview and three in-depth interviews. A series of six areas were identified within the exam preparation that featured as common areas for all candidates. Further analysis showed the parameters around these areas suggesting the ability to maximise the candidates' chances of success. The areas included: preparation; time management; expectations; peer support; change of approach and impact on trainee mental health. A period of at least 10 hours per week for at least three months revision, using four to six resources and using question banks to consolidate learning rather than as a primary tool were found to be the key parameters with successful candidates. When to take the exam should be discussed with the trainer, the difficulty of the exam needs to be acknowledged by candidates, working in study groups can be beneficial and planning of the approach to revision was found to be essential. The impact of failure on trainee mental health must not be underestimated.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9861060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2204310
Shawna Narayan, Hana Brath, Danielle Di Marco, Malcolm Maclure, Rita McCracken, Jan Klimas
Purpose: As deaths from the illicit drug poisoning crisis continue to rise in Canada, increasing the number of healthcare professionals qualified to effectively prescribe opioids could be beneficial. The willingness of family medicine residents to undertake structured training in prescribing opioids for Opioid Agonist Treatment (OAT) and pain management have not been well described.
Materials and methods: Family medicine residents (n = 20) in British Columbia, Canada, were asked about their experience with and willingness to enrol in OAT training. Informed by the Consolidated Framework for Implementation Research, data were analysed thematically using NVivo software.
Results: Four themes were identified: (1) challenges to training implementation, (2) feelings and attitudes on prescribing practices, (3) helpful learning spaces and places of substance use training, and (4) recommendations for implementing training. Preparedness, exposure, and supportive learning environments for substance use education increased willingness to pursue OAT accreditation, while ineffective learning experiences, mixed feelings about opioid prescribing, and lack of protected time were the most common reasons for unwillingness.
Conclusions: Protected time and a range of clinical experiences appear to facilitate residents' willingness to complete OAT and opioid training. Implementation strategies to enhance the uptake of OAT accreditation in family medicine residency must be prioritised.
{"title":"\"I'm almost opioid-a-phobic\": family medicine residents' perceptions of enhancing opioid analgesic and agonist treatment training in a Canadian setting.","authors":"Shawna Narayan, Hana Brath, Danielle Di Marco, Malcolm Maclure, Rita McCracken, Jan Klimas","doi":"10.1080/14739879.2023.2204310","DOIUrl":"https://doi.org/10.1080/14739879.2023.2204310","url":null,"abstract":"<p><strong>Purpose: </strong>As deaths from the illicit drug poisoning crisis continue to rise in Canada, increasing the number of healthcare professionals qualified to effectively prescribe opioids could be beneficial. The willingness of family medicine residents to undertake structured training in prescribing opioids for Opioid Agonist Treatment (OAT) and pain management have not been well described.</p><p><strong>Materials and methods: </strong>Family medicine residents (<i>n</i> = 20) in British Columbia, Canada, were asked about their experience with and willingness to enrol in OAT training. Informed by the Consolidated Framework for Implementation Research, data were analysed thematically using NVivo software.</p><p><strong>Results: </strong>Four themes were identified: (1) challenges to training implementation, (2) feelings and attitudes on prescribing practices, (3) helpful learning spaces and places of substance use training, and (4) recommendations for implementing training. Preparedness, exposure, and supportive learning environments for substance use education increased willingness to pursue OAT accreditation, while ineffective learning experiences, mixed feelings about opioid prescribing, and lack of protected time were the most common reasons for unwillingness.</p><p><strong>Conclusions: </strong>Protected time and a range of clinical experiences appear to facilitate residents' willingness to complete OAT and opioid training. Implementation strategies to enhance the uptake of OAT accreditation in family medicine residency must be prioritised.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9914807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/14739879.2023.2204463
Megan El Brown, Victoria Collin, Ravi Parekh, Sonia Kumar
Disagreement exists within the UK and Ireland regarding how Longitudinal Integrated Clerkships should be defined, and the relevance of international definitions. In this modified, online Delphi study, we presented the UK and Ireland experts in Longitudinal Integrated Clerkships with statements drawn from international definitions, published LIC literature, and the research team's experience in this area and asked them to rate their level of agreement with these statements for inclusion in a bi-national consensus definition. We undertook three rounds of the study to try and elicit consensus, making adaptations to statement wording following rounds 1 and 2 to capture participants' qualitative free text-comments, following the third and final round, nine statements were accepted by our panel, and constitute our proposed definition of Longitudinal Integrated Clerkships within the UK and Ireland. This definitional statement corresponds with some international literature but offers important distinctions, which account for the unique context of healthcare (particularly primary care) within the UK and Ireland (for example, the lack of time-based criteria within the definition). This definition should allow UK and Irish researchers to communicate more clearly with one another regarding the benefits of LICs and longitudinal learning and offers cross-national collaborative opportunities in LIC design, delivery and evaluation.
{"title":"A contextual definition of longitudinal integrated clerkships within the UK and Ireland: A bi-national modified Delphi study.","authors":"Megan El Brown, Victoria Collin, Ravi Parekh, Sonia Kumar","doi":"10.1080/14739879.2023.2204463","DOIUrl":"https://doi.org/10.1080/14739879.2023.2204463","url":null,"abstract":"<p><p>Disagreement exists within the UK and Ireland regarding how Longitudinal Integrated Clerkships should be defined, and the relevance of international definitions. In this modified, online Delphi study, we presented the UK and Ireland experts in Longitudinal Integrated Clerkships with statements drawn from international definitions, published LIC literature, and the research team's experience in this area and asked them to rate their level of agreement with these statements for inclusion in a bi-national consensus definition. We undertook three rounds of the study to try and elicit consensus, making adaptations to statement wording following rounds 1 and 2 to capture participants' qualitative free text-comments, following the third and final round, nine statements were accepted by our panel, and constitute our proposed definition of Longitudinal Integrated Clerkships within the UK and Ireland. This definitional statement corresponds with some international literature but offers important distinctions, which account for the unique context of healthcare (particularly primary care) within the UK and Ireland (for example, the lack of time-based criteria within the definition). This definition should allow UK and Irish researchers to communicate more clearly with one another regarding the benefits of LICs and longitudinal learning and offers cross-national collaborative opportunities in LIC design, delivery and evaluation.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9863167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}