BackgroundLong COVID is a multifaceted condition, and it has impacted a considerable proportion of those with acute-COVID-19. Affected patients often have complex care needs requiring holistic and multidisciplinary care, the kind routinely provided in general practice. However, there is limited evidence regarding GP interventions.AimThis study aimed to address this issue by conducting a scoping review of literature on GP management of Long COVID.Design & settingArksey and O’Malley’s six-stage scoping review framework with recommendations by Levac et al. was used.MethodPubMed, Google Scholar, the Cochrane Library, SCOPUS, and Google searches were conducted to identify relevant peer-reviewed/grey literature, and study selection process was conducted according to the PRISMA Extension for Scoping Reviews guidelines. Braun and Clarke’s ‘Thematic Analysis’ approach was used to interpret data.ResultsNineteen of 972 identified papers were selected for review. These included peer-reviewed articles and grey literature spanning a wide range of countries. Six themes were identified regarding GP management of Long COVID, these being: (i) GP uncertainty, (ii) Listening and empathy, (iii) Assessment and monitoring of symptoms, (iv) Coordinating access to appropriate services, (v) Facilitating provision of continual and integrated multi-disciplinary care and (vi) Need to facilitate psychological support.ConclusionThe findings show that GPs can and have played a key role in the management of Long COVID, and that patient care can be improved through better understanding of patient experiences, standardised approaches for symptom identification/treatment, and facilitation of access to multidisciplinary specialist services when needed. Future research evaluating focused GP interventions is needed.

This is a patient-centred, mixed methodology study on patient education in IBD. Patients' preferences for education include components such as what to expect and diet and patients seem to distrust the internet as an IBD information source. International validation would be valuable to create a consensus education programme.

Publication informationAcademic Psychiatry, 39 (6) Prezi is an exciting alternative to PowerPoint. It is a presentation software allowing lecturers to develop ideas and produce mind maps as they might do on an old-style blackboard. This study examines students ' experience of lectures presented using Prezi. We aimed to identify the strengths and weaknesses of this new teaching medium. Methods:Prezi was used to present mental health lectures to final year medical and physiotherapy students. These lectures were also available online. This cross-sectional study used a questionnaire to assess student's experience of the software. Results:Of students approached, 75.5% (74/98) took part in the study. A majority, 98.6% (73/74), found Prezi to be a more engaging experience compared to other styles of lecture delivery. The overview or 'mind-map' provided by Prezi was found to be helpful by 89.2% (66/74). Problems arose when students used Prezi in their personal study with 31.1% (23/74) reporting some difficulties, mostly of a technical nature. Conclusion:This study highlights the potential of Prezi for providing students with an engaging and stimulating educational experience. For Prezi to be effective, however, the lecturer has to understand and be familiar with the software and its appropriate use.