Competencies for collaboration between general practitioners and medical specialists: a qualitative study of the patient perspective

Janssen, Manoe J.; Fluit, Cornelia; Sagasser, Margaretha H.; Kusters, Loes H J; Haan, Nynke Scherpbier-de; Graaf, Jacqueline de

doi:10.1136/bmjopen-2020-037043

Cited by 6 publications

(4 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Where literature describes negative preconceptions about other professionals to hamper collaboration in patient care, according to our participants, the same holds true for collaboration in education [ 36 , 37 ]. Our findings on how Mutual relations and preconceptions , and consequent communication among professionals, students and patients, have their impact on workplace-based learning, are also reflected in literature [ 38 ].…”

Section: Discussionmentioning

confidence: 77%

Exploring workplace-based learning in distributed healthcare settings: a qualitative study

Verhees,

Landstra,

Engbers

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Background Distributed healthcare settings such as district hospitals, primary care, and public health facilities are becoming the real-life settings for workplace-based learning required to educate the future healthcare workforce. Therefore, a major focus should be on designing and developing workplace-based learning in these learning environments. Healthcare professionals and educational policymakers play a significant role in these settings as role models in workplace-based learning, and as leaders in integrating learning into their work environments. It is relevant to explore their beliefs, attitudes, and behaviors towards workplace-based learning in their own settings, in order to provide context-relevant recommendations that can assist in shaping workplace-based learning environments. Methods We used individual interviews to understand professionals’ experiences with workplace-based learning in distributed healthcare settings. We - three clinicians, an educationalist, and a philosopher - thematically analyzed transcripts of 13 interviews with healthcare professionals and educational policymakers from different healthcare settings who were involved in the clinical phase of undergraduate medical education. Results Clustering and categorizing of the data led to the construction of five overarching themes: Identification with and attitude towards medical education, Sense of ownership, Perceived time and space, Mutual preconceptions and relations, and Curriculum for a changing profession. Conclusions These themes accentuate aspects relevant to the development of workplace-based learning in distributed healthcare settings on the individual, team, or organizational level. We highlight the significance of individual professionals in the development of workplace-based learning and emphasize the need for recognition and support for those occupying the ‘broker’ role at the intersection of education and practice. For future research and educational practice, we recommend prioritizing initiatives that build on good-practices in workplace-based learning and involve dedicated individuals in distributed healthcare settings.

show abstract

Section: Discussionmentioning

confidence: 77%

Exploring workplace-based learning in distributed healthcare settings: a qualitative study

Verhees,

Landstra,

Engbers

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Collaboration between primary and secondary care doctors is called intraprofessional collaboration. Trainees in both primary and secondary care need to develop competencies to let patients feel that care and information transfer between the medical specialist and the primary care doctors show consistency ( 51 ). It is not easy to make primary and secondary trainees meet each other, due to difference in workplace with travel distance and busy rotations.…”

Section: Resultsmentioning

confidence: 99%

Teaching and Learning Core Values in General Practice/Family Medicine: A Narrative Review

et al. 2021

View full text Add to dashboard Cite

General Practice/Family Medicine (GP/FM) is a key discipline within primary health care and so by extension for the whole health care system. An essential condition for effective GP/FM care is a work force that is highly qualified. As society is changing rapidly, a revision of the GP/FM definition is ongoing, in addition to a recent movement of identifying related core values. In this paper, we want to give an overview on how these new paths and perspectives are currently reflected in GP/FM teaching and training. We selected four core values that fit in with possible future visions: person-centered care, continuity of care, cooperation in care, and community-oriented care. By a narrative review, we observed that GP/FM education toward core values is often built around overarching topics. Teaching and learning take place in specific contexts, most of all through placements within communities, primary care settings, or hospital wards. Mixed teaching- and training methods are used combining knowledge, skills, and attitude. Furthermore, collaboration with other health professionals and peers is stressed, in addition to the importance of role models, a holistic focus and the involvement of patients. Since these core values are important within GP/FM and rather few studies on the educational aspects and learning tools were found we advocate encouraging each other more to share good practices, certainly the innovative ones specifically related to GP/FM.

show abstract

“…Workplace based educational interventions can support trainees to make more meaning out of their work related activities and use them as learning opportunities to learn PSCC. Although competencies for PSCC have been defined [ 16 , 17 ], and design principles for PSCC in a hospital setting have been developed [ 18 ], there is no evidence in how to design education for PSCC in a broader setting including primary care.…”

Section: Introductionmentioning

confidence: 99%

Learning collaboration at the primary-secondary care interface: a dual-method study to define design principles for interventions in postgraduate training programmes

Janssen¹,

Fluit

Lubbers

et al. 2023

BMC Med Educ

Self Cite

View full text Add to dashboard Cite

Background Collaboration between primary and secondary care (PSCC) is important to provide patient-centered care. Postgraduate training programmes should provide training to learn PSCC. With a design based research (DBR) approach design principles can be formulated for designing effective interventions in specific contexts. The aim of this study is to determine design principles for interventions aimed to learn PSCC in postgraduate training programmes. Methods DBR is characterised by multi-method studies. We started with a literature review on learning collaboration between healthcare professionals from different disciplines within the same profession (intraprofessional) to extract preliminary design principles. These were used to inform and feed group discussions among stakeholders: trainees, supervisors and educationalists in primary and secondary care. Discussions were audiotaped, transcribed and analysed using thematic analysis to formulate design principles. Results Eight articles were included in the review. We identified four preliminary principles to consider in the design of interventions: participatory design, work process involvement, personalised education and role models. We conducted three group discussions with in total eighteen participants. We formulated three design principles specific for learning PSCC in postgraduate training programmes: (1) The importance of interaction, being able to engage in a learning dialogue. (2) Facilitate that the learning dialogue concerns collaboration. (3) Create a workplace that facilitates engagement in a learning dialogue. In the last design principle we distinguished five subcategories: intervention emphasises the urge for PSCC and is based on daily practice, the presence of role models, the work context creates time for learning PSCC, learning PSCC is formalised in curricula and the presence of a safe learning environment. Conclusion This article describes design principles for interventions in postgraduate training programmes with the aim to learn PSCC. Interaction is key in learning PSCC. This interaction should concern collaborative issues. Furthermore, it is essential to include the workplace in the intervention and make adjacent changes in the workplace when implementing interventions. The knowledge gathered in this study can be used to design interventions for learning PSCC. Evaluation of these interventions is needed to acquire more knowledge and adjust design principles when necessary.

show abstract

Competencies for collaboration between general practitioners and medical specialists: a qualitative study of the patient perspective

Cited by 6 publications

References 21 publications

Exploring workplace-based learning in distributed healthcare settings: a qualitative study

Exploring workplace-based learning in distributed healthcare settings: a qualitative study

Teaching and Learning Core Values in General Practice/Family Medicine: A Narrative Review

Learning collaboration at the primary-secondary care interface: a dual-method study to define design principles for interventions in postgraduate training programmes

Contact Info

Product

Resources

About