Situating general practice training in the general practice context

Goldie, John; Morrison, Jill

doi:10.3399/bjgp12x636245

Cited by 7 publications

(3 citation statements)

References 18 publications

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“…This was most noted in Ireland and Belgium. This counters a previous argument by Goldie ( 23 ) for situating UK GP training entirely in General Practice.…”

Section: Discussioncontrasting

confidence: 85%

What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study

Peart¹,

Michels

Hanley³

et al. 2023

European Journal of General Practice

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Background The clinical learning environment is important in GP specialty training and impacts professional development. Uniquely for GP trainees, about half of their training periods occur in a hospital environment, which is not their final workplace. There is still little understanding of how hospital-based training influences GP's professional development. Objectives To seek the views of GP trainees on how their hospital experience contributes to their professional development as a GP. Methods This international and qualitative study seeks the views of GP trainees from Belgium, Ireland, Lithuania, and Slovenia. Semi-structured interviews were performed in the original languages. A joint thematic analysis in the English language resulted in key categories and themes. Results From the four themes identified, GP trainees were found to experience additional challenges on top of the service provision/education tensions, which are common to all hospital trainees. Despite these, the hospital rotation component of GP training is valued by trainees. A strong finding of our study is the need to ensure that learning from the hospital placements is placed firmly in the context of general practice, e.g. GP placements prior or parallel with the hospital placements, educational activities resourced by GPs during their hospital experience, encouraging hospital teachers to have greater awareness of the educational needs of GPs, including an awareness of their training curriculum. Conclusion This novel study highlights how hospital placements for GP trainees could be enhanced. Further study could be broadened to recently qualified GPs, which may uncover new areas of interest.

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“…This was most noted in Ireland and Belgium. This counters a previous argument by Goldie ( 23 ) for situating UK GP training entirely in General Practice.…”

Section: Discussioncontrasting

confidence: 85%

What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study

Peart¹,

Michels

Hanley³

et al. 2023

European Journal of General Practice

View full text Add to dashboard Cite

show abstract

“…Second, trainees' capability to master competencies depends on context. 9 Most postgraduate learning occurs in the workplace, where trainees learn 'by doing'. Clinical experiences are the foundation of trainees' learning: trainees depend on the availability of relevant experiences to master competencies.…”

Section: Differences In Trainees' Competenciesmentioning

confidence: 99%

Strengthening general practice by extending specialty training?

Bever

Bont

Scherpbier³

2019

Br J Gen Pract

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European legislation obligates member states to have a full-time postgraduate GP specialty training for ≥3 years, with a minimum of 6 months spent in general practice. Across Europe, GP specialty training varies from 3 years (for example, in the UK and the Netherlands) to 6 years (Finland), with training time in general practices varying between 6 months (Austria) and 4 years (Norway). Recently, across Europe a strong movement in favour of extending the minimum duration of GP specialty training from the current 3 years to 4 or even 5 years has developed. 1,2 Supporters of this measure state that this will 'build the same level as specialty as other disciplines' and therefore strengthen GPs' standing across Europe. 3,4 This is important because a strong primary care is needed to have a high-quality healthcare system accessible for all citizens, in which GPs function as key stakeholders. 5,6 However, not every country values GPs in this way. Across Europe GPs' positions vary from being a strong gatekeeper with free access for patients to easily accessible secondary care and paid GP visits. Another argument for extending the duration is that more time spent in training will give trainees 'greater exposure to real world setting', and therefore better developed competencies important for future GPs. 2 Recently, extension of GP training programmes in Scotland and the West of Ireland reported positive results, whereby trainees from these programmes felt better prepared for independent practice. 7,8 The extended period of general practice training in particular (2 years instead of 1) was valued by the trainees. Although we recognise that becoming a GP takes time and requires the mastery of a broad range of competencies, 2,4 in this editorial we will argue that merely extending GP specialty training might not be the right measure to better prepare trainees or to enhance GPs' standing.

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“…In addition, until recently it was the only branch of medicine where postgraduate qualifications were not a prerequisite for licence to practice. The fact that most of a GP’s training takes place out with the context of General Practice also does the profession no favours ( Goldie and Morrison, 2012 ). Furthermore, academic General Practice, which only has a relatively recent history is underfunded compared to secondary care equivalents and faces structural barriers to its development ( Pereira Gray, 2015 ).…”

Section: Personal Viewmentioning

confidence: 99%

Can General Practitioners’ personal knowledge base be justified?

Goldie¹

2018

MedEdPublish

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This paper explores whether, in our post-truth world the knowledge base of General Practice can be justified. It examines the different types of knowledge that make up a profession's knowledge base and how such knowledge may be justified. The justification of personal knowledge, which is often the most important for practice, requires a different approach to that of codified knowledge. A potential approach is outlined which can be evaluated against the norms of the profession. A number of methods are suggested that may foster its' development.

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Situating general practice training in the general practice context

Cited by 7 publications

References 18 publications

What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study

What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study

Strengthening general practice by extending specialty training?

Can General Practitioners’ personal knowledge base be justified?

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