Teaching of family and community medicine.

Walker, J. H.; Barnes, Heather

doi:10.1136/bmj.2.5522.1129

Cited by 7 publications

(4 citation statements)

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“…Papers dealing with these topics have generally reported positive associations between the teaching of general practice on the one hand and favourable attitudes toward the field on the other (Brotherston, Martin, and Scott, 1959; Richardson, 1965; Walker and Barnes, 1966; Bell, 1968; Heller and Heller, 1968; Pearson, Eimerl, and Byrne, 1968). However, most of these have offered only anecdotal evidence or results from individual schools that lacked comparative data.…”

mentioning

confidence: 99%

Medical students’ response to undergraduate instruction in general practice1

Dean

2009

Medical Education

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mentioning

confidence: 99%

Medical students’ response to undergraduate instruction in general practice1

Dean

2009

Medical Education

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“…It may be that the effort required has been underestimated by some medical officers of health. Changes in both medical and nursing education (Walker and Barnes, 1966 ;Wenborn, 1966;Medical Officer, 1969) will produce workers to whom the team approach is fundamental. The future of medical care in the community may depend on current medical officers of health creating the atmosphere in which this may develop.…”

Section: Discussionmentioning

confidence: 99%

Community Nurses' View of General Practice Attachment

Walker¹,

L²

1969

BMJ

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An analysis of 98 health visitors and district nurses attached and non-attached to general practitioners in three local authority areas showed that most of them were aged over 40 and that many had entered domiciliary work because of the convenient hours or because of its intangible attractions. Adequate preparation for attachment was considered important, particularly a clear definition of the roles of the attached staff and their relationships to other workers in the practice.Attached staff were found to be much more satisfied with the information given by the general practitioner about their patients than were unattached staff, and the former usually had access to the patients' medical records. The principal advantages of attachment were listed as access to family history; improved co-ordination within the practice and co-operation with the social services; favourable patient response; and increased mileage and work-load; the impossibility of crossing local authority boundaries; and having to deal with families registered with more than one doctor.

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“…From our five years' experience of teaching family and community medicine to undergraduates (Walker and Barnes, 1966; Smith and Walker, 1968) we were convinced that successful vocational training would depend largely on the ability and enthusiasm of the teachers. Hence it was crucial to make a wise choice of teachers.…”

Section: Teachersmentioning

confidence: 99%

Vocational training for general practice: a preliminary report.

Walker¹,

Smith²,

Irvine³

1971

BMJ

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SummaryA three-year experimental postgraduate course in vocational training for general practice has been set up in north-east England. The first and last six-month periods are spent in general practice and the remainder in senior house-officer appointments. In general, supply now seems to equal demand for such courses, but greater incentives are needed to encourage applicants other than those who would prepare themselves for general practice in any case.

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Teaching of family and community medicine.

Cited by 7 publications

References 0 publications

Medical students’ response to undergraduate instruction in general practice1

Medical students’ response to undergraduate instruction in general practice1

Community Nurses' View of General Practice Attachment

Vocational training for general practice: a preliminary report.

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