The future of GP specialty training: enhanced and extended

Rughani, Amar; Riley, Ben; Rendel, Sue

doi:10.3399/bjgp12x648972

Cited by 14 publications

(6 citation statements)

References 4 publications

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“…This chapter produced a few open access outputs. the need for GPs to keep up to date with medical knowledge (Lester et al, 2009;Rosendal et al, 2007;Rughani et al, 2012;Sikorski et al, 2012), there are no current programmes aimed at ADHD. Some published evidence indicates that primary care training can improve care (Kolko et al, 2010;Sikorski et al, 2012), clinical outcomes (Kolko et al, 2010), knowledge, confidence and attitude (Butler & Quayle, 2007;Lewis et al, 2017), suggesting the potential benefit for a target ADHD education package.…”

Section: Outputsmentioning

confidence: 99%

Awareness of ADHD in primary care

French¹

2019

Preprint

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The proposed research investigates access to care for attention deficit hyperactivity disorder (ADHD) within primary care settings by conducting an exploration of awareness and understanding of ADHD in general practitioners (GPs). ADHD is a developmental disorder affecting approximately 5% of children in the United Kingdom (NICE, 2013) with children experiencing strong cognitive, behavioural and physical impairment (Wright et al., 2015, Klasen and Goodman, 2000). ADHD strongly affects the functioning and development of school aged children and often carries on into adulthood. While many evidence based treatments can help manage ADHD, studies have shown that children with ADHD are under diagnosed (Bussing et al., 2003, Sayal et al., 2006a). Although many factors influence service utilisation such as parents and teachers’ perception or comorbid disorders (Sayal et al., 2010a, Sayal et al., 2006b, Sayal et al., 2003), the first port of call in UK healthcare is primary care and GPs who are gatekeepers to secondary care and diagnosis. However, limited recognition by GPs is a primary barrier to diagnosis (Sayal et al., 2006b, Sayal et al., 2015, Sayal et al., 2002) due to the lack of accurate knowledge and understanding of the disorder; scepticism and misconceptions still strongly present in health professionals (Angermeyer and Dietrich, 2006, Throckmorton, 2000) and stigmas towards ADHD potentially at the source of the condition being significantly underdiagnosed (Asherson et al., 2012, Bussing et al., 2003). A recent systematic review (French et al, in press) highlighted three main areas affecting GPs recognition of ADHD; lack of education and awareness, misconceptions and difficulties in communicating with third parties. Understanding the beliefs surrounding the disorder is crucial as it can help facilitate access to care.The proposed study will aim to explore the efficacy of a psychoeducation online program to enhance understanding and awareness of ADHD using a randomised control trial design and interviews. The psychoeducation program is an online e-learning resource, freely accessible with information and link relevant to ADHD. The content was designed by the PI and the CI and the technological part of it was created by the Health E-Learning and Media (HELM) Team at the University of Nottingham. The content and format was also coproduced with a group of local general practitioners and health professionals.

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Section: Outputsmentioning

confidence: 99%

Awareness of ADHD in primary care

French¹

2019

Preprint

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“…Trainee doctors will benefit from a greater understanding of global health and the complement of leadership competencies outlined in the MLCF, in addition to proficient clinical, research and teaching skills. Extended GP training may represent an opportunity to take this forward (Irving et al, 2012;Rughani et al, 2012). In conjunction, doctors require greater exposure to clinical leadership roles at all career levels, for example being involved in service improvement projects, whether during hospital training or in the community.…”

Section: Implications For Future Research or Clinical Practicementioning

confidence: 99%

International work and leadership in UK general practice

Young¹,

Smith

Pettigrew

et al. 2014

Leadership in Health Services

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Purpose – The purpose of this paper is to present an exploration of the leadership competencies developed by UK GPs through having undertaken international work and the ability to transfer these competencies back to the UK. Design/methodology/approach – The approach taken is a cross-sectional survey. Findings – A total of 439 UK-based, ranging from GP specialty trainees to retired GPs who had worked overseas, responded to an online survey of UK general practice and international work. Doctors were asked to report competency development through international work using the domains of the Medical Leadership Competency Framework (MLCF). The most common competencies developed, to a “moderate or significant” degree, related to “personal qualities” (89 per cent) and “working in teams” (87 per cent). To a lesser extent Doctors developed competencies in “setting direction” (60 per cent), “managing services” (59 per cent), and “service improvement” (56 per cent), and found these competencies harder to transfer back to the UK. A common reason for limited transfer of competency was the lack of leadership opportunities for Doctors when returning to UK locum roles. Overseas posts were more common in low/middle income countries, and these Doctors reported a greater range of leadership roles, including in health policy, management and teaching, compared to high-income countries. Most doctors felt that they were able to develop their clinical skills overseas whilst relatively few Doctors performed research, especially in high-income countries. Originality/value – To the authors' knowledge this is the first cross-sectional survey exploring the international work of UK GPs and leadership development using the MLCF domains.

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“…Because many patients cross the historically drawn generalist and specialist care boundaries, tomorrow’s doctors will need educational opportunities to develop as integrated care practitioners (Rughani et al ., 2012). This will include integrated training posts, where trainees work across both primary and secondary care simultaneously.…”

Section: Meeting the Educational Challengesmentioning

confidence: 99%

Crammer's Corner

2013

InnovAiT: Education and inspiration for general practice

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The future of GP specialty training: enhanced and extended

Cited by 14 publications

References 4 publications

Awareness of ADHD in primary care

Awareness of ADHD in primary care

International work and leadership in UK general practice

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