POSTGRADUATE EDUCATION IN GENERAL PRACTICE

In a survey of patients referred to the dermatology outpatients department of a British teaching hospital, 26% of referrals were considered unnecessary by a senior house officer with three months practical dermatological experience. We conclude that better undergraduate and postgraduate education in dermatology is essential. A period spent in dermatology should be included in all vocational training schemes for general practice.

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What do directors of postgraduate education in general practice do?

BMJ ◽

10.1136/bmj.319.7208.2 ◽

1999 ◽

Vol 319 (7208) ◽

pp. 2-2

Author(s):

J. Bahrami

Keyword(s):

General Practice ◽

Postgraduate Education

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Advancing general practice nursing in Australia: roles and responsibilities of primary healthcare organisations

Australian Health Review ◽

10.1071/ah15239 ◽

2017 ◽

Vol 41 (2) ◽

pp. 127 ◽

Cited By ~ 4

Author(s):

Riki Lane ◽

Elizabeth Halcomb ◽

Lisa McKenna ◽

Nicholas Zwar ◽

Lucio Naccarella ◽

...

Keyword(s):

Primary Care ◽

General Practice ◽

Leadership Development ◽

Postgraduate Education ◽

System Level ◽

Delphi Consensus ◽

Practice Nurses ◽

Care Services ◽

Primary Care Services ◽

Australian General Practice

Objectives Given increased numbers and enhanced responsibilities of Australian general practice nurses, we aimed to delineate appropriate roles for primary health care organisations (PHCOs) to support this workforce. Methods A two-round online Delphi consensus process was undertaken between January and June 2012, informed by literature review and key informant interviews. Participants were purposively selected and included decision makers from government and professional organisations, educators, researchers and clinicians from five Australian states and territories Results Of 56 invited respondents, 35 (62%) and 31 (55%) responded to the first and second invitation respectively. Participants reached consensus on five key roles for PHCOs in optimising nursing in general practice: (1) matching workforce size and skills to population needs; (2) facilitating leadership opportunities; (3) providing education and educational access; (4) facilitating integration of general practice with other primary care services to support interdisciplinary care; and (5) promoting advanced nursing roles. National concerns, such as limited opportunities for postgraduate education and career progression, were deemed best addressed by national nursing organisations, universities and peak bodies. Conclusions Advancement of nursing in general practice requires system-level support from a range of organisations. PHCOs play a significant role in education and leadership development for nurses and linking national nursing organisations with general practices. What is known about the topic? The role of nurses in Australian general practice has grown in the last decade, yet they face limited career pathways and opportunities for career advancement. Some nations have forged interprofessional primary care teams that use nurses’ skills to the full extent of their scope of practice. PHCOs have played important roles in the development of general practice nursing in Australia and internationally. What does this paper add? This study delineates organisational support roles for PHCOs in strengthening nurses’ roles and career development in Australian general practice. What are the implications for practitioners? Effective implementation of appropriate responsibilities by PHCOs can assist development of the primary care nursing workforce.

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Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education

Australian Journal of Primary Health ◽

10.1071/py14072 ◽

2016 ◽

Vol 22 (2) ◽

pp. 113 ◽

Cited By ~ 6

Author(s):

Christine M. Hallinan ◽

Kelsey L. Hegarty

Keyword(s):

Primary Care ◽

General Practice ◽

Nursing Education ◽

Chronic Disease ◽

Postgraduate Education ◽

Scope Of Practice ◽

Care Plans ◽

Postgraduate Studies ◽

Care Nursing ◽

Primary Care Nursing

The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.

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Epigenetics

InnovAiT Education and inspiration for general practice ◽

10.1177/1755738018796032 ◽

2018 ◽

Vol 11 (12) ◽

pp. 689-692

Author(s):

Sarah C Hillman ◽

Jeremy Dale

Keyword(s):

General Practice ◽

Clinical Practice ◽

Medical Training ◽

Personalised Medicine ◽

Postgraduate Education ◽

Everyday Practice ◽

Everyday Clinical Practice

Genetics is explored as both part of our undergraduate medical training and then postgraduate education in general practice. Epigenetics is a rapidly progressing field that will increasingly become part of our everyday practice as we enter an era of personalised medicine. But what is epigenetics and how does it differ from genetics? Why is it important to GPs? Epigenetics is a relatively new concept, but one with wide reaching and important implications for everyday clinical practice. Here we aim to describe the concepts behind epigenetics, discuss the inheritability of the epigenome, and its importance and applicability to patients in general practice.

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Teaching of Pneumonia on a Cycle of Specialization “General Practice – Family Medicine”

Galician Medical Journal ◽

10.21802/gmj.2017.1.10 ◽

2017 ◽

Vol 24 (1) ◽

pp. 2017110

Author(s):

Svetlana Sheyko ◽

N. Kolb

Keyword(s):

General Practice ◽

Family Medicine ◽

General Practitioners ◽

Postgraduate Education ◽

Economic Losses ◽

Practical Training ◽

Educational Work ◽

Complex Process ◽

Academic Medical ◽

Medical Diagnostic

Pneumonia remains an urgent medical and social problem. The urgency of this problem is not stressed by only the significant prevalence, but also by quite high rates of morbidity and mortality and significant economic losses due to this disease.The purpose of work is to improve the quality of the training for interns – on the specialty “General Practice – Family Medicine” by improving the teaching of the topic “Pneumonia” and practical classes.Discussion. Postgraduate education includes training of medical interns – general practitioners to work independently on primary health care. Great importance in the education of interns – general practitioners is given to the development of practical skills.Conclusion. Further improvement of practical training of interns – general practitioners on the specialty “Pneumonia”, perfection of practical training of a doctor – is a complex process that requires not only organizational measures, improvement and specification of standardized clinical protocols, textbooks, but also continuous improvement of academic, medical diagnostic, educational work, materials and technical support of study.

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Integration of Complementary and Integrative Medicine Competencies in General Practice Postgraduate Education – Development of a Novel Competency Catalogue in Germany

10.21203/rs.3.rs-400535/v1 ◽

2021 ◽

Author(s):

Jan Valentini ◽

Carina Klocke ◽

Corina Güthlin ◽

Stefanie Joos

Keyword(s):

General Practice ◽

Medical Knowledge ◽

Postgraduate Education ◽

Education Development ◽

Communication Practice ◽

Medical Associations ◽

Multi Stage ◽

Complementary And Integrative Medicine ◽

Competency Based ◽

Gp Training

Abstract BackgroundComplementary and Integrative medical procedures (CIM) play an important role in general practice (GP). Consequently, in some countries (e.g. USA, Australia) specific curricula for the integration of CIM competencies in GP postgraduate education exist. Although Germany is one of the countries where CIM is strongly integrated in general practice, no such catalogue exists up to date. The aim of this study was to define a set of CIM competencies that are seen as relevant and feasible for postgraduate education in the German general practice setting.MethodsFirstly, a survey among GP trainees (n= 138) was performed in order to assess needs and attitudes towards CIM. Then, existing competency-based CIM curricula were identified in international literature, translated into German and compared with the needs assessment from the survey. Finally, in a multi-stage Delphi procedure, GP trainers, GP trainees and members of professional CIM associations (n= 131) evaluated a list of CIM competencies according to relevance and feasibility for general practice.ResultsWithin this multistage process a final catalogue of 16 competencies was defined, covering the following areas: Medical knowledge, patient care and communication, practice-based learning, professionalism and competencies based on the German health care system.ConclusionThe final catalogue of CIM competencies is intended to serve for GP training complementing the German competency-based curriculum for general practice. These competencies cover basic skills and are not intended to replace existing additional qualifications awarded by the medical associations in specific CIM methods, such as acupuncture or manual medicine. Therefore, a list of relevant competencies on CIM is available in order to serve as add-on for postgraduate education in general practice in Germany.

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