The value of marginality in a medical school: general practice and curriculum change

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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Curriculum change and acknowledging the ‘fear factors’ in medical school

Education for Primary Care ◽

10.1080/14739879.2016.1180267 ◽

2016 ◽

Vol 27 (6) ◽

pp. 501-502

Author(s):

Jayne Garner ◽

John R. Jenkins ◽

Paula Byrne

Keyword(s):

Medical School ◽

Curriculum Change

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Real Workload-Situated Training in COVID-19 Prevention of General Practice Residents in China: A Situated Cognition Study

Frontiers in Public Health ◽

10.3389/fpubh.2021.765402 ◽

2021 ◽

Vol 9 ◽

Author(s):

Rao Xin ◽

Luo Li ◽

Su Qiaoli ◽

Wang Xingyue

Keyword(s):

Public Health ◽

General Practice ◽

Medical School ◽

Cognitive Load ◽

Prevention And Control ◽

Situated Cognition ◽

Health Training ◽

Public Health Training ◽

And Control ◽

And Training

Objective: The participation of general practice (GP) residents in COVID-19 prevention and control tasks touched workload participation in public health and disease prevention and control and was also a rare, valuable training experience for the residents and research material for medical education. This experience contributed to the understanding of three key points: First, was the content of the COVID-19 prevention task suited to them, or did it overload them in the present? Second, their competence in the COVID-19 prevention task reflected whether the early medical school training was sufficient or not. Third, what can be drawn from this study to promote public health training in the future? This study aimed to explore these issues by conducting a real epidemic situated training (REST) program.Methods: A situated cognition study was designed that included situational context design, legitimate peripheral participation, and the construction of a community of practice. The Task Cognitive Load Scale (NASA-TLX Scale) and self-developed questionnaires were adopted to conduct a questionnaire survey of resident doctors in a GP training program from West China Hospital of Sichuan University, and 183 questionnaires were collected. SPSS 23.0 statistical software was used for the statistical analysis of data.Results: The NASA scale showed that the intensity of field epidemic prevention and control (training) was tolerable. In particular, there was statistical difference in the cognitive load intensity of training before and after the epidemic occurred at different time points (P < 0.05). This shows that they were early trained and well-prepared before sudden outbreak of the COVID-19. Before the outbreak of the epidemic, the public health knowledge and training received came from undergraduate education (83.16%), early residents program training (69.47%), online self-study (49.16%), and continuing education (20.53%).Conclusion: Former medical school education and training at the regulatory training stage have a good effect and enable residents to master the skills required for epidemic prevention and control and to physically and mentally prepare for the task. After this stage, epidemic prevention and control training in real situations will make important contributions to the self-assessment and performance improvement of public health training.

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PEDIATRICS IN GENERAL PRACTICE

PEDIATRICS ◽

10.1542/peds.23.2.369 ◽

1959 ◽

Vol 23 (2) ◽

pp. 369-370

Keyword(s):

United States ◽

General Practice ◽

Medical School ◽

General Practitioners ◽

Great Majority ◽

The United States ◽

The State ◽

Pediatric Care ◽

The Subject

A STUDY of the general practitioners' opinions about that portion of their practice devoted to pediatrics is the subject of a recent report. In view of the fact that the great majority of pediatric care in the United States is provided by general practitioners, this report is of interest to pediatricians as well as general practitioners. In this study, approximately 125 general practitioners living in the state of Washington were interviewed. All of them had graduated from medical school after 1950. The data obtained showed that the proportion of general practice devoted to pediatrics in 1957 was virtually identical to that reported in the survey made by the Academy of Pediatrics in 1948. In 1948, one-third of the general practitioners' patients were children; the figure obtained in 1957 was 34%.

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Shaping the future medical workforce: take care with selection tools

Journal of Primary Health Care ◽

10.1071/hc13269 ◽

2013 ◽

Vol 5 (4) ◽

pp. 269 ◽

Cited By ~ 8

Author(s):

Phillippa Poole ◽

Boaz Shulruf

Keyword(s):

General Practice ◽

Medical School ◽

Grade Point Average ◽

Grade Point ◽

Medical School Selection ◽

Strong Interest ◽

Practice Methods ◽

The University ◽

School Selection ◽

Selection Tools

INTRODUCTION: Medical school selection is a first step in developing a general practice workforce. AIM: To determine the relationship between medical school selection scores and intention to pursue a career in general practice. METHODS: A longitudinal cohort study of students selected in 2006 and 2007 for The University of Auckland medical programme, who completed an exit survey on career intentions. Students are ranked for selection into year 2 of a six-year programme by combining grade point average from prior university achievement (60%), interview (25%) and Undergraduate Medicine and Health Sciences Admission Test (UMAT) scores (15%). The main outcome measure was level of interest in general practice at exit. Logistic regression assessed whether any demographic variables or admission scores predicted a strong interest in general practice. RESULTS: None of interview scores, grade point average, age, gender, or entry pathway predicted a strong interest in general practice. Only UMAT scores differentiated between those with a strong interest versus those with some or no interest, but in an inverse fashion. The best predictor of a strong interest in general practice was a low UMAT score of between 45 and 55 on all three UMAT sections (OR 3.37, p=0.020). Yet, the academic scores at entry of students with these UMAT scores were not lower than those of their classmates. DISCUSSION: Setting inappropriately high cut-points for medical school selection may exclude applicants with a propensity for general practice. These findings support the use of a wider lens through which to view medical school selection tools. KEYWORDS: Cognitive tests; general practice; health workforce; medical student career choice; selection; UMAT

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Ten books

The British Journal of Psychiatry ◽

10.1192/bjp.bp.107.035832 ◽

2007 ◽

Vol 191 (3) ◽

pp. 268-270

Author(s):

Michael King

Keyword(s):

General Practice ◽

Medical Students ◽

Medical School ◽

Vocational Training ◽

Junior Doctor ◽

Psychiatric Training

Choosing ten books that have most influenced my practice is an odd challenge. I wasn't one of those medical students who wanted to do psychiatry since he was 12, or read most of Freud or Jung. In fact throughout medical school, and for several years as a junior doctor, I thought psychiatry and psychiatrists were pretty weird. It was only in my general practice vocational training year that I realised how much of medicine concerned the psychological and began my psychiatric training. This influence came not through books that I read but through the patients whom I saw.

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