scholarly journals Medical students’ perceptions of a career in general practice

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X702773
Author(s):  
Kimberley Banner ◽  
Hugh Alberti ◽  
Jane Stewart
Keyword(s):  
General Practice ◽  
Longitudinal Study ◽  
Medical Students ◽  
Family Life ◽  
Personal Narratives ◽  
Career Intentions ◽  
Form Part ◽  
Training Programmes ◽  
The Uk ◽  
Gp Training

BackgroundRecruitment into general practice is falling and many training programmes in the UK have unfilled training posts. In 2016 NHS England pledged to increase the number of graduates entering GP training to 50%. However in 2017 only 15.3% of foundation year 2 doctors commenced general practice.AimThis work aims to understand medical students’ perceptions of a career in general practice, and how this may affect their career intentions.MethodAs part of a larger, longitudinal study at four UK universities. First and fourth year students were invited to a focus group to discuss their perceptions of a career in general practice. The recordings were transcribed and content analysis was performed.ResultsThe perceptions discussed could be broadly grouped into three categories. ‘The GP’ highlighted students’ ideas of the GP as someone who was dedicated, could create rapport, and wanted a family life. The ‘Job of the GP’ indicated students were positive about the continuity of care the job offered, but felt the work was isolating and paperwork heavy. Finally, external factors such as denigration and the ‘GP land’ concept also had an impact on students’ perceptions.ConclusionFurther work is needed to understand how these perceptions develop, how this may impact students career intentions, and how this research could be used to improve GP recruitment. This data will form part of a wider longitudinal study, the results of which will be analysed for themes and personal narratives of the students.

scholarly journals The influence of training experiences on career intentions of the future GP workforce: a qualitative study of new GPs in England

2019 ◽  
Vol 69 (685) ◽  
pp. e578-e585 ◽  
Author(s):  
Sharon Spooner ◽  
Louise Laverty ◽  
Kath Checkland
Keyword(s):  
Primary Care ◽  
General Practice ◽  
Qualitative Study ◽  
Focus Groups ◽  
Early Career ◽  
Situational Analysis ◽  
Career Intentions ◽  
Training Programmes ◽  
The Uk ◽  
Gp Training

BackgroundThe capacity of the UK GP workforce has not kept pace with increasing primary care workloads. Although many doctors successfully complete GP specialty training programmes, some do not progress to work in NHS general practice.AimThis article explores the training experiences and perceptions of newly qualified GPs to understand how their education, training, and early experiences of work influence their career plans.Design and settingA qualitative study of doctors in their final year of GP training (ST3) and within 5 years of completion of GP training (F5).MethodParticipants across England were recruited through training programmes, First5 groups, and publicity using social media and networks. Open narrative interviews were conducted with individuals and focus groups. Audiorecorded interviews were transcribed, and a thematic analysis was supported by NVivo and situational analysis mapping techniques.ResultsFifteen participants engaged in individual interviews and 10 focus groups were carried out with a total of 63 participants. Most doctors reported that training programmes had prepared them to deal confidently with most aspects of routine clinical GP work. However, they felt underprepared for the additional roles of running a practice and in their understanding of wider NHS organisational structures. Doctors wished to avoid unacceptably heavy workloads and voiced concerns about the longer-term sustainability of general practice.ConclusionStrategies to attract and retain enough GPs to support delivery of comprehensive primary care should consider how doctors’ early career experiences influence their career intentions. A coherent plan is needed to improve their preparation and increase confidence that they can achieve a professionally satisfying, effective, and sustainable career in NHS general practice.

scholarly journals Longitudinal study of infectious intestinal disease in the UK (IID2 study): incidence in the community and presenting to general practice

Gut ◽  
2011 ◽  
Vol 61 (1) ◽  
pp. 69-77 ◽  
Author(s):  
Clarence C Tam ◽  
Laura C Rodrigues ◽  
Laura Viviani ◽  
Julie P Dodds ◽  
Meirion R Evans ◽  
...  
Keyword(s):  
General Practice ◽  
Longitudinal Study ◽  
Intestinal Disease ◽  
Infectious Intestinal Disease ◽  
The Uk

scholarly journals Comparing international postgraduate training and healthcare context with the UK to streamline overseas GP recruitment: four case studies

BJGP Open ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. bjgpopen20X101034
Author(s):  
Emily Fletcher ◽  
John Campbell ◽  
Emma Pitchforth ◽  
Adrian Freeman ◽  
Leon Poltawski ◽  
...  
Keyword(s):  
South Africa ◽  
General Practice ◽  
New Zealand ◽  
Continuing Professional Development ◽  
General Medical Council ◽  
Rapid Review ◽  
Medical Council ◽  
European Economic Area ◽  
The Uk ◽  
Gp Training

BackgroundThere are ambitious overseas recruitment targets to alleviate current GP shortages in the UK. GP training in European Economic Area (EEA) countries is recognised by the General Medical Council (GMC) as equivalent UK training; non-EEA GPs must obtain a Certificate of Eligibility for General Practice Registration (CEGPR), demonstrating equivalence to UK-trained GPs. The CEGPR may be a barrier to recruiting GPs from non-EEA countries. It is important to facilitate the most streamlined route into UK general practice while maintaining registration standards and patient safety.AimTo apply a previously published mapping methodology to four non-EEA countries: South Africa, US, Canada, and New Zealand.Design & settingDesk-based research was undertaken. This was supplemented with stakeholder interviews.MethodThe method consisted of: (1) a rapid review of 13 non-EEA countries using a structured mapping framework, and publicly available website content and country-based informant interviews; (2) mapping of five ‘domains’ of comparison between four overseas countries and the UK (healthcare context, training pathway, curriculum, assessment, and continuing professional development (CPD) and revalidation). Mapping of the domains involved desk-based research. A red, amber, or green (RAG) rating was applied to indicate the degree of alignment with the UK.ResultsAll four countries were rated ‘green’. Areas of differences that should be considered by regulatory authorities when designing streamlined CEGPR processes for these countries include: healthcare context (South Africa and US), CPD and revalidation (US, Canada, and South Africa), and assessments (New Zealand).ConclusionMapping these four non-EEA countries to the UK provides evidence of utility of the systematic method for comparing GP training between countries, and may support the UK’s ambitions to recruit more GPs to alleviate UK GP workforce pressures.

scholarly journals Relationship between decile score of secondary school, the size of town of origin and career intentions of New Zealand medical students

2010 ◽  
Vol 2 (3) ◽  
pp. 183 ◽  
Author(s):  
Clinton Mitchell ◽  
Boaz Shulruf ◽  
Phillippa Poole
Keyword(s):  
General Practice ◽  
New Zealand ◽  
Medical Students ◽  
Rural Communities ◽  
Secondary School ◽  
Rural Students ◽  
Career Intentions ◽  
Wide Range ◽  
Close Relationship ◽  
Lower Decile

INTRODUCTION: New Zealand is facing a general practice workforce crisis, especially in rural communities. Medical school entrants from low decile schools or rural locations may be more likely to choose rural general practice as their career path. AIM: To determine whether a relationship exists between secondary school decile rating, the size of the town of origin of medical students and their subsequent medical career intentions. METHODS: University of Auckland medical students from 2006 to 2008 completed an entry questionnaire on a range of variables thought important in workforce determination. Analyses were performed on data from the 346 students who had attended a high school in New Zealand. RESULTS: There was a close relationship between size of town of origin and decile of secondary school. Most students expressed interests in a wide range of careers, with students from outside major cities making slightly fewer choices on average. DISCUSSION: There is no strong signal from these data that career speciality choices will be determined by decile of secondary school or size of town of origin. An increase in the proportion of rural students in medical programmes may increase the number of students from lower decile schools, without adding another affirmative action pathway. KEYWORDS: Education, medical; social class; career choice

scholarly journals Comparison of general practice residents’ attitudes and perceptions about training in two programmes in China: a mixed methods survey

2019 ◽  
Vol 7 (4) ◽  
pp. e000238 ◽  
Author(s):  
Siqing Lian ◽  
Yu Xia ◽  
Jinzhi Zhang ◽  
Xiaoning Han ◽  
Chunhua Chi ◽  
...  
Keyword(s):  
General Practice ◽  
Mixed Methods ◽  
Residency Training ◽  
Specialty Choice ◽  
Educational Innovations ◽  
Teaching Attitudes ◽  
Training Programmes ◽  
Residents Attitudes ◽  
Gp Training ◽  
Job Prospects

ObjectiveTo understand general practice (GP) residents’ attitudes about their residency training in China.DesignMixed methods survey administered cross-sectionally.SettingTwo GP training programmes similar in most regards according to current GP training policy of 5 years’ undergraduate degree in medicine and 3 years of postgraduate GP residency training—but differing as the Beijing programme has adopted educational innovations beyond the nationally prescribed standard curriculum used by the second Shenzhen programme.Participants105 (85%) of eligible GP trainees, 35 (90%) in the innovative Beijing programme and 70 (83%) in the standard training Shenzhen programme.ResultsOverall, residents felt discrimination because of specialty choice, and that they lacked competency as a general practitioner. Many residents commented faculty had negative teaching attitudes. Beijing residents were more satisfied than Shenzhen residents with their training (p=0.001), and felt teaching faculty had sufficient knowledge (p<0.001), and appropriate attitudes towards teaching (p=0.004). Beijing residents more strongly agreed on five items about good future job prospects (all p<0.05).ConclusionThese Chinese GP residents identify areas for improvement in their training as well as strengths. Higher satisfaction with faculty teaching and job optimism in Beijing where GP residents receive training from specifically qualified faculty, and can earn special certification, suggest that the educational innovations enhance training and promote positivity about job prospects. These findings imply that GP residents in China face many training challenges that are similar to other international reports, while also implicating benefits of using an innovative curricular approach.

If GPs who teach medical students were assisted to be good role models might this influence the medical career the students choose?

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711281
Author(s):  
Jonathan White
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Student Teaching ◽  
Role Models ◽  
Role Model ◽  
Clinical Skills ◽  
Workforce Planning ◽  
Medical Schools ◽  
Positive Role ◽  
The Uk

BackgroundMost patients are cared for in the community by GPs, and workforce planning for the UK NHS suggests that 50% of medical school graduates need to train as GPs. While there is pressure on medical schools to provide more student teaching in general practice, general practice must be prepared for this increase in workload and teachers should have appropriate training.AimThis study examined the influence that teachers as role models can have on the development and career choices of medical students and whether GPs who teach medical students might benefit from assistance in developing positive attributes.MethodA literature search was carried out. Relevant papers were those that examined the influence of a doctor as teacher role model for medical students, both in assisting in professional development and clinical skills, and in influencing career choice.ResultsThe review identified eleven papers. There was evidence of association between a student having an influential role model as teacher and choosing specialty training in that area, although evidence of a causative connection is less convincing. A recurring theme is the recommendation that teachers should be aware of the influence they can have as role models, both positive and negative.ConclusionAs medical student teaching moves into general practice GPs who teach will need to be helped to understand and develop positive role model attributes, to promote general practice as an attractive career to the students. Further research needs to identify the extent of assistance required and whether medical schools are prepared for this extra responsibility.

scholarly journals Denigration of GP as a career choice: The students’ perspective

BJGP Open ◽  
2020 ◽  
pp. bjgpopen20X101132
Author(s):  
Emmet Carlin ◽  
Hugh Alberti ◽  
Kristen Davies
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Career Choice ◽  
Medical Profession ◽  
Personal Characteristics ◽  
Structured Interview ◽  
Contributing Factors ◽  
Negative Comments ◽  
The Individual ◽  
The Uk

Background: General practice in the UK and other parts of the world is facing a recruitment crisis with insufficient numbers of medical students selecting it as a career choice. Denigration of general practice has been postulated as one of the contributing factors. Aim: Our aim was to explore comments about GP as a career made by clinical teachers from the medical student’s perspective in order to further our understanding of the current difficulties of recruiting into general practice. Design and setting: This was a qualitative, explorative study of three focus groups of medical students from two medical schools in northern England. Method: A semi structured interview format was utilised. Results were analysed using thematic analysis. Results: Students reported hearing both positive and negative comments about GP as a career choice; they perceive the comments to potentially influence student career choice. Three underlying themes emerged: the individual (personal characteristics of students affecting the influence that comments have on them), the curriculum (presence and content of general practice teaching) and culture (in the medical school and profession). These were used to postulate a model which may explain how negative comments shape a students’ perception of GP. Conclusion: Denigration of GP is an ongoing problem within the medical profession and strategies to address it must be developed or recruitment to the specialty will continue to decline. This study suggests a model which can help to understand the complex relationship between factors which result in negative comments being taken on board by medical students.

scholarly journals Is training policy for general practitioners in China charting the right path forward? a mixed methods analysis

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e038173
Author(s):  
Jianwei Shi ◽  
Qingfeng Du ◽  
Xin Gong ◽  
Chunhua Chi ◽  
Jiaoling Huang ◽  
...  
Keyword(s):  
General Practice ◽  
Quantitative Analysis ◽  
Qualitative Analysis ◽  
General Practitioners ◽  
Secondary Outcome ◽  
Chinese Government ◽  
Community Healthcare ◽  
Outpatient Visits ◽  
Training Programmes ◽  
Gp Training

ObjectivesSince 2010, the Chinese government has gradually increased its investment in the training of general practitioners (GPs) to support their role as ‘gatekeepers’ in the healthcare system. However, this training is still organised from the perspective of specialist care. We aimed to assess the appropriateness of the principal GP admission training programme curricula in China, including Residents Training for GPs (RTGP), Residents Training for Assistant GPs (RTAGP) and Training for Specialists with General Practice interest (TSGP).SettingThe study focussed on GP training programmes in Shanghai, China.ParticipantsData on disease competences developed in three GP clinical training programmes (RTGP, RTAGP and TSGP) were derived from official programme training manuals. Data on the proportion of outpatient visits for each disease were taken from the Shanghai community healthcare centres grassroots outpatient database.Primary and secondary outcome measuresWe first conducted a quantitative analysis by comparing the structure of current training curricula with actual outpatient utilisation patterns across all community healthcare institutions in Shanghai from 2014 to 2018. Qualitative analysis was then conducted to evaluate GP training programmes based on Donabedian’s model.ResultsQuantitative analysis showed that the distribution of diseases for which competences were taught did not match the composition of outpatient visits in community healthcare institutions. Concerns identified through qualitative analysis included teachers who were mostly specialists, lack of equipment for differential diagnosis in community healthcare institutions, insufficient teaching of referral standards and GP training in large hospitals that consistently neglected communication skills.ConclusionsThe establishment and implementation of admission training programmes for GPs in China lacks a focus on general practice training and may be improved by adopting an evidence-based general perspective aligned with the medical needs of the community.

scholarly journals Exposure of undergraduates to authentic GP teaching and subsequent entry to GP training: a quantitative study of UK medical schools

2017 ◽  
Vol 67 (657) ◽  
pp. e248-e252 ◽  
Author(s):  
Hugh Alberti ◽  
Hannah L Randles ◽  
Alex Harding ◽  
Robert K McKinley
Keyword(s):  
General Practice ◽  
Medical School ◽  
Quantitative Study ◽  
Medical Schools ◽  
Training Programme ◽  
Foundation Programme ◽  
Practice Teaching ◽  
The Uk ◽  
General Practice Training ◽  
Gp Training

BackgroundIt has been suggested that the quantity of exposure to general practice teaching at medical school is associated with future choice of a career as a GP.Aim To examine the relationship between general practice exposure at medical school and the percentage of each school’s graduates appointed to a general practice training programme after foundation training (postgraduate years 1 and 2).Design and setting A quantitative study of 29 UK medical schools.MethodThe UK Foundation Programme Office (UKFPO) destination surveys of 2014 and 2015 were used to determine the percentage of graduates of each UK medical school who were appointed to a GP training programme after foundation year 2. The Spearman rank correlation was used to examine the correlation between these data and the number of sessions spent in placements in general practice at each medical school.ResultsA statistically significant association was demonstrated between the quantity of authentic general practice teaching at each medical school and the percentage of its graduates who entered GP training after foundation programme year 2 in both 2014 (correlation coefficient [r] 0.41, P = 0.027) and 2015 (r 0.3, P = 0.044). Authentic general practice teaching here is described as teaching in a practice with patient contact, in contrast to non-clinical sessions such as group tutorials in the medical school.DiscussionThe authors have demonstrated, for the first time in the UK, an association between the quantity of clinical GP teaching at medical school and entry to general practice training. This study suggests that an increased use of, and investment in, undergraduate general practice placements would help to ensure that the UK meets its target of 50% of medical graduates entering general practice.

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