Abstract

> ‘… Medical schools should recognise they have a responsibility to patients to educate and prepare half of all graduates for careers in general practice … Teaching and promotion of general practice as a career which is as professionally and intellectually rewarding as any other specialism. Those medical schools which do not teach primary care as a subject should be held to account by the General Medical Council.’1 > > ‘… It [ general practice ] is a really hard job. They GPs, have to be clinically, intellectually , and emotionally strong … to identify major clinical problems masquerading as minor ailments and it is utterly relentless. It requires a lot of intellectual flexibility and people have to be very tolerant individuals. It is one of the hardest jobs in medicine.’2 > > ‘… Health Education England is currently working with the Medical Schools Council, higher education institutions, the RCGP and the GPC to increase the profile of general practice in medical schools and in their curricula . A working group, chaired by Professor Valerie Wass OBE, will publish recommendations in Summer 2016 about recruitment and selection, finance and curriculum and the promotion of general practice as a specialty . ’3 (author’s italics) These statements underline why medical students should study general practice as a specialty or specialism, that is as a distinct subject, and that this needs to be done intellectually, a word appearing three times in these extracts. ‘Intellectual’ is defined by the Oxford Dictionary as ‘possessing a high level of understanding …’ implying understanding of general practice research. An intellectual approach is needed as current medical students have been highly selected on intellectual criteria. They want know the ‘hows and whys’ of medicine. If they hear theory and principles only from hospital specialists, they will be drawn only to hospital practice and 81% …

Highlights

  • Studying the discipline of general practice. These statements underline why medical students should study general practice as a specialty or specialism, that is as a distinct subject, and that this needs to be done intellectually, a word appearing three times in these extracts

  • The GP curriculum should be provided within the medical school curriculum to all students, including those seeking hospital careers, so that all future doctors understand the theory and principles of general practice

  • The GP curriculum should be taught within the medical school, not outsourced

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Summary

SPECIAL ARTICLE

Towards research-based learning outcomes for general practice in medical schools: Inaugural Barbara Starfield Memorial Lecture. Teaching and promotion of general practice as a career which is as professionally and intellectually rewarding as any other specialism Those medical schools which do not teach primary care as a subject should be held to account by the General Medical Council.’1 ‘. It [general practice] is a really hard job. They GPs, have to be clinically, intellectually, and emotionally strong . To identify major clinical problems masquerading as minor ailments and it is utterly relentless It requires a lot of intellectual flexibility and people have to be very tolerant individuals. Author Keywords: general practice, primary care, learning outcomes, curriculum, undergraduate, medical schools

Studying the discipline of general practice
Learning in medical schools
All students
Teaching a subject or university discipline
Teaching and assessment within the medical school
Facts about general practice
Human behaviour
Medical generalism
Continuity of care
Family care
Personal preventive care
Care in the community
Biographical approach
Narrative medicine
Practice management
Patient satisfaction
Reducing socioeconomic disadvantage
Reducing mortality
GP education
Career opportunities
Findings
Conclusion
Full Text
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