Medical Education For General Practitioners Research Articles

Perceived barriers to full participation by general practitioners in the child protection process: preliminary conclusions from focus group discussions in West Midlands, UK

Focus group discussions were undertaken amongst five primary health care teams in the West Midlands in order to explore and define issues relevant to the participation by general practitioners in the child protection process. It was found that general practitioners were uncertain of what was precisely required of them in this respect and that child protection work was a source of significant anxiety for them. It would appear that in many instances, the lead role for child protection work within the team was delegated by default to health visitors who frequently represented the views of general practitioners at child protection case conferences. General practitioners acknowledged their unmet training needs in child protection and expressed a preference for practice based, multidisciplinary, clinically-orintated seminars. It is recommended that the role of general practitioners in this area is more accurately defined and that fresh approaches to their training are initiated. Commitment on the part of general practitioners to the guiding principles of the child protection process is essential to ensure the protection of children from abuse. The importance of child protection as an essential issue for primary care must be recognised by all those who have a responsibility for the training and continual medical education of general practitioners.

Portfolio-based learning: continuing medical education for general practitioners--a mid-point evaluation.

In October 1994 a project was initiated by the General Practice Continuing Medical Education Tutors in the Department of General Practice at Sheffield University. The project sought to evaluate the efficiency (effort expended) and effectiveness (distance travelled) of a model of continuing professional development for general practitioners through individual portfolio-based learning in co-mentoring groups. Learning demonstrated through the portfolio was accredited for the postgraduate education allowance of participants. This paper addresses the process of portfolio development at the mid-point of a year-long trial to ascertain the strengths, weaknesses and possible future development of such a process within the context of continuing medical education.

Learning Strategies of Continuing Medical Education for General Practitioners

Learning Strategies of Continuing Medical Education for General Practitioners

Continuing medical education for general practitioners in North Devon

The establishment of a continuing medical education system for established Principals in a semi-rural area is described. The essential requirement is a 'link man' in each general practice in the area. Clinical tutors, course organisers and regional advisers are all actively involved to produce a regional educational policy.

The consultant's role in continuing medical education of general practitioners: the case of rheumatology.

Consultant rheumatologists were surveyed by questionnaire about their contribution to the continuing education of general practitioners, and 84% (203/243) replied. Altogether 157 respondents had participated in some form of teaching, 147 in collective teaching sessions such as lectures and 99 in the teaching of small groups. Arthritis comprised 44% of the rheumatological topics taught; there was a noticeable lack of teaching on problems commonly encountered in general practice, such as soft tissue rheumatism and injury and back pain, and on clinical skills including examination and injection of joints. Eighty eight respondents made comments and suggestions. The favoured educational strategies were small group teaching, apprenticeship schemes, and interchange between general practitioners and consultants about shared cases. This contrasts with what was typically done--namely, formal lectures on rheumatoid arthritis in postgraduate medical centres. These findings raise questions about the continuing education of consultants themselves as well as about the consultants' role in teaching others.

Participation in continuing medical education of general practitioners in New Zealand.

Continuing professional education has become increasingly recognized as an essential element of a professional's working life. Because participation in continuing education is usually on a voluntary basis, it is essential that organizers of continuing education understand the patterns of participation among their prospective clientele. Such an understanding can help identify areas of deficiency in program provisions as well as indicate possible ways of rectifying them. The study reported here surveyed approximately one-third of all general practitioners in New Zealand on their present participation in continuing medical education (CME), their attitudes toward continuing learning, and their specific preferences for future CME programs. Although overall rates of CME participation are very high, there are nonetheless significant variations in the amount of continuing education that general practitioners undertake. The rate of CME participation appears to be linked with the general practitioner's degree of involvement in a wide range of professional activities, and those general practitioners who are only minimally involved have lower rates of CME participation.

Patient-management problems as a learning tool for the continuing medical education of general practitioners.

The value of Patient-Management Problems (PMPs as a learning tool for continuing medical education was studied by using two frequently seen cardiovascular problems (angina and high blood pressure) and a province-wide sample of full-time general practitioners. The results indicate that PMPs can be a motivating and effective means of CME for the general practitioner; that knowledge was gained through the successive resolution of three pmps; that corrective feedback enhanced learning; and, that most of the knowledge gained on the paper cases was transferred to practice as reported by the participants on a questionnaire. Furthermore, while cueing may be a confounding factor when PMPs are used for evaluation purposes, it was shown to facilitate learning in the present learning context.

By the London post. Continuing medical education for general practitioners.

FOR many years it has been accepted that the practicing physician can maintain his competence only by regular updating. The reading of medical journals, attendance at scientific meetings, and parti...

Postgraduate Medical Education for General Practitioners

Postgraduate Medical Education for General Practitioners

Editorial: Continuing medical education for general practitioners.

Medical Journal of AustraliaVolume 1, Issue 2 p. 33-34 Leading Article CONTINUING MEDICAL EDUCATION FOR GENERAL PRACTITIONERS First published: 01 January 1973 https://doi.org/10.5694/j.1326-5377.1973.tb119598.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume1, Issue2January 1973Pages 33-34 RelatedInformation