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Folly Beach Library
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Wando Mount Pleasant Library
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Hurd/St. Andrews Library
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Exploring how a patient encounter tracking and learning tool is used within general practice training: a qualitative study.
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- Author(s): Bentley, Michael; Taylor, Jennifer; Fielding, Alison; Davey, Andrew; Moad, Dominica; van Driel, Mieke; Magin, Parker; Klein, Linda
- Source:
Journal of Primary Health Care; Mar2024, Vol. 16 Issue 1, p41-52, 12p- Subject Terms:
AUDITING; SUPERVISION of employees; FAMILY medicine; RESEARCH funding; FOCUS groups; QUALITATIVE research; INTERVIEWING; REFLECTION (Philosophy); LEARNING; QUANTITATIVE research; JUDGMENT sampling; THEMATIC analysis; INFORMATION needs; SURVEYS; EMAIL; PATIENT-professional relations; COLLEGE teacher attitudes; ATTITUDES of medical personnel; COMMUNICATION; LEARNING strategies; REPORT writing; QUALITY assurance; DATA analysis software; MEDICAL referrals; MEDICAL practice - Source:
- Additional Information
- Subject Terms:
- Abstract: Introduction. In Australian general practitioner (GP) training, feedback and reflection on inpractice experience is central to developing GP registrars' (trainees') clinical competencies. Patient encounter tracking and learning tools (PETALs) that encompass an audit of consecutive patient consultations, feedback, and reflection are used to determine registrars' in-practice exposure and have been suggested as a tool for learning within a programmatic assessment framework. However, there is limited qualitative literature on the utility of PETALs in GP training. Aim. To provide greater understanding of how PETALs are used in GP training, using Registrars' Clinical Encounters in Training (ReCEnT) as a case study. Methods. Medical educators, supervisors, and registrars from two Australian regional GP training organisations participated in focus groups and interviews, designed to explore participants' perceptions of ReCEnT's utility. Data were analysed using reflexive thematic analysis. Results. Eight themes were identified that enhance our understanding of: how ReCEnT reports are used (reassuring registrars, facilitating self-reflection, identifying learning needs), what enables ReCEnT to reach its full potential (a culture of reflection, meaningful discussions with supervisors and medical educators, valuing objective data), and differences in understanding about ReCEnT's role in a programmatic assessment framework (as a tool for learning, as 'one piece of the puzzle'). Discussion. The findings were used to develop a Structure-Process-Outcomes model to demonstrate how ReCEnT is currently used and explores how it can be used for learning, rather than of learning, in a programmatic assessment framework for GP training. ReCEnT's longitudinal format has potential for enhancing learning throughout training. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Primary Health Care is the property of CSIRO Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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