Education for Primary Care基层医疗教育
Education for Primary Care(英文缩写 EDUC PRIM CARE),ISSN 1473-9879,eISSN 1475-990X,中文译名:基层医疗教育 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 未收录 | N/A |
| 2022 | 1.300 | N/A |
| 2023 | 1.500 | Q3 |
| 2024 | 1.100 | Q4 |
| 2025 | 1.200 | Q4 |
Education for Primary Care 最新收录文献
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1. The GP Survival Kit: an educational tool to support trainees during the transition from hospital to community-based training.
PMID:期刊:日期:2026-09-17The transition from hospital-based training to community general practice is a challenging period for GP trainees, characterised by clinical uncertainty, increased responsibility, and a high emotional and cognitive load. There is limited literature describing practical educational tools designed specifically to support trainees during this transition. This paper describes the development, educational rationale, pilot implementation and potential applications of the GP Survival Kit. The GP survival kit is a box containing 13 everyday items, each symbolising a core concept relevant to safe and effective general practice, including safety-netting, help-seeking, self-care, diagnostic pause and boundary setting. The kit is accompanied by a facilitator guide with structured prompts to support reflective discussion. Grounded in experiential learning theory, the kit uses metaphor and tactile objects to make tacit aspects of general practice more explicit and teachable. The kit was designed for use either one-on-one between trainer and trainee, or in facilitated small-group sessions. Trainees select items from the box and discuss their meaning and relevance in a conversational and learner-centred format. The intention is to promote reflection and psychological safety. The kit was introduced during a GP trainer professional development programme across six sites in Victoria, Australia. Trainers reported high perceived usefulness and strong intention to use the resource in orientation and supervision. In conclusion, the GP Survival Kit is a practical, low-resource educational tool that may support trainee preparedness, reflective practice and psychological wellbeing during transition to community-based training.
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2. Clinitalk: evaluation of a web-based feedback platform supporting consultation skill development in UK GP training.
PMID:期刊:日期:2026-09-16Consultation skills are central to general practice and the MRCGP Simulated Consultation Assessment (SCA). Clinitalk is a digital platform enabling GP trainees to record and reflect on consultations, supported by AI-generated feedback to facilitate deliberate practice. To evaluate Clinitalk using Kirkpatrick's four-level model of training evaluation, focusing on user satisfaction, learning outcomes, behavioural change, and alignment with professional standards. This descriptive evaluation analysed anonymised data from over 13,000 Clinitalk recordings from GP trainees across the UK. Quantitative metrics included clinician talk time, open-to-closed question ratio, timing of management initiation, and consulting behaviour ratings. Qualitative feedback from trainees, trainers, and RCGP examiners was analysed using inductive thematic analysis. User surveys assessed helpfulness and SCA preparedness. At Kirkpatrick Level 1 (Reaction), surveys ( = 124) reported mean helpfulness of 9.3/10, with all users feeling better prepared for the SCA. At Level 2 (Learning), qualitative analysis identified increased self-awareness, enhanced patient-centredness, and improved understanding of consultation structure. At Level 3 (Behaviour), average clinician talk time reduced by 18% over 20 months, management was initiated 1.1 minutes earlier, and higher open-to-closed question ratios correlated with lower talk time and improved tailored management ratings. RCGP examiner review showed 96.4% agreement with Clinitalk's ratings. Clinitalk is associated with positive outcomes across the first three Kirkpatrick levels. Digital feedback tools may enhance reflective practice, promote patient-centred care, and support equitable GP training in resource-constrained settings.
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3. Critical reflection through dialogue: an alternative to in-service training to shift perceptions of patient worthiness in South Africa.
PMID:期刊:日期:2026-09-09Socially marginalised people in South Africa are at risk of being deemed unworthy of care in the Primary Health Care facility. Traditional in-service learning strategies to address unequal treatment have failed to shift negative perceptions that result in determinations of (un)worthiness. Despite evidence that learning often occurs tacitly through informal conversations, formal in-service training persists. This study sought to address a gap in the literature regarding learning strategies to minimise the practice of triaging socially marginalised patients based on perceived worthiness. In this critical participatory action research study, a purposeful sample of nurses and cross-border migrants - a socially marginalised population in South Africa - engaged in participant-led dialogue and critical reflection for one year. Critical reflection on problematic assumptions and beliefs holds promise as a strategy to deter worthiness determinations that perpetuate inequality. This critical dialogical process provides a template for a learning strategy that may prove more effective than the traditional in-service training approach.
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4. Training for social prescribing link workers: a scoping review.
PMID:期刊:日期:2026-09-03Social prescribing involves connecting people to community-based resources to address non-medical determinants of health. Central to its delivery are link workers; their effectiveness depends, in part, on the availability and quality of training. Despite rapid expansion of the link worker role on an international scale, training provision for this workforce remains fragmented and poorly mapped. To identify and describe training programmes for link workers reported in the published and grey literature. We followed the Joanna Briggs Institute methodology on scoping reviews. Six electronic databases were searched alongside targeted grey literature searching. Sources were included if they described or evaluated training specifically for link workers (or equivalent roles). Data were extracted on training characteristics, content, delivery, duration, assessment methods and costs and synthesised narratively. Sixty-four sources describing 39 training programmes were included. Most were delivered in the United Kingdom, with others identified in Canada, the United States of America, Singapore, Portugal, Ireland and Australia. Training varied widely in duration (2.5- 329 hours), delivery mode (predominantly online or blended), cost and stated objectives. Common content areas included communication skills, personalised care, understanding social prescribing systems, working with community resources/groups/organisations and managing personal boundaries and resilience. Training for link workers is inconsistently described, reflecting variation in role expectations and workforce backgrounds. While many core competencies were addressed across reviewed programmes, comprehensive and inclusive training offers remain limited. Future research should examine training effectiveness, learner experiences and the development of targeted content for marginalised populations.
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5. Challenges, motivators and differential attainment: a qualitative study of the experiences of GP Educational Supervisors.
PMID:期刊:日期:2026-08-26General practice (GP) Educational Supervisors (ESs) play a vital role in supporting resident doctors (RDs) to achieve success on their training journey, but previous surveys have shown them to be at high risk of burnout. This study explored the motivational factors and current challenges experienced by GP ESs across one UK Deanery. Questionnaires were used to collect data from practising ESs. The free-text data was analysed thematically. Completed questionnaires were returned by 82 GP ESs. Thirty-seven respondents (45%) had considered stopping training at some point with the largest proportions among mid-career ESs (in the role between 6-14 years) and ESs who had supervised at least five international medical graduate (IMG) GP RDs. Managing workload, effects on wellbeing, and practice issues (including insufficient remuneration), posed challenges impacting ESs in their role, along with professionalism concerns and the complex needs of some RDs (especially IMGs). Positive motivating experiences including good relationships with the RDs, personal development, and fulfilment, were described by all participants. The increasing workload in general practice along with more complex supervisory needs of resident doctors, particularly international medical graduates, can place added pressure on ESs, affecting wellbeing. The Government's intention is to substantially increase the number of GP training places by 2031. GP Educational Supervisors are integral to the success of any planned expansion and their retention at all stages of their careers is vital. Understanding and addressing their concerns, needs and motivators will be important in recruiting and retaining this important workforce.
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6. AI patients, real practice: exploring the use of AI-simulated patients to support primary healthcare training for combat medical technicians.
PMID:期刊:日期:2026-08-21Combat Medical Technicians (CMTs) are central to military primary care but have limited opportunity for clinical exposure. Simulated patients offer a controlled method to maintain clinical currency. Advances in conversational artificial intelligence (AI) enable realistic and interactive simulated consultations. We present our evaluation of the feasibility, acceptability and educational impact of AI-simulated patients for CMT training. Five military primary care simulated patients were developed and hosted on the SimFlow.ai platform and delivered during a development course. Participants completed pre- and post-simulation surveys assessing confidence across 12 clinical domains alongside perceptions of realism, usability and educational value. Quantitative analysis used Wilcoxon signed-rank tests and Spearman rank correlations. Twenty CMTs completed both simulations and surveys. Statistically significant improvements were observed in 10 of 12 clinical domains, including core consultation skills such as comprehensive history taking, identifying key symptoms, adapting questioning and formulating a management plan, and differential diagnoses (all < 0.002). Evaluation of the simulations demonstrated positive perceptions of medical accuracy, patient narratives and overall educational value. Technical performance received mixed feedback, with response lags identified as the primary barrier. No associations were found between outcomes and CMT demographics which suggests equitable benefit across the cohort. AI-simulated patients are feasible to implement and are associated with meaningful improvements in consultation confidence among CMTs. Despite technical constraints, AI-simulated patients represent a scalable, standardised adjunct to support clinical currency across the CMT workforce. Further research should evaluate objective competence outcomes and explore broader uses of this technology.
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7. Beyond the deficit frame: rethinking communication and adaptation in the integration of international medical graduates.
PMID:期刊:日期:2026-08-13该文献暂无摘要。
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8. Demonstrating the therapeutic value of physical examination and the art of reassurance to undergraduate medical students.
PMID:期刊:日期:2026-08-12The therapeutic value of history and physical examination has long been recognised but little evidence exists to support its teaching in the undergraduate context. This article describes demonstrating therapeutic examination to year four students at Brighton and Sussex Medical School. A student volunteer is invited to be the patient. The presentation is clearly marked as a 'middling case' of sore throat, i.e. one where the condition is painful but not dangerous. In this example I explain that the patient has a Centor score of 2-3 and that my examination seeks to be therapeutic to the patient and the GP. The demonstration highlights the importance of practical preparation (one's clinical equipment laid out), physical touch (e.g. starting with the hands/pulse as non-threatening), some 'technology' (e.g. pulse oximeter), demonstrating thoroughness and using reassuring language during the examination. Students are reminded that therapeutic examination may elicit important clinical signs, e.g. atrial fibrillation or hypertension. The session consistently receives positive quantitative and qualitative feedback. The latter reveals that some students would prefer teaching focused on specific diagnoses (rather than their absence). Here I present my own model of the 'craft' of general practice called TPAP: Trust built upon implementing the Process (history, examination, basic tests, incremental management etc), Art (thinking strategically) and Practice ('knowing one's tools') of medicine. Finally, this article considers the important notion of 'conserving clinical energy' and makes the claim that effort expended upon the physical examination reaps benefits later in the consultation and in forging long term therapeutic relationships.
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9. Student and teacher views of using GenAI in GP undergraduate medical education: 'to complement not replace'.
PMID:期刊:日期:2026-08-11The use of Generative Artificial intelligence (GenAI) in both health care and medical education has generated great excitement and a plethora of research. However, little work has been done in the area of undergraduate general practice education. We aimed therefore to explore the experiences and views of students and teachers of GenAI use in medical education. This was a multi-method UK study involving a national survey of GP heads of teaching, focus groups of medical students and interviews with GP teachers and heads of GP teaching. Interviews and focus groups were transcribed verbatim and thematically analysed. Only 5 of 19 GP heads of teaching (40% response rate) who responded report formal use of GenAI, with 11 of 19 reporting informal use within their institutions. Three overarching themes were constructed from the qualitative results. Firstly, positivity towards GenAI use: teachers and students demonstrated enthusiasm for generative AI, with improved efficiency and time-saving consistently identified as the most significant benefits across both groups. Secondly, concerns about GenAI use: these included inaccuracies, de-skilling, data protection and the environmental impact. Thirdly, a shared view that AI should complement rather than replace human expertise. Our study has revealed consensus between GP teachers and students acknowledging AI's unavoidable role in the future of medical education and healthcare, alongside a variety of challenges. A number of current uses are presented specific to the undergraduate GP education context. The underlying consensus emphasised complementing rather than replacing the doctor's role when implementing AI into practice.
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10. Reimagining grand rounds for general practice: developing and delivering a student-co-produced primary care seminar series.
PMID:期刊:日期:2026-08-11Primary care remains under-represented in undergraduate curricula, and academic general practice has limited visibility. Traditional educational forums such as 'Grand Rounds' rarely focus on general practice, reducing opportunities for students to explore the breadth, intellectual challenge, and diversity of contemporary GP careers. We developed an online primary care seminar series explicitly modelled on the 'Grand Round' format, but updated for a temporally and geographically flexible, learner-centred audience. Crucially, the series was co-produced with students and featured GPs and academic GPs presenting narrative-based accounts of innovative and evolving areas of primary care. Sessions were delivered live and made available asynchronously. Survey and focus group feedback indicated that participants valued exposure to unfamiliar aspects of primary care, speakers' personal career narratives, and insight into portfolio and academic careers. The online format supported accessibility and broad participation, although some participants expressed a desire for greater interactivity. Future iterations will refine opportunities for interaction, broaden topic coverage, and continue evaluation. Longer-term impacts on career decisions were not measured and represent a gap for future work.