Revealing the reality of undergraduate GP teaching in UK medical curricula: a cross-sectional questionnaire study.
cost
general practice
medical students
primary health care
teaching
workforce
Journal
The British journal of general practice : the journal of the Royal College of General Practitioners
ISSN: 1478-5242
Titre abrégé: Br J Gen Pract
Pays: England
ID NLM: 9005323
Informations de publication
Date de publication:
09 2020
09 2020
Historique:
received:
25
11
2019
accepted:
16
02
2020
pubmed:
14
8
2020
medline:
25
6
2021
entrez:
14
8
2020
Statut:
epublish
Résumé
Time in general practice offers medical students opportunities to learn a breadth of clinical knowledge and skills relevant to their future clinical practice. Undergraduate experiences shape career decisions and current recommendations are that 25% of undergraduate curriculum time should be focused on general practice. However, previous work demonstrated that GP teaching had plateaued or reduced in UK medical schools. Therefore, an up-to-date description of undergraduate GP teaching is timely. To describe the current picture of UK undergraduate GP teaching, including the amount of time and resources allocated to GP teaching. A cross-sectional questionnaire study across 36 UK medical schools. The questionnaire was designed based on a previous survey performed in 2011-2013, with additional questions on human and financial support allocated to GP teaching. The questionnaire was piloted and revised prior to distribution to leads of undergraduate GP teaching in UK medical schools. The questionnaire response rate was 100%. GP teaching constituted an average of 9.2% of medical curricula; this was lower than previous figures, though the actual number of GP sessions has remained static. The majority ( Undergraduate GP teaching provision has plateaued since 2000 and falls short of national recommendations. Chronic underinvestment in GP teaching persists at a time when teaching is expected to increase. Both aspects need to be addressed to facilitate high-quality undergraduate GP teaching and promotion of the expert medical generalist role.
Sections du résumé
BACKGROUND
Time in general practice offers medical students opportunities to learn a breadth of clinical knowledge and skills relevant to their future clinical practice. Undergraduate experiences shape career decisions and current recommendations are that 25% of undergraduate curriculum time should be focused on general practice. However, previous work demonstrated that GP teaching had plateaued or reduced in UK medical schools. Therefore, an up-to-date description of undergraduate GP teaching is timely.
AIM
To describe the current picture of UK undergraduate GP teaching, including the amount of time and resources allocated to GP teaching.
DESIGN AND SETTING
A cross-sectional questionnaire study across 36 UK medical schools.
METHOD
The questionnaire was designed based on a previous survey performed in 2011-2013, with additional questions on human and financial support allocated to GP teaching. The questionnaire was piloted and revised prior to distribution to leads of undergraduate GP teaching in UK medical schools.
RESULTS
The questionnaire response rate was 100%. GP teaching constituted an average of 9.2% of medical curricula; this was lower than previous figures, though the actual number of GP sessions has remained static. The majority (
CONCLUSION
Undergraduate GP teaching provision has plateaued since 2000 and falls short of national recommendations. Chronic underinvestment in GP teaching persists at a time when teaching is expected to increase. Both aspects need to be addressed to facilitate high-quality undergraduate GP teaching and promotion of the expert medical generalist role.
Identifiants
pubmed: 32784219
pii: bjgp20X712325
doi: 10.3399/bjgp20X712325
pmc: PMC7425203
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e644-e650Commentaires et corrections
Type : CommentIn
Type : CommentIn
Informations de copyright
© British Journal of General Practice 2020.
Références
Educ Prim Care. 2018 Mar;29(2):64-67
pubmed: 29366376
Educ Prim Care. 2019 Nov;30(6):342-346
pubmed: 31496435
Br J Gen Pract. 2019 Dec 26;70(690):e71-e77
pubmed: 31636129
Educ Prim Care. 2015 Jul;26(4):215-9
pubmed: 26253055
BMJ. 2002 Oct 12;325(7368):786-7
pubmed: 12376424
Br J Gen Pract. 2019 Jan;69(678):12-13
pubmed: 30591597
Br Med J (Clin Res Ed). 1986 Jun 14;292(6535):1567-71
pubmed: 3087521
BMJ. 2017 Jan 24;356:j417
pubmed: 28119321
Br J Gen Pract. 2017 Apr;67(657):e248-e252
pubmed: 28246097
Br J Gen Pract. 2016 Jun;66(647):292-3
pubmed: 27162207
Med Teach. 2015 Jul;37(7):611-630
pubmed: 25945945
BMC Med Educ. 2013 Dec 01;13:157
pubmed: 24289459
BMJ. 2013 Nov 04;347:f6559
pubmed: 24188903
Br J Gen Pract. 2015 Jun;65(635):e409-17
pubmed: 26009536
Med Teach. 2016;38(1):18-29
pubmed: 26372112
Can J Rural Med. 2013 Winter;18(1):13-23
pubmed: 23259963
Med Educ. 2019 Aug;53(8):778-787
pubmed: 31012131
Educ Prim Care. 2019 Nov;30(6):347-354
pubmed: 31549942
Br J Gen Pract. 2011 Jul;61(588):e397-403
pubmed: 21722447