Do quality indicators for general practice teaching practices predict good outcomes for students?

Keele medical students spend 113 days in general practices over our five-year programme. We collect practice data thought to indicate good quality teaching. We explored the relationships between these data and two outcomes for students; Objective Structured Clinical Examination (OSCE) scores and feedback regarding the placements. Though both are surrogate markers of good teaching, they are widely used. We collated practice and outcome data for one academic year. Two separate statistical analyses were carried out: (1) to determine how much of the variation seen in the OSCE scores was due to the effect of the practice and how much to the individual student. (2) to identify practice characteristics with a relationship to student feedback scores. (1) OSCE performance: 268 students in 90 practices: six quality indicators independently influenced the OSCE score, though without linear relationships and not to statistical significance. (2) Student satisfaction: 144 students in 69 practices: student feedback scores are not influenced by practice characteristics. The relationships between the quality indicators we collect for practices and outcomes for students are not clear. It may be that neither the quality indicators nor the outcome measures are reliable enough to inform decisions about practices’ suitability for teaching

The epidemiology of teaching and training general practices in England

There is no national picture of teaching and training practices or the communities they serve. We aimed to describe the association between general practices’ engagement with education and their characteristics, locality and patients’ health-status and satisfaction. This data linkage study of all English practices calculated odds ratios for teaching and training status and practice, locality and patient variables. Teaching and training practices are larger than practices which do neither (mean list size (SD) 7074 (3736), 10112 (4934), and 5327 (3368) respectively, p < 0.001 and have fewer patients per GP (1932 (951), 1838 (544), and 2117 (1585) respectively, p < 0.001). Their localities have a higher proportion of White British residents (77.99% (24.17), 81.66% (20.81), 73.07% (26.91), p < 0.001). Practices with more GPs (OR 1.21 (95%CI 1.18–1.20)), fewer male GPs (0.45 (0.36–0.55)) and a higher proportion of White British people in their locality (1.30 (1.06–1.60)) were more likely to teach. Practices in rural areas (1.68 (1.43–1.98)), with more GPs (1.22 (1.27–1.39)), more full time equivalent GPs (2.68 (1.64–4.40)), fewer male GPs (0.17 (0.13–0.22)) and a higher proportion of White British people in their locality (1.34 (1.02–1.75)) were more likely to train. Teaching and training practices had higher patient satisfaction (0.293 (0.190, 0.397) and (0.563 (0.442, 0.685)) respectively and quality and outcomes framework scores (0.507 (0.211, 0.804)) and (0.996 (0.650, 1.342)) respectively than those which did not. Educationally engaged practices are unrepresentative in serving less ethnically diverse and (for training practices) less urban environments. Investment is needed to increase the proportion of educational practices in diverse urban localities

The Green Shoots of Recovery: a realist evaluation of a team to support change in general practice

Objective A multidisciplinary support team for general practice was established in April 2014 by a local National Health Service (NHS) England management team. This work evaluates the team's effectiveness in supporting and promoting change in its first 2 years, using realist methodology. Setting Primary care in one area of England. Participants Semistructured interviews were conducted with staff from 14 practices, 3 key senior NHS England personnel and 5 members of the support team. Sampling of practice staff was purposive to include representatives from relevant professional groups. Intervention The team worked with practices to identify areas for change, construct action plans and implement them. While there was no specified timescale for the team's work with practices, it was tailored to each. Primary and secondary outcome measures In realist evaluations, outcomes are contingent on mechanisms acting in contexts, and both an understanding of how an intervention leads to change in a socially constructed system and the resultant changes are outcomes. Results The principal positive mechanisms leading to change were the support team's expertise and its relationships with practice staff. The ‘external view’ provided by the team via its corroborative and normalising effects was an important mechanism for increasing morale in some practice contexts. A powerful negative mechanism was related to perceptions of ‘being seen as a failing practice’ which included expressions of ‘shame’. Outcomes for practices as perceived by their staff were better communication, improvements in patients' access to appointments resulting from better clinical and managerial skill mix, and improvements in workload management. Conclusions The support team promoted change within practices leading to signs of the ‘green shoots of recovery’ within the time frame of the evaluation. Such interventions need to be tailored and responsive to practices' needs. The team's expertise and relationships between team members and practice staff are central to success

Patient satisfaction with out-of-hours primary care in the Netherlands

BACKGROUND: In recent years out-of-hours primary care in the Netherlands has changed from practice-based to large-scale cooperatives. The purpose of this study is to determine patient satisfaction with current out-of-hours care organised in general practitioner (GP) cooperatives, and gain insight in factors associated with this satisfaction. METHODS: From March to June 2003, 2805 questionnaires were sent to patients within three weeks after they had contacted the GP cooperative in their region. The study was conducted in the province of Limburg in the South of the Netherlands. One-third of these questionnaires was sent to patients who had only received telephone advice, one-third to patients who attended the GP cooperative for consultation, and one-third to patients who received a home visit. Four weeks after the first reminder, a non-respondents telephone interview was performed among a random sample of 100 patients. Analyses were performed with respect to the type of consultation. RESULTS: The total response was 42.4% (1160/2733). Sixty-seven percent of patients who received telephone advice only reported to be satisfied with out-of-hours care. About 80% of patients who went to the GP cooperative for consultation or those receiving a home visit, reported to be satisfied. Factors that were strongly associated with overall satisfaction included, the doctor's assistant's attitude on the phone, opinion on GP's treatment, and waiting time. CONCLUSION: Patients seem generally satisfied with out-of-hours primary care as organised in GP cooperatives. However, patients who received telephone advice only are less satisfied compared to those who attended the GP cooperative or those who received a home visit

Does formal workplace based assessment add value to informal feedback?

Feedback is a key component of learning but effective feedback is a complex process with many aspects. One aspect may be a written summary which is passed to the learner but this may not be valued by learners. We examined the role of written feedback in the feedback process to determine whether it does more than provide a simple summary of the interaction. We conducted a secondary analysis of data gathered for a study of formative workplace based assessment. Interview data from 24 interviews with students and written summaries of workplace based assessments for 23 of them were reanalysed by two researchers who were already immersed in the data and examined all references to verbal, informal feedback and written, formal feedback or the assessment tool used. We found that students valued the verbal feedback discussion highly and that they often considered the written summaries superfluous. We also found that the act of preparing written feedback augmented the feedback discussion and tutors had adopted the language of the formal instrument in the verbal feedback and free text written feedback. What this study adds to existing research is evidence that there may be a secondary faculty development effect of requiring the preparation of written feedback which has served to enhance the educational content of feedback. Although this is not proof of causality (the requirement to provide written feedback alone producing the positive effects), we consider that the likelihood is sufficiently strong to continue the practice

Exposure of undergraduates to authentic GP teaching and subsequent entry to GP training: a quantitative study of UK medical schools.

BACKGROUND: It has been suggested that the quantity of exposure to general practice teaching at medical school is associated with future choice of a career as a GP. AIM: To examine the relationship between general practice exposure at medical school and the percentage of each school's graduates appointed to a general practice training programme after foundation training (postgraduate years 1 and 2). DESIGN AND SETTING: A quantitative study of 29 UK medical schools. METHOD: The UK Foundation Programme Office (UKFPO) destination surveys of 2014 and 2015 were used to determine the percentage of graduates of each UK medical school who were appointed to a GP training programme after foundation year 2. The Spearman rank correlation was used to examine the correlation between these data and the number of sessions spent in placements in general practice at each medical school. RESULTS: A statistically significant association was demonstrated between the quantity of authentic general practice teaching at each medical school and the percentage of its graduates who entered GP training after foundation programme year 2 in both 2014 (correlation coefficient [r] 0.41,P= 0.027) and 2015 (r 0.3,P= 0.044). Authentic general practice teaching here is described as teaching in a practice with patient contact, in contrast to non-clinical sessions such as group tutorials in the medical school. DISCUSSION: The authors have demonstrated, for the first time in the UK, an association between the quantity of clinical GP teaching at medical school and entry to general practice training. This study suggests that an increased use of, and investment in, undergraduate general practice placements would help to ensure that the UK meets its target of 50% of medical graduates entering general practice

Development and validation of an instrument to assess and improve clinical consultation skills

Context: Development of medical students’ consultation skills with patients is at the core of the UK General Medical Council’s 'Tomorrow’s Doctors' guide (2009). Teaching and assessment of these skills must therefore be a core component of the medical undergraduate curriculum. The Calgary Cambridge guide to the medical interview and the Leicester Assessment Package (LAP) provide a foundation for teaching and assessment, but both have different strengths. Objective: To develop and validate a comprehensive set of generic consultation competencies. Design: The Calgary Cambridge guide to the medical interview was revised to include ‘clinical reasoning’, ‘management’, ‘record keeping’ and ‘case presentation’. Each section was populated with competencies generated from Tomorrow’s Doctors (2009), the LAP and the Calgary Cambridge guide to the medical interview. A Delphi validation study was conducted with a panel drawn from hospital and general practice clinical tutors from eight UK medical schools. Main outcome measures: A priori consensus standards for inclusion (or exclusion) of an element were: at Stage 1 =70% agreement (or disagreement) that the item should be included; at Stage 2 =50% agreement (or disagreement) that the item should be included. If more than 10% of respondents suggested a thematically similar new item (or rewording of an existing item) in Stage 1, it was included in Stage 2. Results: The design stage resulted in a set of 9 categories of consultation skills with 58 component competencies. In the Delphi study all the competencies reached 70% agreement for inclusion, with 24 suggested amendments, all of which achieved consensus for inclusion at Stage 2. Conclusion: We have developed a Generic Consultation Skills assessment framework (GeCoS) through a rigorous initial development and piloting process and a multi-institutional and multi-speciality Delphi process. GeCoS is now ready for use as a tool for teaching, formative and summative assessment in any simulated or workplace environment in the hospital or community clinical setting