Education Posters 558 – 564

Education Posters 558 – 564

558 How to be an inspirational teacher

Lisa Horman

lisahorman@btopenworld.com

Aims / Objectives To identify the qualities which make a medical eduator inspiring to learners

Content The findings of three workshops helds with GP clincial and educational supervisors, reflecting on the medical teachers who inspired themImpact – hopefully to prompt medical educators to reflect on their teaching skills and consider how to be more inspirational.

Outcomes Themes were identified by analysing the data using grounded theory. These themes were: High levels of competence, mastery and wisdom in the teacher; Good communication and listening skills; Being dependable, patient and reassuring; Being honest, modest and genuine; Being positive and suppportive to learners as individuals; Teaching by questioning and giving freely of their time; Being a positive, enthusiastic clinician and demonstrating leadership by tackling seemingly impossible situations; Small acts of kindness, exemplified by bringing cake!

Discussion There is no one blueprint to being an inspirational teacher, but anyone can use these skills and behaviours to improve their learners’ experience.

559 Medical students career choices – what matters most and what does this mean for primary care?

Rachel Brettell

rachel.brettell@gmail.com

Objectives General practice is currently facing a recruitment crisis at a time of unprecedented demand. It is crucial we understand why, so that we can go on to identify meaningful strategies to address this. This study investigates medical student attitudes towards their future careers, and examines the factors they consider most important when determining career choices.

Methods Survey data were collected from 280 medical students (89% response rate) in their final two years of medical training at a UK medical school. Both quantitative and qualitative analysis was performed.

Results and discussion Key factors identified as important to medical students were job satisfaction (99% agree or strongly agree), flexibility in location (79%), and a close relationship with patients (74%). These factors are often associated with a career in general practice, and should be highlighted to medical students to improve uptake to the speciality. Reasonable working hours (78%) were also very important, and this must be addressed to make the specialty more attractive.

In contrast, community based working was considered important by very few students (19%) and novel strategies must be employed within medical schools to highlight the advantages and appeal of community based working. Relatively few students were aware of research opportunities within a general practice career and this should also be addressed.

Other important factors identified via free text responses included variety, flexibility, continuity of care and the ability to work abroad; again these attributes of a general practice career should be highlighted to students to aim to improve recruitment.

560 ‘When you blame others, you give up your power to change’. Who exactly is discouraging medical students from becoming GPs?

Rachel Brettell

rachel.brettell@gmail.com

Aims/Objectives Anecdotally, medical students are being discouraged from pursuing a career in primary care at some medical schools. This qualitative analysis of questionnaire data from our UK medical school examines who encourages, and discourages, medical students from considering primary care as a career option, and why.

Content of presentation Survey data was collected from 280 medical students (89% response rate) in their final two years of medical training at a UK medical school. Qualitative survey data were analysed using a maximum variation sample with thematic analysis through constant comparison.

Relevance/Impact Frequently, much of the blame for low levels of progression to a general practice career has been blamed on institutional prejudice and hospital doctors portraying the professional unfavourably. This questionnaire data clearly demonstrates that for many students it is GPs themselves actively discouraging them from considering primary care as a career option.

This study explores the reasons given by GPs for doing so, and in doing so provides insights into the current primary care recruitment crisis and wider issues affecting the profession. It also highlights opportunity to improve the experience and perceptions of medical students, and considers strategies to address the key drivers of negative attitudes towards primary care careers. It also acts as a wake up call to all those who suggest solely ‘external’ drivers for poor recruitment into the profession and reminds practising GPs of the impact they have on students they encounter and their future career choices.

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561 Genomics and Primary care: Case studies in Genomic Medicine

Imran Rafi

Judith.Hayward@Bradford.nhs.uk

Aim: This poster will explore in depth some of the challenges and ethical dilemmas we might expect as genomic medicine becomes integrated within the NHS.

Content: Three case studies will explore cancer genomics, ethical issues and over the counter genetic genomic testing.

Relevance: For each there will be an index case followed by some narrative on what the implications of the case are for General Practice. Themes that will be covered will include the value of genomics, its clinical utility, the ethical, legal and social issues associated with the case and what primary care has to offer in applying genomic knowledge to the benefit of our patients.

Discussion: Currently, the 100K Genome project, a large translational research study will be generating new sequenced data, which will need to be curated through powerful bioinformatics to then generate potentially causal genes which may contribute to the pathogenesis of cancers, rare diseases and infectious diseases.

Conclusion: Primary care will have a key role in that our patients will be referred for genomic studies and patients will seek advice, reassurance and a view on the value of the results generated and their likely effect. The case studies in this poster will provide a mechanism to raise key issues and stimulate discussion.

562 Foetal Alcohol Spectrum Disorder: Increasing awareness and potential for GPs to intervene

Syeda Farzana

syeda.farzana@student.manchester.ac.uk

The global incidence of Foetal Alcohol Spectrum disorder (FASD) is estimated at 97 cases per 100,000. Epidemiologically, it is more prevalent in lower socioeconomic groups in the west. Many cases of FASD remain undiagnosed due to the lack of knowledge and understanding about the symptoms and the vague diagnostic criteria of FASD.

This emphasises the importance of raising awareness for clinicians involved in primary care for early diagnosis and possibly thinking about preventative measures that can be taken for high-risk mothers. This poster aims to raise awareness and knowledge towards foetal alcohol spectrum disorder, and its consequences.

Individuals with FASD have a wide variance of behavioural and cognitive abnormalities, more severe of which is known as Foetal Alcohol Syndrome. The brief mechanisms and brain abnormalities, symptoms of the disorder, current diagnostic criteria, and support available to help future planning will be a focus of this poster.

The poster emphasises on the necessity of GPs intervening on providing advice and possible targeted counselling for mothers’ who drink during their early pregnancy or women at risk. The poster will use flow diagrams to explain diagnostic criteria and will focus on the physical characteristics of the syndrome and possible patient centred management options of the condition to help guide and educate clinicians further on FASD.

Most importantly it will discuss the need of early recognition of at risk mothers, and the drawbacks and dangers of misdiagnosing the condition for similarly presenting syndromes as well as the stigmas associated with FASD.

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563 Increasing relevance to primary care at GP CPD events

Helen O’Reilly

helen.oreilly@winchester.ac.uk

Aim GP CPD events commonly use speakers who are secondary care specialists. Evidence shows that GPs feel that there is often a focus on secondary care management as opposed to one on practice in primary care. I wanted to develop guidance which would help secondary care speakers to actively focus their teaching on content relevant to primary care, in order to help improve GP’s personal learning and individual clinical practice.

Development A practical guide for speakers was developed based on the content and style which research suggests GPs find most useful, and also drawing on published literature on teaching large groups. This guide was reviewed by a small number of local speakers and GP educators and their feedback used to make amendments. The guidance was then given to speakers at three local GP CPD events to pilot it’s usefulness, and evaluated using an online survey to assess their views on the guidance.

Outcome All the speakers surveyed felt that the guidance had helped them consider what was relevant to GPs and that they would recommend it to colleagues. The majority also felt that their presentations were both influenced and improved by reading the guidance.

Impact Written guidance on considering clinical topics from a GP perspective has been warmly received by secondary care speakers and GP attendees at local GP CPD events. GPs believe that CPD content needs to be focussed on their daily practice to be relevant and useful, and speakers believed that this guide helped them to consider their clinical practice and management from a GP perspective, and therefore improve the relevance of the content of their presentations to GP CPD.

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564 Meeting learning needs at GP CPD events: The value of a pre-course survey

Helen O’Reilly

helen.oreilly@winchester.ac.uk

Aim Evidence shows that GPs feel that GP CPD education events are not always relevant to their personal practice in primary care. However, such events are popular. My aim was to attempt to communicate the specific learning needs of the attendees to the speakers prior to the event, to help them plan a learning experience which would be relevant to the audience.

Development I sent an online survey to GP attendees the week before a GP Education event asking about their confidence and specific learning needs in each planned topic. A live results link was sent to the speakers, who were therefore able to modify their presentations in advance if they wished. Feedback surveys were sent to both speakers and attendees after the event.

Outcome The attendee response rate was over 70%. In their feedback, audience members felt it helpful to their learning to have considered (and therefore focussed their minds on) their learning needs prior to the event and that the survey improved relevance of the course to their practice. Speakers felt that the process had helped them better understand the expectations of the audience and the majority felt that their presentations were more relevant as a result.

Impact Asking attendees to consider their personal learning needs prior to a GP CPD event through the use of an online survey helps speakers to better understand the personal practice of their primary care audience and can help them to improve the relevance of their presentations. In this way a CPD event can better meet the learning needs of the GPs attending, and therefore improve the development of their personal practice.

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