A case study of a novel longitudinal rural internship program.

INTRODUCTION: Rural medical training along all components of the medical training continuum has been shown to enhance rural workforce outcomes. However, due to the maldistribution of the Australian medical workforce, health services of increased rurality are limited in their ability to fulfil the supervision requirements for all levels of trainees, especially junior doctor training. Although longitudinal program design and pedagogy has flourished in medical school education through the Longitudinal Integrated Clerkship model, this has not yet been widely translated to prevocational training. This study describes how a longitudinal program design was conceptualised and implemented within a rural health service to create a novel internship program. METHODS: A descriptive case study methodology was employed to describe and evaluate the longitudinal integrated internship program. Relevant program documents such as rosters and accreditation submissions were reviewed to aid in describing the program. Interviews with participants involved in the program were conducted during the middle (May) and end (November) points of the program's first year (2021) to investigate perspectives and experiences of the internship model. RESULTS: Each week, interns were rostered for 1 day in the hospital's emergency department and 3 days in general surgery or general medicine, swapping disciplines after 6 months. In this way, interns completed core rotations longitudinally, meeting accreditation and supervision requirements. Additionally, 1 day per week was spent parallel consulting in general practice. Participants described program enablers as the organisational vision and staff buy-in, as well as the longitudinal attachments to disciplines. Barriers identified were the tenuous nature of the medical workforce and long-term sustainability of the program. Benefits of the program included value-adding and preparedness for practice, particularly in a rural context. CONCLUSION: Intern programs that meet the accreditation, supervision and learning requirements can be successfully delivered at rural health services through longitudinal models of medical education. As the intern year is a key component of the rural generalist training pathway, development of similar innovative models provides the opportunity for rural communities to grow their own future medical workforce.

Perceived Palliative Care Education Needs of GP Trainees: A National Study.

CONTEXT: GP's provide palliative care in the community. Managing complex palliative needs can be challenging for GPs and even more so for GP trainees. During the postgraduate training period GP trainees are working in the community but have more time for education. This time in their career could present a good opportunity for palliative care education. For any education to be effective their educational needs must first be clarified. OBJECTIVES: To explore the perceived palliative care education needs and preferred education methods of GP trainees. METHODS: A national, multisite qualitative study involving a series of semistructured focus group interviews with third and fourth year GP trainees. Data were coded and analyzed using Reflexive Thematic Analysis. RESULTS: Perceived Educational Needs: five themes were conceptualized: 1) Empowerment vs. Disempowerment; 2) Community Practice; 3) Intra- and Interpersonal Skills; 4) Formative Experiences; 5) Contextual Challenges. PREFERRED EDUCATIONAL METHODS: Three themes were conceptualized: 1) Oriented Learning-experiential vs. didactic; 2) Practicalities; 3) Communication Skills. CONCLUSION: This is the first multisite national qualitative study exploring the perceived palliative care educational needs and preferred educational methods of GP trainees. Trainees expressed a unanimous need for experiential palliative care education. Trainees also identified means to address their educational requirements. This study suggests that a collaborative approach between specialist palliative care and general practice is necessary to create educational opportunities.

Challenge GP: using gamification to bring the reality and uncertainty of a duty doctor's surgery to early year medical students.

Exposing medical student cohorts to the lived reality of uncertainty and complexity experienced by GPs is challenging to achieve. We present a novel teaching concept: 'Challenge GP' designed for early years students. Gamification methodology is used to reproduce key elements of the 'duty GP' experience in a classroom setting where working in teams, students play a competitive card game. Cards drawn at random pose scenarios based on practical, logistical, and ethical dilemmas of a duty doctor surgery. Each team discusses whether to score by reporting a decision or play special cards to pass the dilemma onto, or collaborate with, another team. Answers are facilitated and scored by a GP tutor.Student feedback demonstrated highly effective learning for clinical reasoning, risk management and problem-solving. Students were exposed to the uncertainty and complexity of real-life medicine. Gamification, through competitiveness, increased task engagement. Students learned the value of working in teams under time pressure and grew in confidence by sharing knowledge in a safe environment. Students were enabled to think, feel and practise as real-life clinicians. This became a powerful force in contextualising their theory-based knowledge, aided understanding of the GP role and opened their eyes to a possible career in general practice.

Performance of ethnic minority versus White doctors in the MRCGP assessment 2016-2021: a cross-sectional study.

BACKGROUND: Differential attainment has previously been suggested as being due to subjective bias because of racial discrimination in clinical skills assessments. AIM: To investigate differential attainment in all UK general practice licensing tests comparing ethnic minority with White doctors. DESIGN AND SETTING: Observational study of doctors in GP specialty training in the UK. METHOD: Data were analysed from doctors' selection in 2016 to the end of GP training, linking selection, licensing, and demographic data to develop multivariable logistic regression models. Predictors of pass rates were identified for each assessment. RESULTS: A total of 3429 doctors entering GP specialty training in 2016 were included, with doctors of different sex (female 63.81% versus male 36.19%), ethnic group (White British 53.95%, minority ethnic 43.04%, and mixed 3.01%), country of primary medical qualification (UK 76.76% versus non-UK 23.24%), and declared disability (disability declared 11.98% versus not declared 88.02%). Multi-Specialty Recruitment Assessment (MSRA) scores were highly predictive for GP training end-point assessments, including the Applied Knowledge Test (AKT), Clinical Skills Assessment (CSA), Recorded Consultation Assessment (RCA), and Workplace-Based Assessment (WPBA) and Annual Review of Competency Progression (ARCP). Ethnic minority doctors did significantly better compared with White British doctors in the AKT (odds ratio [OR] 2.05, 95% confidence interval [CI] = 1.03 to 4.10, P = 0.042). There were no significant differences on other assessments: CSA (OR 0.72, 95% CI = 0.43 to 1.20, P = 0.201), RCA (OR 0.48, 95% CI = 0.18 to 1.32, P = 0.156), or WPBA-ARCP (OR 0.70, 95% CI = 0.49 to 1.01, P = 0.057). CONCLUSION: Ethnic background did not reduce the chance of passing GP licensing tests once sex, place of primary medical qualification, declared disability, and MSRA scores were accounted for.

The effect of specific learning difficulties on general practice written and clinical assessments.

BACKGROUND: Substantial numbers of medical students and doctors have specific learning difficulties (SpLDs) and failure to accommodate their needs can disadvantage them academically. Evidence about how SpLDs affect performance during postgraduate general practice (GP) specialty training across the different licencing assessments is lacking. We aimed to investigate the performance of doctors with SpLDs across the range of licencing assessments. METHODS: We adopted the social model of disability as a conceptual framework arguing that problems of disability are societal and that barriers that restrict life choices for people with disabilities need to be addressed. We used a longitudinal design linking Multi-Specialty Assessment (MSRA) records from 2016 and 2017 with their Applied Knowledge Test (AKT), Clinical Skills Assessment (CSA), Recorded Consultation Assessment (RCA) and Workplace Based Assessment (WPBA) outcomes up to 2021. Multivariable logistic regression models accounting for prior attainment and demographics were used to determine the SpLD doctors' likelihood of passing licencing assessments. RESULTS: The sample included 2070 doctors, with 214 (10.34%) declaring a SpLD. Candidates declaring a SpLD were significantly less likely to pass the CSA (OR 0.43, 95% CI 0.26, 0.71, p = 0.001) but not the AKT (OR 0.96, 95% CI 0.44, 2.09, p = 0.913) or RCA (OR 0.81, 95% CI 0.35, 1.85, p = 0.615). Importantly, they were significantly more likely to have difficulties with WPBA (OR 0.28, 95% CI 0.20, 0.40, p < 0.001). When looking at licencing tests subdomains, doctors with SpLD performed significantly less well on the CSA Interpersonal Skills (B = -0.70, 95% CI -1.2, -0.19, p = 0.007) and the RCA Clinical Management Skills (B = -1.68, 95% CI -3.24, -0.13, p = 0.034). CONCLUSIONS: Candidates with SpLDs encounter difficulties in multiple domains of the licencing tests and during their training. More adjustments tailored to their needs should be put in place for the applied clinical skills tests and during their training.

Estrategia didáctica para el perfeccionamiento de los contenidos relacionados con la conducta violenta / A didactic strategy for improving the contents related to violent behavior

Introducción: Las estrategias didácticas son el conjunto de procedimientos, apoyados en técnicas de enseñanza, que tienen como finalidad conducir a buen término la acción didáctica. Objetivo: Proponer una estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los contenidos relacionados con la violencia para la formación del especialista en medicina general integral. Métodos: La investigación se desarrolló durante 2020. Tuvo un enfoque general dialéctico-materialista, lo que permitió utilizar, de forma combinada, los métodos teóricos: análisis documental, sistematización, sistémico-estructural funcional, modelación; y empíricos: observación y entrevista. Para el diseño se consideraron las necesidades de aprendizaje de dichos especialistas sobre violencia, sus competencias específicas para brindar atención a las víctimas y las teorías del aprendizaje de tipo constructivista. Resultados: Se propuso una estrategia didáctica con una estructura en correspondencia con los fundamentos asumidos y enfocada en activar los procesos cognitivos necesarios para contribuir al perfeccionamiento del proceso enseñanza-aprendizaje de los contenidos relacionados con la violencia, en la formación del especialista de medicina general integral. Conclusiones: La estrategia didáctica propuesta está dirigida al perfeccionamiento del proceso enseñanza-aprendizaje de los contenidos vinculados a la violencia, lo que se traduce en el mejoramiento del desempeño del especialista de medicina general integral para la prevención, detección precoz, evaluación e intervención en los casos de agresión, en las dimensiones cognitiva, procedimental y axiológica, al incorporársele nuevos elementos, con un enfoque bio-psico-socio-familiar(AU)

Introduction: Didactic strategies are the set of procedures, supported by teaching techniques, which aim to lead the didactic action to a successful conclusion. Objective: To propose a didactic strategy for the improvement of the teaching-learning process with respect to the contents related to violence, for the training of the family medicine specialist. Methods: The research was carried out during 2020. It had a general dialectical-materialistic approach, which allowed using, in a combined way, the theoretical methods (documentary analysis, systematization, the functional systemic-structural method, modeling), as well as empirical methods (observation and interview). For the design, the learning needs of these specialists regarding violence were considered, together with their specific competences to provide care to victims and constructivist learning theories. Results: A didactic strategy was proposed with a structure in correspondence with the assumed fundamentals and focused on activating the necessary cognitive processes to contribute to the improvement of the teaching-learning process of the contents related to violence, as part of the training of the family medicine specialist. Conclusions: The proposed didactic strategy is aimed at improving the teaching-learning process with respect to contents related to violence, which is translated into the improvement of the performance of the family medicine specialist for the prevention, early screening, assessment and intervention in cases of aggression, in the cognitive, procedural and axiological dimensions, by incorporating new elements, with a biopsychosocial-familial approach(AU)

Preparación global en materia de violencia familiar del especialista de medicina general integral / Overall preparedness of family medicine specialists with respect to family violence

Introducción: Los especialistas de medicina general integral muestran un insuficiente desempeño en la detección, evaluación e intervención ante casos de violencia. Objetivo: Evaluar la preparación global en materia de violencia familiar del especialista de medicina general integral. Métodos: Se realizó un estudio descriptivo, de corte transversal, durante el primer semestre de 2019, que incluyó a 55 especialistas de medicina general integral, a los que se les aplicó un cuestionario, a partir de las tres dimensiones derivadas de la preparación global: A. prevención del riesgo, detección temprana y patogenia; B. evaluación y diagnóstico; C. intervención y seguimiento. Estas se operacionalizaron a través de veinte indicadores y en su evaluación se definieron cinco categorías o niveles: muy elevado, elevado, medio, bajo y muy bajo. Resultados: En las tres dimensiones exploradas se constató un predominio franco de la alternativa regularmente preparado, seguida por mal preparado. Por su parte, bien preparado, muy bien preparado y excelentemente preparado mostraron los porcentajes más bajos en todas las áreas. El 92,72 por ciento exhibió un nivel de preparación global muy bajo. El nivel de preparación global medio representó el 3,64 por ciento; y el nivel bajo, el 3,64 por ciento. Conclusiones: Existen insuficiencias en el orden cognitivo, axiológico y procedimental, que demuestran que la preparación global de estos profesionales en materia de violencia familiar tiene un limitado alcance para afrontar las variadas formas de expresión de este reprobable comportamiento(AU)

Introduction: Family medicine specialists show insufficient performance in the detection, evaluation and intervention in cases of violence. Objective: To evaluate the overall preparedness of family medicine specialists with respect to family violence. Methods: A descriptive and cross-sectional study was carried out during the first semester of 2019 with 55 family medicine specialists, who were applied a questionnaire, based on the three dimensions derived from overall preparedness: A. risk prevention, early detection and pathogenesis; B. evaluation and diagnosis; and C. intervention and follow-up. These were operationalized through twenty indicators and, through their evaluation, five categories or levels were defined: very high, high, medium, low and very low. Results: In the three explored dimensions, there was a clear predominance of the category fairly prepared, followed by poorly prepared. On the other hand, the categories well prepared, very well prepared and excellently prepared showed the lowest percentages in all the areas. A very low level of overall preparedness was found in 92.72 percent. A medium level of overall preparedness accounted for 3.64 percent, while a low level corresponded to 3.64 percent. Conclusions: There are insufficiencies in the cognitive, axiological and procedural order, which shows that the overall preparedness of these professionals with respect to family violence has a limited scope to face the varied forms of expression of this reprehensible behavior(AU)

How can competencies in minor surgery in general practice be increased? Assessing the effect of a compact intervention in postgraduate training: a mixed-methods study.

OBJECTIVES: We aimed to assess general practice (GP) trainees' self-perception of surgical competencies and to explore longitudinal effects of a compact intervention. DESIGN: We performed a mixed-methods study including a before and after comparison in the intervention group (IG), a comparison of attendees and non-attendees (control group (CG)) and a qualitative evaluation of the intervention. Competencies were self-assessed through surveys. Semi-structured interviews were performed after 9 months. SETTING: In 2019, a 2-day voluntary seminar focussing on minor surgery/injuries was offered on 13 occasions by educators from KWBW Verbundweiterbildungplus (Competence Centre for Postgraduate Medical Education Baden-Württemberg). PARTICIPANTS: All enrolled GP trainees were offered participation. GP trainees who did not attend a seminar (non-attendees) were recruited for CG after the 13th intervention. INTERVENTION: Attendees took part in an interactive, GP-oriented short course incorporating 270 min of focused minor surgery/injuries training (compact intervention) on the second day of the 2-day seminar. RESULTS: 326 GP trainees (IG: n=257; CG: n=69) participated in the study. 17 attendees were interviewed. CG had more often experienced a surgical rotation (p=0.03) and reported higher interest in performing minor surgery in future practice (p=0.03). GP trainees self-rated their all-round competency in minor surgery as average (IG: 3.0±1.0, CG: 3.2±0.9, IG:CG p=0.06). After the intervention, attendees felt that surgical skills should be a core component of GP vocational training (p=0.05). After 9 months, attendees remembered a variety of content and valued the interactive, case-oriented, peer-to-peer approach in a mixed learning group. Some attendees reported they had started to overcome competency gaps in minor surgery. CONCLUSIONS: A compact intervention in minor surgery provides an 'intense' stimulus which could foster positive attitudes towards minor surgery and promote longitudinal personal development of related competencies in GP trainees, including those with little interest in surgery. Such measures appear crucial to support individual progress of GP trainees to provide comprehensive primary care.

La evaluación del desempeño profesional pedagógico del tutor del residente de Medicina General Integral / Compliance with the recommendations for physical activity set by the WHO by public bicycle users in a Spanish municipality

Introducción: La evaluación del desempeño pedagógico del tutor es vital para elevar la calidad del proceso educativo. Objetivo: Definir la evaluación del desempeño pedagógico del tutor en la especialidad de Medicina General Integral. Material y Métodos: Se realizó una revisión documental de enero a diciembre de 2020. Se utilizaron la base de datos Pubmed y la biblioteca científica electrónica SciELO, así como el buscador de información científica Google Académico. Se evaluaron artículos de revisión, de investigación y páginas Web que tenían menos de 10 años de publicados, en idioma español, portugués e inglés, y que hicieran referencia al tema de estudio a través del título. Desarrollo: Se identificaron regularidades entre los autores de la comunidad científica de la Educación Avanzada: proceso vinculado con los objetos de la pedagogía desde la actuación y el comportamiento de los especialistas con funciones docentes como tutores; se realiza a partir del cumplimiento de los objetivos y métodos propios de su contenido de trabajo; se refiere a ejercer las actividades con cuidado, precisión, exactitud, profundidad, originalidad y rapidez, y está asociado con el proceso de profesionalización. Conclusiones: Se definió la evaluación del desempeño pedagógico del tutor de la especialidad de Medicina General Integral como un proceso sistemático, continuo y flexible que permite comprobar, medir y valorar el cumplimiento de las funciones, acciones y tareas que se expresan en el modo de actuación profesional del tutor desde lo relacionado con el saber, saber hacer y saber ser, en correspondencia con las exigencias actuales en el contexto de la educación en el trabajo(AU)

Introduction: The evaluation of the pedagogical performance of the tutor is vital to raise the quality of the educational process. Objective: To define the evaluation of the pedagogical performance of the tutor in the formation of the specialist in Comprehensive General Medicine. Material and Methods: A literature review was carried out from January to December 2020. Database Pubmed, the scientific electronic library SciELO, and Google Scholar were used. Review articles, research articles, and Web sites published less than 10 years ago in both Spanish and English that made reference to the topic through the title were evaluated. Development: Regularities among authors from the scientific community in Advanced Education were identified: process related to the objects of pedagogy from the action and behavior of specialists with the teaching roles of tutors, which starts from the fulfillment of the objectives and own methods of the work content, and refers to undertake the activities carefully to ensure precision, accuracy, depth, originality, and speed all of which is associated with the professionalization process. Conclusions: The evaluation of the pedagogical professional performance of the tutor in the formation of the specialist in Comprehensive General Medicine is defined as a systematic, continuous, and flexible process that allows to check, measure, and evaluate the fulfillment of the functions, actions, and tasks expressed in the professional performance of the tutor from knowing, knowing how to do, and knowing how to be in accordance with the current requirements within the context of in-service training(AU)

Regularidades del trabajo metodológico en el proceso docente-educativo de la especialización en Medicina General Integral / Methodological regularities in the educative - teaching process associated to the specialty of Comprehensive General Medicine / Regularidades do trabalho metodológico no processo ensino-pedagógico da especialização em Medicina Geral Integral

RESUMEN Introducción: El perfeccionamiento del proceso de formación de especialistas en Medicina General Integral lleva implícito la modelación del trabajo metodológico acorde a las exigencias actuales. Objetivo: Determinar las tendencias del trabajo metodológico en el proceso docente-educativo de la especialización en Medicina General Integral en el Policlínico Docente "Dr. Modesto Gómez Rubio" de San Juan y Martínez, provincia Pinar del Río, durante el curso 2019-2020. Método: Investigación descriptiva y transversal durante el primer semestre del curso 2019-2020. El universo estuvo integrado por 142 profesionales, constituido por residentes, profesores, tutores y directivos de la especialidad de Medicina General Integral de dicha institución. Se utilizaron métodos empíricos y procedimientos de la estadística descriptiva. Resultados: Se determinaron las regularidades actuales del trabajo metodológico en el proceso docente-educativo de la especialización en Medicina General Integral en el policlínico antes mencionado. Conclusiones: De acuerdo con el desarrollo actual de la educación médica y la formación de especialistas en Medicina General Integral para su desempeño en la Atención Primaria de Salud, se hace necesario perfeccionar el trabajo metodológico del proceso docente educativo de esta especialidad, para una mayor contribución a la integralidad de los especialistas que se forman.

ABSTRACT Introduction: The quality improvement in the educational teaching process of specialist in Comprehensive General Medicine implies to perfome important methodological updated methods according to the current requirements. Objective: To determine the methodological methods used in the educational teaching process of specialist in Comprehensive General Medicine at the Policlínico Docente "Dr. Modesto Gómez Rubio" in San Juan y Martínez, Pinar del Río, from 2019 throughout 2020. Method: A descriptive and cross-sectional research during the first semester of the academic year 2019-2020 was conducted. A total of 142 health professionals like resident physicians, professors, tutors and head trainers in the Comprehensive General Medicine specialty were involved in this research. Empirical methods and descriptive statistical procedures were used. Results: Current trends concerning the educational teaching process of specialist in Comprehensive General Medicine at the mentioned clinic was determined. Conclusions: Considering the current development of medical education and the training process of specialist in Comprehensive General Medicine for their performance in Primary Health Care, it is necessary to improve the methodological methods in the educational teaching process of this specialty for a greater contribution in the integrality of specialists in training.

RESUMO Introdução: O aprimoramento do processo de formação de especialistas em Medicina Geral Integral implica a modelagem do trabalho metodológico de acordo com as exigências atuais. Objetivo: Determinar as tendências do trabalho metodológico no processo ensino-pedagógico da especialização em Medicina Geral Integral da Policlínico Docente "Dr. Modesto Gómez Rubio" de San Juan y Martínez, província de Pinar del Río, durante o ano acadêmico 2019-2020. Método: Pesquisa descritiva e transversal durante o primeiro semestre do ano letivo 2019-2020. O universo foi composto por 142 profissionais, entre residentes, professores, tutores e diretores da especialidade de Medicina Geral Integral da referida instituição. Foram utilizados métodos empíricos e procedimentos de estatística descritiva. Resultados: Foram determinadas as regularidades atuais do trabalho metodológico no processo ensino-educativo da especialização em Medicina Geral Integral na referida policlínica. Conclusões: De acordo com o atual desenvolvimento da educação médica e da formação de especialistas em Medicina Geral Integral para sua atuação na Atenção Básica à Saúde, é necessário aprimorar o trabalho metodológico do processo pedagógico pedagógico desta especialidade, para uma maior contribuição para a integralidade dos especialistas formados.

La familia y la medicina familiar en la educación de posgrado en Cuba / Family and family medicine in postgraduate education in Cuba

Introducción: La familia funciona como una unidad de atención en la medicina familiar. Junto con las personas y la comunidad se conforman los escenarios principales de las acciones de salud en la formación posgraduada de Medicina General Integral, que asume así una atención integral a la persona desde el punto de vista biopsicosocial. Objetivo: Describir la evolución del sistema de objetivos y contenidos en los programas de formación de la especialidad Medicina General Integral, propuestos para el abordaje de la familia y la medicina familiar en la educación de posgrado en Cuba. Métodos: Se realizó una investigación descriptiva, de corte educacional. Se emplearon métodos teóricos y empíricos en función de la revisión bibliográfica y documental, relacionada con los objetivos y contenidos sobre familia y medicina familiar en el posgrado. Se hizo análisis, síntesis y contrastación de criterios, a partir de los materiales revisados. Resultados: La especialidad Medicina General Integral ha transitado hasta 2018 por cinco programas de estudios. Los contenidos familia y medicina familiar se ubican a partir del tercero, en función de profundizar y consolidar las habilidades necesarias para la intervención, tanto educativa como terapéutica de la familia. El primero carecía de integralidad, y la quinta y actual versión está organizada mediante cursos. Conclusiones: El abordaje del sistema de objetivos y contenidos sobre la familia y la medicina familiar en el programa de la especialidad Medicina General Integral ha evolucionado hacia su inclusión progresiva, que contribuye a perfeccionar las competencias de los egresados en el cumplimiento del ejercicio de la medicina familiar(AU)

Introduction: Family functions as a unit during the process of care provision in family medicine. People and the community together make up the main scenarios of health actions in postgraduate training in Family Medicine, which allows comprehensive care for the person from the biopsychosocial point of view. Objective: To describe the evolution of the system of objectives and contents in the training programs of the Family Medicine specialty, proposed for the managment of family and family medicine in postgraduate education in Cuba. Methods: A descriptive and educational research was carried out. Theoretical and empirical methods were used, focused on bibliographic and document review, related to the objectives and contents about family and family medicine in postgraduate studies. Analysis, synthesis and contrast of criteria were used, based on the reviewed materials. Results: Until 2018, the Family Medicine specialty has gone through five study programs. The contents about family and family medicine are included to be studied from the third program, in order to deepen and consolidate the necessary skills for intervention, both educational and therapeutic, of the family. The first one lacked comprehensiveness, and the fifth and current version is organized through courses. Conclusions: The way the system of objectives and contents about family and family medicine are dealt with in the program of the Family Medicine specialty has evolved towards its progressive inclusion, which contributes to perfecting the competences of graduates, in order to fulfill the practice of medicine family(AU)

Propuesta de modificaciones al tratamiento del contenido Puericultura en el Plan "D" de Medicina / Proposal of modifications to the treatment of Childcare content in Plan "D" of Medicine

RESUMEN Introducción: la universidad de Ciencias Médicas debe formar con calidad y pertinencia social al futuro profesional pero, aún existen insuficiencias en la realización de la consulta de Puericultura por los estudiantes de sexto año de la carrera de Medicina. Objetivo: valorar el tratamiento del contenido Puericultura en el Plan de Estudios "D" de la carrera de Medicina. Materiales y métodos: se realizó un estudio de investigación de corte pedagógico, rectorado por el método materialista dialéctico, con el empleo de métodos empíricos y teóricos (análisis documental, inducción-deducción e histórico-lógico). Se hizo un análisis crítico a los programas de las asignaturas de Medicina General Integral del Plan de Estudios "D" de Medicina, las orientaciones metodológicas así como al programa de Pediatría, y una revisión bibliográfica en las bases de datos Scielo y Pubmed. Resultados: el contenido Puericultura se aborda solamente en la asignatura Pediatría como estudio independiente, no se evalúa en examen práctico final ni se concibe para un trabajo de control parcial; la tarjeta de habilidades solo plantea habilidades de la atención secundaria. En las asignaturas de MGI se abordan de forma indirecta temáticas relacionadas con la Puericultura en el primer y segundo años. En quinto año no se desarrolla este tema. Se propusieron modificaciones para el tratamiento de dicho contenido. Conclusiones: el abordaje planificado no garantiza la adquisición de habilidades suficientes. Concebir modificaciones en cuanto al tratamiento de esta temática podría contribuir a enriquecer el desarrollo de habilidades teórico-prácticas en los estudiantes para su desempeño como Médicos Generales Integrales (AU).

SUMMARY Introduction: the university of medical sciences must form with quality and social pertinence to the professional future but, still exist insufficiencies in the realization of the consultation of puericulture for the students of year sixth of the medicine career. Objective: valuing the treatment of the puericulture content in the curriculum "D" of the medicine career. Material and method: carried out a study of investigation of pedagogic cut, become a rector for the materialistic method dialectician, with the employment of empiric and theoretical methods ( documentary analysis, induction-deduction and historical-logical ). It made a critical analysis to the programs of the courses of general medicine integral of the curriculum "D" of medicine, the methodological orientations as well as the program of pediatrics, and a bibliographical revision in the Scielo and Pubmed databases. Results: the puericulture content is approached only in the pediatrics course as independent study, not evaluates in practical examination end nor it conceives for a work of partial control; the card of single skills outlines skills of the secondary attention. In the courses of MGI they are approached in an indirect way thematic related with the puericulture in the first and second years. In year not develops this topic. Proposed modifications for the treatment of this content. Conclusions: the planned boarding does not guarantee the acquisition of sufficient skills. Conceiving modifications as for the treatment of this themes it could contribute to enrich the development of theoretical-practical skills in the students for your acting as medical integral general datas (AU).

The impact of clerkship model and clinical setting on medical student's participation in the clinical workplace: A comparison of rural LIC and rural block rotation experience.

PURPOSE: To compare the participation of rural Longitudinal Integrated Clerkship (LIC) and rural Block Rotation (BR) students in surgical clinical activities. METHODS: Third-year medical students from Deakin University's Rural Clinical Schools were invited to record their participation during clinical encounters with ten common surgical conditions, using a descriptive five-point progressive entrustment scale. Participation levels of LIC and BR students were compared for differences, according to clinical task and context. RESULTS: LIC students recorded greater active participation across all clinical tasks.Highest levels of active participation occurred in General Practice, a setting only LIC students were exposed to at this course stage. BR students recorded the majority of their surgical encounters in the hospital inpatient setting, where their involvement was predominantly observational. Both groups recorded high levels of participation in the Emergency Department. CONCLUSIONS: Active participation in clinical encounters with surgical patients was enhanced by participation in a LIC program and cannot be attributed to the rural context alone. Student participation is influenced by clinical context, presenting the opportunity to reconsider the design of clerkships to include models that facilitate active student participation. Further research is required to investigate the learner, supervisor and contextual factors influencing entrustment decisions within clerkships.

The "practice track" - How can teaching content related to outpatient healthcare be integrated into medical studies? Learning objectives, conception and implementation of a specialized voluntary program.

The "practice track" (PAT) at Goethe University Frankfurt provides students with the opportunity to focus on outpatient care during their medical studies. The aim of this article is to describe the objectives, conception and implementation of the program. At the Institute of General Practice, a new teaching concept has been developed in cooperation with the Dean's Office of the Faculty of Medicine at Goethe University and further partners. Medical students generally receive their training in highly specialized hospitals. However, the new concept will allow them to gain a practical insight into the outpatient care provided by physicians in private practice during their medical studies. Every year, 15 interested students will be able to participate in the longitudinal program, which includes internships, seminars and mentoring sessions. In the three current PAT cohorts, all 45 places have been taken up, and the first cohort has now completed the program. In addition to practical skills in the disciplines of family medicine, internal medicine, surgery, gynecology and pediatrics, it has been possible to show students the full scope of ambulatory health care. However, legal limitations to the implementation of the program in registered medical practices have meant that some parts of it could only be carried out voluntarily. Against the background of the current and future situation in health care, it makes sense that registered physicians in private practice should teach medical students about outpatient care during their medical studies. In order to establish such programs and permit their complete integration into the medical curriculum, it is essential that the necessary changes are made to medical licensing regulations.

National Primary Health Care Policy: where are we headed to? / Política Nacional de Atenção Básica: para onde vamos?

This paper analyzes recent policies in the field of Primary Health Care (PHC) and their possible implications for the care model in the Unified Health System (SUS). Initially, some of the concepts that influenced the models of care in the Brazilian public system are revived, and we argue that the Family Health Strategy (ESF) bases for reorienting care practices in primary care are consistent with the principles of the SUS. Below, we analyze the central elements of new federal policies for PHC. We show that changes in the PHC care model threaten the teams' multidisciplinarity, prioritize acute illness care, focus in individual care, weaken the community territorial approach and establish coverage by registration, which evidence redirection of the health policy, harming the principles of universality, integrality, and equity in the SUS.

O artigo analisa políticas recentes no campo da Atenção Primária à Saúde (APS) e suas possíveis implicações para o modelo assistencial no Sistema Único de Saúde (SUS). Inicialmente resgatam-se algumas das concepções que influenciaram os modelos de atenção no sistema público brasileiro e argumenta-se que a Estratégia Saúde da Família (ESF) apresenta as bases para reorientação das práticas assistenciais na atenção básica coerentes com os princípios do SUS. A seguir, analisam-se elementos centrais de políticas federais recentes para a APS. Demonstra-se que as mudanças no modelo assistencial da APS com ameaças à multiprofissionalidade das equipes, prioridade ao pronto atendimento, centralidade no cuidado individual, enfraquecimento do enfoque territorial comunitário e cobertura por cadastramento, evidenciam redirecionamento da política de saúde, ferindo os princípios da universalidade, integralidade e equidade no SUS.

Effect of an Intervention in General Practice to Increase the Participation of Immigrants in Cervical Cancer Screening: A Cluster Randomized Clinical Trial.

Importance: Immigrant women have lower participation in cervical cancer screening (CCS) programs. At the same time, some groups of immigrants have higher prevalence of cervical cancer. Targeted interventions are therefore necessary. Objective: To determine whether an intervention among general practitioners (GPs) could influence immigrant women's participation in the Norwegian CCS program. Design, Setting, and Participants: Cluster-randomized clinical trial using the 20 subdistricts of the Bergen, Norway, municipality as clusters. The clusters were matched in 10 pairs according to the number of immigrant women living in them and randomized thereafter. The intervention was implemented between January and June 2017 among urban, primary care, general practices in Bergen. Follow-up ended in January 2018. General practices belonging to the control areas continued treatment as usual. A total of 10 360 women who attended 73 general practices in the 20 subdistricts were included as participants. Intervention: The intervention consisted of 3 elements: an educational session for GPs at lunch describing the importance of CCS among immigrants and giving advice about how to invite them to participate, a mouse pad as a reminder, and a poster placed in waiting rooms. In the educational session, we elaborated the need for GPs to ask every immigrant woman about CCS, regardless of their reason for contacting their GP. Main Outcomes and Measures: The main outcome, screening status of immigrant women by January 1, 2018, was obtained from the Norwegian Cancer Registry. The effect of the intervention was measured as odds ratio (OR) for CCS status as of January 1, 2018, for the intervention group vs the control group, with 3 levels of adjustments: baseline CCS status at January 1, 2017 (model 1), additional adjustment for women's age, marital status, income level, and region of origin (model 2), and further adjustment for the GP's sex, age, and region of origin (model 3). Two subgroup analyses, screening status at baseline and women's country of origin, were conducted to assess whether these factors had any influence on the effect of the intervention. Data were analyzed as intention to treat. Results: A total of 10 360 immigrant women, 5227 (50.4%; mean [SD] age, 44.0 [12.0] years) in the intervention group and 5133 (49.6%; mean [SD] age, 44.5 [11.6] years) in the control group, belonging to 39 general practices in the intervention area and 34 in the control area, were included in the study. The proportion of immigrant women screened increased by 2.6% in the intervention group and 0.6% in the control group. After adjustment for screening status at baseline, women in the intervention group were more likely to have participated in CCS (OR, 1.24 [95% CI, 1.11-1.38]). This statistically significant effect remained unchanged after adjustment for women's characteristics (OR, 1.24 [95% CI, 1.11-1.38]) and was reduced, but still significant, after further adjustment for GP characteristics (OR, 1.19 [95% CI, 1.06-1.34]). In subgroup analyses, the intervention particularly increased participation among women who were not previously screened at baseline (OR, 1.35 [95% CI, 1.16-1.56]), and those from Poland, Pakistan, and Somalia (OR, 1.74 [95% CI, 1.17-2.61]) when adjusting for baseline screening status. Conclusions and Relevance: Our intervention targeting general practices significantly increased CCS participation among immigrants, although the absolute effect size of 2% in the fully adjusted model was small. Engaging other primary health professionals such as midwives to perform CCS could further contribute to increasing participation. Trial Registration: ClinicalTrials.gov Identifier: NCT03155581.

Política Nacional de Atenção Básica: para onde vamos? / National Primary Health Care Policy: where are we headed to?

Resumo O artigo analisa políticas recentes no campo da Atenção Primária à Saúde (APS) e suas possíveis implicações para o modelo assistencial no Sistema Único de Saúde (SUS). Inicialmente resgatam-se algumas das concepções que influenciaram os modelos de atenção no sistema público brasileiro e argumenta-se que a Estratégia Saúde da Família (ESF) apresenta as bases para reorientação das práticas assistenciais na atenção básica coerentes com os princípios do SUS. A seguir, analisam-se elementos centrais de políticas federais recentes para a APS. Demonstra-se que as mudanças no modelo assistencial da APS com ameaças à multiprofissionalidade das equipes, prioridade ao pronto atendimento, centralidade no cuidado individual, enfraquecimento do enfoque territorial comunitário e cobertura por cadastramento, evidenciam redirecionamento da política de saúde, ferindo os princípios da universalidade, integralidade e equidade no SUS.

Abstract This paper analyzes recent policies in the field of Primary Health Care (PHC) and their possible implications for the care model in the Unified Health System (SUS). Initially, some of the concepts that influenced the models of care in the Brazilian public system are revived, and we argue that the Family Health Strategy (ESF) bases for reorienting care practices in primary care are consistent with the principles of the SUS. Below, we analyze the central elements of new federal policies for PHC. We show that changes in the PHC care model threaten the teams' multidisciplinarity, prioritize acute illness care, focus in individual care, weaken the community territorial approach and establish coverage by registration, which evidence redirection of the health policy, harming the principles of universality, integrality, and equity in the SUS.

[Frailty syndrome: evaluation of its knowledge and screening tools by general medicine interns]. / Syndrome de fragilité : évaluation des connaissances et de ses outils de dépistage concernant les internes de médecine générale.

Screening and management of frail elderly patients is essential in general practice. OBJECTIVE: This study aims to describe and evaluate the knowledge about frailty, its screening tests and management in a population of general practice interns. METHOD: A prospective, descriptive and mono-centric study using an online survey was conducted. The 2018's promotion of general practice interns in Rouen's University participated. Evaluation of the general knowledge (e.g diagnostic criteria) and specific knowledge (e.g ranking different conditions such as: undernourishment leading to asthenia) and management algorithm (e.g to address the patient for geriatric evaluation) Results: 90 questionnaires were analyzed. Ten interns (11%) stated to know at least one screening test or to know a set of 4 major frailty criteria. Thirty four interns knew at least 4 frailty criteria (major or minor) and 46 interns had partial knowledge. Fried's phenotype was the most known. Seventy-five interns (83%) stated to know the frailty syndrome. However, 88% of the interns had little knowledge about its pathophysiology. Concerning frailty management, 78% (70 interns) stated to know how to screen frailty and prescribe first line treatments. Thirty-one among them knew how to reassess initial treatment if failure. In 59 interns (65%), identifying frailty would have led to a geriatric consultation. Seventy-nine interns (87%) were favorable to go through further training on frailty. CONCLUSION: These general practice interns were able to identify frailty criterion but, in contrast, global understanding of the syndrome was missing. Further training about this topic seems to be necessary.