Satisfaction and Perceived Barriers of General Practice Residents in Relation to Their Educational Needs Coverage During Residency in Greece.

Objectives: This study aimed to assess satisfaction and report on perceptions of General Practice (GP) residents during residency in Greece, through an online questionnaire at a national level. Material and methods:A mixed type method study was shaped. Both quantitative analysis and a quasiqualitative approach were used, while information from an open-ended question was processed. The study included answers of GP residents recruited with a national sample pool technique. Results:There were 177 responders from 430 registered residents. Using a grading system from 1 to 10, the median value showing how much satisfied the participants were during their training was 4.48 (95% CI 4.16-4.79), while GP logbook was regarded as useful (median value 6.29, 95% CI 5.84-6.73). The training program was reported as insufficient to prepare residents for their future work as primary health care physicians, with a median rating of 4.09 (95% CI 3.78-4.41). The overall educational gain was regarded as poor compared to residents' expectations, with a median rating of 4.71 (95% CI 4.38-5.07). From free text responses of 83 participants, an organized educational program based on logbook skill acquirement with interaction between coordinator and resident emerged as a priority. Conclusion: Understanding general practitioners' perceptions, satisfaction level and expectations may help to design reform initiatives and cover their educational needs during residency in a holistic manner. Experience from local settings may be useful to offer more comprehensive messages. In a rapidly changing health environment, quickly collecting and analyzing emerging data appears to be a practical way for correcting decisions and avoiding previous errors.

Primary health care and general practice attachment: establishing an undergraduate teaching network in rural Greek health centers.

CONTEXT: Exposure of undergraduate medical students to general practice and community healthcare services is common practice in the international medical curricula. Nevertheless, proponents of the hospital and biotechnology based paradigm, which is still dominant within the medical academic environment, question both the scope and the setting of this training procedure. Regarding the latter, the quality of teaching is often questioned in settings such as rural primary health centers, where health professionals have neither incentives nor accredited training skills. Therefore, the success of community based medical education depends substantially on the procedures implemented to involve non-academic staff as clinical teachers. ISSUE: This report describes the steps taken by the Aristotle University of Thessaloniki (AUTH) Medical School to establish and maintain a Rural Primary Health Care (PHC) Teaching Network in order to implement community oriented PHC and GP undergraduate medical education. A multi-professional teachers' network of healthcare staff, working in Rural Primary Health Centers, has been chosen, in order to expose students to the holistic approach of PHC. The enrollment of teachers to the Teaching Network was solely on a voluntary basis. The novelty of this procedure is that each professional is approached personally, instead through the Health Center (HC) that usually offers this service as a package in similar activities. In an attempt to attract health professionals committed to medical education, a self-selection procedure was adopted. Collaboration with the medical school was established but it was characterized by the School's inability to compensate teachers. A series of 'Training the Trainers' seminars were completed during the first implementation period in order to enhance the awareness of health professionals regarding undergraduate teaching in PHC; to present the educational needs of medical students; to expose them to the principles of medical teaching; and to strengthen their communication skills. LESSONS LEARNED: Setting up sustainable community oriented medical education activities in a more or less unfriendly environment is a difficult task that calls for wisely selected functional steps. Pilot educational activities determine the quality of the implemented programs by evaluating difficulties and constraints. Recruiting teachers on a voluntary basis proved to be critical in enhancing the quality of this educational activity, and overcoming distance constraints. The educational activities which were offered created a homogenous group of PHC teachers with explicit educational aims and objectives.