TY - JOUR
T1 - General practitioners' continuing education
T2 - A review of policies, strategies and effectiveness, and their implications for the future
AU - Smith, Frank
AU - Singleton, Andrew
AU - Hilton, Sean
PY - 1998
Y1 - 1998
N2 - Background. The accreditation and provision of continuing education for general practitioners (GPs) is set to change with new proposals from the General Medical Council, the Government, and the Chief Medical Officer. Aim. To review the theories, policies, strategies, and effectiveness in GP continuing education in the past 10 years. Method. A systematic review of the literature by computerized and manual searches of relevant journals and books. Results. Educational theory suggests that continuing education (CE) should be work-based and use the learner's experiences. Audit can play an important role in determining performance and needs assessment, but at present is largely a separate activity. Educational and professional support, such as through mentors or co-tutors, has been successfully piloted but awaits larger scale evaluation. Most accredited educational events are still the postgraduate centre lecture, and GP Tutors have a variable role in CE management and provision. Controlled trials of CE strategies suggest effectiveness is enhanced by personal feedback and work prompts. Qualitative studies have demonstrated that education plays only a small part in influencing doctors' behaviour. Conclusion. Maintaining good clinical practice is on many stakeholders' agendas. A variety of methods may be effective in CE, and larger scale trials or evaluations are needed.
AB - Background. The accreditation and provision of continuing education for general practitioners (GPs) is set to change with new proposals from the General Medical Council, the Government, and the Chief Medical Officer. Aim. To review the theories, policies, strategies, and effectiveness in GP continuing education in the past 10 years. Method. A systematic review of the literature by computerized and manual searches of relevant journals and books. Results. Educational theory suggests that continuing education (CE) should be work-based and use the learner's experiences. Audit can play an important role in determining performance and needs assessment, but at present is largely a separate activity. Educational and professional support, such as through mentors or co-tutors, has been successfully piloted but awaits larger scale evaluation. Most accredited educational events are still the postgraduate centre lecture, and GP Tutors have a variable role in CE management and provision. Controlled trials of CE strategies suggest effectiveness is enhanced by personal feedback and work prompts. Qualitative studies have demonstrated that education plays only a small part in influencing doctors' behaviour. Conclusion. Maintaining good clinical practice is on many stakeholders' agendas. A variety of methods may be effective in CE, and larger scale trials or evaluations are needed.
KW - Continuing medical education
KW - General practitioners
KW - Postgraduate educational allowance
UR - http://www.scopus.com/inward/record.url?scp=0031752558&partnerID=8YFLogxK
M3 - Review article
C2 - 10071406
AN - SCOPUS:0031752558
SN - 0960-1643
VL - 48
SP - 1689
EP - 1695
JO - British Journal of General Practice
JF - British Journal of General Practice
IS - 435
ER -