Family Medicine

More documents

Recommendations

Info

World Book of Family Medicine – European Edition 2015 has been used in negotiations with policymakers, educators, media and physicians, and formed the basis of national family practice curricula such as the UK Royal College of General Practitioners GP curriculum. Following on from this, more recently the WONCA Working Party on Education has produced WONCA global standards for postgraduate family medicine education (6), which will provide further thrust to drive quality improvement, new program development and recognition of family medicine training globally. However there is a balance and equipoise to be reached in the efforts to develop global standards and curricula, which need to be comprehensive enough to be relevant to all family doctors, without producing overly burdensome bureaucracy, which may hinder rather than help learning. So what about Alternative Blue Sky Thinking, to Help the Development of Family Medicine Training? A thought experiment by Bernard Lietaer, a professor of economics, might suggest an option (8). The slogan would then be “to master your topic, you should teach it”. This means that everybody becomes a student as well as a teacher, an apprenticeship model running right through from graduation to retirement. At entry to family medicine specialty training (after 6+ years of basic medical education) every doctor would be given a sum of 1000 Sabers. For 1 Saber you can buy one hour of teaching or coaching by an elder colleague. The elder colleague can only get Sabers by teaching or coaching. After 3 years, the time of getting a Master degree, there is an appraisal by a senior assessor. If you can pass this appraisal and demonstrate that you have earned 1000 Saber, you are rewarded with time and money. You get a sabbatical leave of 3 months and the money you would normally get in those 3 months. An extra free month a year. Every year. If it seems hard to imagine how this could be implemented in countries with well established training then imagine how this sort of cascade effect might be beneficial in countries without well established family medicine training in place. In these countries an educational voucher system could set in motion a ‘learning multiplier’, providing educational opportunities despite a lack of available funds for formal teaching. The incentive of extra money and sabbaticals could help recruit and retain doctors in countries where family medicine can be seen as ‘low prestige’ and where there is often a significant ‘brain drain’ of qualified medical staff to other countries. Perhaps another way of thinking of it is that this is just a modified version of the cascade of learning which already happens each time a group of family doctors is brought together. As Margaret Mead famously said: Never underestimate the power of a few committed people to change the world. Indeed it is the only thing that ever has. This cascade of learning is hard to quantify but is something which is felt by family doctors each time they attend a WONCA or Vasco da Gama conference and meet with a group of committed and inspired family doctors who share their visions and goals. The ripples from this learning cascade back as ideas and innovations which are applied in the home countries of doctors all over Europe and beyond. Take Home Messages In order to achieve a ‘GP for every person in the world’, we need family medicine training in every country in the world. WONCA initiatives and collaborations can help drive development of national curricula. Thought experiments can help us think outside the box. Never underestimate the power of a few committed people. Thank You The author wishes to thank Marco Roos, MD, academic clinical fellow at the Institute of Primary Care, University of Erlangen-Nuremberg, for his helpful suggestions on the article. Original Abstract http://www.woncaeurope.org/content/3553-developing-national-curriculum-education-and-training-general-practitioners-united References 26
World Book of Family Medicine – European Edition 2015 1. http://www.oecd-ilibrary.org/sites/health_glance-2013-en/03/02/index.html?contentType=&itemId=%2fcontent %2fchapter%2fhealth_glance-2013-24-en&mimeType=text%2fhtml&containerItemId=%2fcontent%2fbook %2fhealth_glance-2013-en&accessItemIds=%2fcontent%2fbook%2fhealth_glance-2013-en 2. http://www.dailymail.co.uk/debate/article-2840252/Why-fear-GPs-NHS-s-problem-not-solution-surgeon-J-MEIRION- THOMAS.html 3. Starfield B, Shi L, Macinko J (2005). Contribution of Primary Care to Health Systems and Health. Milbank Quarterly; 83(3):457-502. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2323039/ 4. Heath I (2008). A general practitioner for every person in the world. BMJ; 336(7649):861. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2323039/ 5. Roos M, Watson JC, Wensing M & Peters-Klimm F (2014). Motivation for career choice and job satisfaction of GP trainees and newly qualified GPs across Europe: a seven countries cross-sectional survey. Education for Primary Care; 25: 202-210 6. http://www.woncaeurope.org/gp-definitions 7. http://www.globalfamilydoctor.com/site/DefaultSite/filesystem/documents/Groups/Education/WONCA%20ME %20stds_edit%20for%20web_250714.pdf 8. http://www.lietaer.com/2010/01/the-saber/ 27
Page 1 and 2: The World Book of Family Medicine -
Page 3 and 4: World Book of Family Medicine - Eur
Page 17 and 18: The WP workshops on Ethics describe
Page 25: World Book of Family Medicine - Eur
Page 45 and 46: References: World Book of Family Me
Page 51 and 52: Original Abstract World Book of Fam
Page 77 and 78:
World Book of Family Medicine - Eur
Page 79 and 80:
Page 81 and 82:
Original abstract World Book of Fam
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Original Abstract World Book of Fam
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
References World Book of Family Med
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Original Abstract World Book of Fam
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Original abstract World Book of Fam
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Take home messages World Book of
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Quaternary Prevention rubric (www.p
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
show all

Family Medicine

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?