ABSTRACT
BACKGROUND: The use of medical investigations is increasing, with most testing occurring in primary care. The interpretation of test results is challenging for general practice registrars. Additionally, emerging evidence suggests that over-testing is a significant problem and has the potential for patient harm. Test result audit and feedback (TRAFk) is a teaching and supervision method in general practice training, but no previous studies have investigated its utility. OBJECTIVE: The objective of this article is to describe the outcomes of an educational intervention for general practice supervisors on TRAFk. METHODS: We developed and delivered a workshop to general practice supervisors and administered pre- and post-workshop surveys. RESULTS: Of the 54 supervisors who participated in the study, a substantial proportion (79.6%) used TRAFk after the workshop. Participants highly rated the method across a range of supervision areas, including clinical reasoning, test ordering quality and patient safety. DISCUSSION: Our findings reinforce the educational utility of this supervision method in general practice training for the teaching and assessment of registrars.
Subject(s)
Clinical Competence/standards , General Practice/education , Hematologic Tests/standards , Adult , Female , Hematologic Tests/statistics & numerical data , Humans , Male , Middle Aged , Practice Patterns, Physicians'/standards , Staff Development/methods , Surveys and Questionnaires , Teaching/standardsABSTRACT
BACKGROUND: Within the apprenticeship model of general practice training, the majority of teaching and learning occurs in the practice under the guidance of the general practice supervisor. One of the foundations of a high-quality general practice training program is the delivery of relevant, evidence-based educational continuing professional development (EdCPD) for general practice supervisors. Despite The Royal Australian College of General Practitioners (RACGP) and the Australian College of Rural and Remote Medicine (ACRRM) standards requiring EdCPD, there is currently no standardised educational curriculum for Australian general practice supervisors. There are a number of emerging themes with significant implications for future general practice supervisor EdCPD. These include clinical supervision and structural issues, capacity constraints, and emerging educational issues. OBJECTIVE: We propose the development of a core curriculum for general practice supervisors that is competency-based and evidence-based, and reflects the changing landscape of Australian general practice training. DISCUSSION: A national general practice supervisor core curriculum would provide standardisation, encourage collaboration, allow for regional adaptation, focus on developing competencies and require rigorous evaluation.
