Development and evaluation of a novel patient information system.

A comprehensive patient information datafile of 320 topics has been developed, subserving the domains of medicine, surgery, gynaecology and paediatrics. The system was designed as loose-leaf sheets capable of being photocopied, as well as a computer-based datafile. In a four-practice study, 73% of consecutive general practice attenders could be issued with the relevant disorder or procedure information sheet. With a questionnaire return rate of 79%, 886 patients rated the three criteria of readability, understandability and usefulness of their leaflets as very or quite easy and very or quite useful in more than 94% of instances. This system could be a valuable adjunct to patient education in both general and hospital practice settings.

New strategies for higher professional education.

Since the original recommendation in 1968 for a period of higher professional education, the development of this form of education has been slow. However, in 1990 a working party was established by the education division of the Royal College of General Practitioners to report on higher professional education. This paper describes some of the early work of the working party and its recommendations with particular emphasis on educational strategies, assessment and accreditation. A flexible, learner centred approach needs to be developed to encourage autonomy. Educational strategies are described which value previous experience and allow for a shift of responsibility for learning from the teacher to the learner.

Higher professional education courses in the United Kingdom.

The need for higher professional education courses has been well established by young principals, medical educationalists and the Royal College of General Practitioners (RCGP, 1985a, 1987 and 1990; Regional Advisers, 1989). In recent years there has been an increase in their development. However there is still a small number catering for a very small group of potential learners. These courses have often been seen as an extension of vocational training. Seven such courses were identified and evaluated during this project. The method and the results of the evaluation are presented. The development of higher professional education courses needs to be tailored to particular local needs and any central planning can be stifling. In our project there was often inadequate organizational and financial support available. The courses proved to be demanding for the participants in terms of time and required motivation. Despite this, attendance was good. Much of the content of the courses laid emphasis on practice management, human behaviour, and medicine and society, which reflected the perceived needs of both organizers and participants. Where formative evaluation of the courses was carried out, this appeared to have an important effect on course development. However fewer than 50% of the participants were involved to any extent in any planning of the courses, which is clearly contrary to the recognized principles of adult of self-directed learning (Brookfield, 1986). Despite this, participants as a whole appreciated the courses and the effect these had on their work, a large proportion reporting a significant change in cognitive and affective areas of learning. Recommendations are made for future organizers of higher professional education courses.