Family Medicine

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World Book of Family Medicine – European Edition 2015 Home visits may provide benefits to patients and physicians, with their potential to re-establish a more intimate doctor-patient relationship. The opportunity of taking care of patients in their own home allows the perception of their living environment, support system and overall safety which gives the family doctor an insight that cannot be gleaned from office or hospital visits. Original abstract http://www.woncaeurope.org/content/926-po-home-visits-your-practice-road References 1. Brian K. Unwin; Paul E. Tatum III. House Calls. Am Fam Physician. 2011; 83(8): 925-931. 2. American Academy of Family Physicians. Table 6: Average Number of Family Physician Patient Encounters Per Week by Setting, December 2013.http://www.aafp.org/about/the-aafp/family-medicine-facts/table-6.html. Accessed Nov 15, 2014. 3. Rodrigues, R., Huber, M. & Lamura, G. (eds.) (2012). Facts and Figures on Healthy Ageing and Long-term Care. European Centre for Social Welfare Policy and Research: Vienna. 4. Stijnen MM, Van Hoof MS, Wijnands-Hoekstra IY, Guldemond-Hecker Y, Duimel-Peeters IG, Vrijhoef HJ, Jansen MW. Detected health and well-being problems following comprehensive geriatric assessment during a home visit among community-dwelling older people: who benefits most? Fam Pract. 2014 Jun;31(3):333-40. doi: 10.1093/fampra/cmu015. Epub 2014 Apr 15. 5. Theile G, Kruschinski C, Buck M, Muller CA, Hummers-Pradier E. Home Visits - Central to Primary Care, Traditionor an Obligatin? A Qualitative Study. BMC Fam Pract. 2011;12. 6. Stall N, Nowaczynski M, Sinha SK. Back to the future: home-based primary care for older homebound Canadians. Part 1: where we are now. Can Fam Physician 2013;59:237-40. 7. Mayo-Wilson E, Grant S, Burton J, Parsons A, Underhill K, et al. (2014) Preventive Home Visits for Mortality, Morbidity, and Institutionalization in Older Adults: A Systematic Review and Meta-Analysis. PLoS ONE 9(3): e89257. doi:10.1371/journal.pone.0089257. 8. Stall N, Nowaczynski M, Sinha SK. Back to the future: home-based primary care for older homebound Canadians. Part 2: where we are going. Can Fam Physician 2013;59:243-5. 224
World Book of Family Medicine – European Edition 2015 Fusun Yaris MD, PhD fyaris@omu.edu.tr 73 – Re-training of GPs: A EURACT Survey Fusun Yaris MD, PhD. Professor Ondokuzmayis University School of Medicine, Department of Family Medicine Samsun – Turkey Co-author Mustafa Fevzi Dikici, MD Professor Medical education’s ultimate aim is to supply society with knowledgeable, skilled and updated professionals who put patient care above self-interest, and undertake to maintain and develop their expertise over the course of a lifelong career (1). Many areas of education and training bring together both functions within a learning experience. The two may be differentiated by thinking of: education as being about doing better, training as being about taking on new tasks (2). In recent years, major components of healthcare have been transferred out of the hospital and are now only found in the community. Chronic diseases are managed primarily in community. This experience is unique for the trainees (3). At the postgraduate level, lectures are of even less value than at the undergraduate level, yet they are used just as frequently. Trainees gain far more from small group teaching sessions and on-the-job training than from, for instance, revision courses for passing membership exams. In the UK, primary care has tended to lead the way with its long-established one-to-one training relationship and regular group-based release courses, but effective education and training is also possible in secondary care and the training need not be one to one. It is common practice to train senior doctors, junior doctors and medical students concurrently (1) and training requires a multiprofessional approach in primary care (2). Flexible training often has low priority in general practice departments (4). Doctors are eligible for flexible training if they have well-founded reasons such as young children or disability (4). Educational needs assessment Educational needs assessment tools have been developed to help primary care practitioners identify their learning needs (2). Comprehensive check-lists or organizational development tools can help any organization to identify its learning needs from individual practitioners’ or the organizational perspective. The outcome should be to evolve learning culture while addressing these needs. Local coordination of the training programmes helps to reduce duplication of resources. In Turkey, during the first phase recertification programmes of primary care doctors, needs assessment was used for the planning of the second phase retraining programme (5). Evidence based training Best evidence medical education has been defined as the implementation by teachers in their practice, of methods and approaches based on the best evidence available (2). Guidelines can be used for this purpose and impact of training on the practice, prescriptions, and cost-effectiveness can be evaluated (6). Educational Plans and Monitoring 225
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Family Medicine

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