Family Medicine

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World Book of Family Medicine – European Edition 2015 Assessment of your training needs as a teacher, or other health professionals must take account of the differing priority areas of the government, your health organization as well as the influences on public. We need to decide how to balance the priorities (2). A supervisor works with the learner to develop and facilitate an educational plan that addresses their educational needs and monitors following training (2). Teacher in primary care A teacher does not only need sufficient knowledge, skills, but also the right attitude and understanding of the overall context and cultural environment to be able to make the teaching relevant to the learner’s needs (2). Assessment of learning in General Practice Assessment is a measurement of achievement of progress towards meeting defined educational objectives. Formative assessment to give feedback to learners in order to guide progress may be used. Summative assessment can also be used. Programme evaluation and in-training assessment are necessary to be flexible in the primary care. Validity, reliability, educational impact, acceptability, feasibility, and efficiency are the characteristics of good assessment for general practitioners. Check-lists, rating scales, and portfolio may also be integrated. General Practice requires proficient team work, therefore team and the patients should assess the trainee (7). Objective structured clinical examinations can be used with simulated/standardized patients (8). Continuing professional development (CPD) The aim of continuous medical education is to sustain the professional development of general practitioners and help them to provide high-quality patient care and to keep up to date with developments in general practice (4). The accredited professional development programme is designed as a new approach to CPD in order to offer ongoing support as general practitioners continue their professional development as part of their everyday practice (4). The process is a semi-structured process that will help general practitioners to collect all information and evidence that will be required for annual appraisals and revalidation over a five year period (4). Lifelong learning The structure of the programme is to encourage learning for the individual’s needs. It is well focused on the day to day work of the average GP. This programme allows GPs to plan their learning and also provides evidence and documentation which will be useful for appraisals and revalidation in the future (4). Turkey In Turkey, physicians who choose to specialize in family medicine or other specialties have to pass a standard exam, which allocates them to a residency programme according to their score. The physicians who do not pass the specialty exam are also granted a certified family doctor position with a smaller salary than specialists in the National Primary Health Care System. Both family medicine specialists and certified family doctors work in primary care in rural and urban areas. In Turkey, family medicine is a relatively new specialty having been established through legislation in 1983. The first vocational training programme was started in 1985. Retraining is mandatory for certified family doctors, but not for family medicine specialists. Starting with pilot provinces, retraining of the 25 thousand certified family doctors has been ongoing since 2004 all over Turkey, based on needs assessment and guidelines for primary care (5). Take home messages Training requires a multi-professional approach in primary care. Trainees gain more from small group teaching sessions. Educational needs assessment tools have been developed to help those in primary care identify their learning needs. Guidelines can be used for evidence based training. The aim of continuous professional development is to sustain the professional development of GP’s and to keep up to date with developments in general practice. Original abstract 226
World Book of Family Medicine – European Edition 2015 http://www.woncaeurope.org/content/ws-027-re-training-gps-%E2%80%93-euract-survey References: 1. Swanwick T, Buckley G. Introduction: Understanding medical education. McCrorie P. Teaching and leading small groups. In: Understanding medical education. Evidence, theory and practice. Ed. Swanwick T. Wiley& Blackwell Publications. 2010, NJ, USA. PP: 15-16 and 124-39.. 2. Mohanna K, Wall D, Chambers R. Chapters: Healthcare teaching in context. Providing supervision and support. In: Teaching made easy. A manual for health professionals. Second ed. 2004. Radcliffe Medical Publications, Oxon, UK. PP: 12- 28, 169- 87. 3. Stephenson A. Learning in General Practice: Why and How? In: A textbook of general practice. 3rd Ed. Hodder Arnold Company. 2011, Kent, UK. PP: 1-7. 4. Hastie A. Flexible training for general practice. Jenkins P, Finlay K. Accredited professional development. In: The General Practice Journey. The future of educational management in primary care. Swanwick T, Jackson N (Eds). 2003. Radcliffe Medical Publications, Oxon, UK. PP: 67- 70 and 103- 6. 5. Dikici MF, Gorpelioglu S, Ersoy F, Yaris F, Filiz TM, Topsever P, Gurel S, Cubukcu M, Akturk Z. First results of Second Phase Needs Assessment in the pilot cities of Turkey. Family Medicine Actual and Scientific Journal. 2007; 1 (5- 6), 12- 13 (In Turkish). 6. Dikici MF, Yaris F, Artiran Igde F, Yarar F, Altuntas O, Alper Gurz A. Effect of a workshop in rational pharmacotherapy for interns during family medicine clerkship in Samsun- Turkey. Pak J Med Sci. 2014 Mar; 30 (2):305-9. 7. Hays R. Assessment of learning in general practice. In: Teaching and learning in primary care. Radcliffe Publishing, 2006, Oxon, UK. PP: 25- 36. 8. Muller E, Mehay R, Seigel S, Lamb I. A smorgasbord of educational methods. In: The essential handbook for GP training and education. Mehay R. (Ed). Radcliffe Publishing, London, UK. PP: 45-68. 227
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Family Medicine

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