Medical education 16
Track 19
| Saturday, October 28, 2023 |
| 10:35 AM - 12:30 PM |
| Meeting Room E3.1 |
Speaker
Dr Andrew Leech
Director
The Garden Family Medical Clinic
Re-invigorating General Practice promotion and training for the future
10:35 AM - 11:35 AMSummary
The future of general practice in Australia is at a crossroad.
There is noticeable shift in the interest of medical students not wanting to pursue general practice as a specialization¹ ² ³. This is further compounded by the reduction in trainee doctors following a career in medicine altogether due to burnout and bullying. The Medical Training Survey (MTS, 2022)⁵ reported of those who had experienced bullying, 70% did not report it, concerned of repercussions.
General practice is the cornerstone of the Australian health system. It is still viewed as a ‘lesser speciality’ associated with ‘lower status’ by many junior doctors, despite the complex and cognitively challenging skillset required, especially in rural and remote practice³.
Health Departments and government recognise GP training as a priority specialty training pathway. Despite this, the numbers of medical graduates choosing a general practice specialty pathway are grossly insufficient⁴ .We need to consider novel and practical ways to improve the GP training experience and enhance the perception of general practice.
Attracting medical students and junior doctors to general practice is a crucial step in developing a stronger workforce. The benefits of a meaningful clinical placement is well documented with positive outcomes from the perspectives of educators and students³. Additionally, research shows when students have the responsibility in the clinical encounter (i.e., seeing patients independently in general practice placements), their motivation and drive is enhanced which improves their interest in the specialty³ ⁴.
Medical students require immersive experiences in general practice, where they not only experience the variety and work involved but are actively involved in clinical encounter. This involvement reduces the student’s perception as a burden in the clinical setting³. A shift in our thinking and teaching is essential for the growth of general practice in Australia.
There is noticeable shift in the interest of medical students not wanting to pursue general practice as a specialization¹ ² ³. This is further compounded by the reduction in trainee doctors following a career in medicine altogether due to burnout and bullying. The Medical Training Survey (MTS, 2022)⁵ reported of those who had experienced bullying, 70% did not report it, concerned of repercussions.
General practice is the cornerstone of the Australian health system. It is still viewed as a ‘lesser speciality’ associated with ‘lower status’ by many junior doctors, despite the complex and cognitively challenging skillset required, especially in rural and remote practice³.
Health Departments and government recognise GP training as a priority specialty training pathway. Despite this, the numbers of medical graduates choosing a general practice specialty pathway are grossly insufficient⁴ .We need to consider novel and practical ways to improve the GP training experience and enhance the perception of general practice.
Attracting medical students and junior doctors to general practice is a crucial step in developing a stronger workforce. The benefits of a meaningful clinical placement is well documented with positive outcomes from the perspectives of educators and students³. Additionally, research shows when students have the responsibility in the clinical encounter (i.e., seeing patients independently in general practice placements), their motivation and drive is enhanced which improves their interest in the specialty³ ⁴.
Medical students require immersive experiences in general practice, where they not only experience the variety and work involved but are actively involved in clinical encounter. This involvement reduces the student’s perception as a burden in the clinical setting³. A shift in our thinking and teaching is essential for the growth of general practice in Australia.
Takeaways
Key insights / takeaways
1. Introduction to practical teaching solutions for GP’s who enrol medical students in their practice – how to make the experience engaging, which will have long term impacts for us not a burden. With examples of a successful program running at the Garden Family Medical Clinic in conjunction with Notre Dame University.
2. Introduction to how medical education can be better tailored to attract doctors into general practice
3. Overall promotion and awareness of general practice as a career choice for those who are sitting on the fence. What are the selling points? How do we shift the trend?
References
(1) Aggarwal and Hutchison (2012). Primary Care Strategy for Canada. Canadian Foundation for Healthcare Improvement. http://www.cfhi-fcass.ca/Libraries/Reports/Primary-Care-Strategy-EN.sflb.ashx
(2) Australian Institute of Health and Welfare (2014). Health Workforce Australia 2014: Australia’s Future Health Workforce – Doctors
(3) Dallas et al. (2022). Medical students value-adding to general practice: a qualitative study. Australian Journal of General Practice, 51 (3). 152–156
(4) Department of Health (2018). General Practice Workforce Supply and Training in Western Australia.
(5) Medical Training Survey (2023). Australian Medical Board. https://www.medicaltrainingsurvey.gov.au/News/Release/Culture-of-medical-training-in-the-spotlight-in-2022-Medical-Training-Survey
1. Introduction to practical teaching solutions for GP’s who enrol medical students in their practice – how to make the experience engaging, which will have long term impacts for us not a burden. With examples of a successful program running at the Garden Family Medical Clinic in conjunction with Notre Dame University.
2. Introduction to how medical education can be better tailored to attract doctors into general practice
3. Overall promotion and awareness of general practice as a career choice for those who are sitting on the fence. What are the selling points? How do we shift the trend?
References
(1) Aggarwal and Hutchison (2012). Primary Care Strategy for Canada. Canadian Foundation for Healthcare Improvement. http://www.cfhi-fcass.ca/Libraries/Reports/Primary-Care-Strategy-EN.sflb.ashx
(2) Australian Institute of Health and Welfare (2014). Health Workforce Australia 2014: Australia’s Future Health Workforce – Doctors
(3) Dallas et al. (2022). Medical students value-adding to general practice: a qualitative study. Australian Journal of General Practice, 51 (3). 152–156
(4) Department of Health (2018). General Practice Workforce Supply and Training in Western Australia.
(5) Medical Training Survey (2023). Australian Medical Board. https://www.medicaltrainingsurvey.gov.au/News/Release/Culture-of-medical-training-in-the-spotlight-in-2022-Medical-Training-Survey
Biography
Andrew is a general practitioner in Perth, Western Australia.
Andrew is the Clinical Director of a new general practice in Perth’s southern suburbs, The Garden Family Medical Clinic, which aims to transform the way we do GP and improve future services.
Andrew is an advisor to Emerging Minds, part of the National Workforce to improve paediatric mental health awareness and training of health professionals in Australia. He has co-authored a number of GP training courses on the Emerging Minds platform. He advises and presents mental health training sessions for the RACGP. In 2020, Andrew was selected to take part in the RACGP Future Leaders Program and was on a Ministerial Taskforce for the Mental Health Commission of WA. Andrew is an expert advisor for the Curtin Healthy Digital Child group, the Mental Health Professionals Network, ADHD WA and AADPA.
Andrew believes in good quality, interactive, purpose structured training of registrars and medical students.
Ramya is a general practitioner in Perth, Western Australia. Her specific interests are in women’s and children’s health particularly on perinatal health and wellbeing. In 2020, Ramya was awarded the Aspire Award (City Of Fremantle) to present her work on postnatal recovery at the WONCA Asia Pacific Conference. She is passionate about the provision of high quality clinical care and believes training & education are essential components of GP development. To support this, Ramya is a Senior Lecturer at the School of Medicine, University of Notre Dame, Fremantle and clinical supervisor for GPs in Training. She was a medical educator for three years with Western Australian General Practice Education and Training (WAGPET). Ramya has an active involvement in general practice research. Recently Ramya along with her colleagues A/Prof Gilkes and Dr Frayne were recipients of funding from Collaborative Cancer Research Grant Scheme (Australian Cancer Council) to investigate ‘Insight into how General Practitioners respond to notification that their patient has dense breasts after screening mammogram’.
Dr Ramya Raman
Chair, WA
Royal Australian College of General Practitioners
Re-invigorating General Practice promotion and training for the future
10:35 AM - 11:35 AMBiography
Ramya is a general practitioner in Perth, Western Australia. Her specific interests are in women’s and children’s health particularly on perinatal health and wellbeing. In 2020, Ramya was awarded the Aspire Award to present her work on postnatal recovery at the WONCA Asia Pacific Conference. She is passionate about the provision of high-quality clinical care and believes training & education are essential components of GP development. To support this, Ramya is a Senior Lecturer at the School of Medicine, University of Notre Dame, Fremantle a clinical supervisor for GPs in Training. She was a medical educator for several years with Western Australian General Practice Education and Training (WAGPET) and clinical examiner for RACGP fellowship exams.
She was awarded the RACGP WA GP of the Year for 2020 and recipient of Australian Scholarship Foundation to attend the McKinsey Young Leaders Forum 2022.
Currently, Ramya is Chair of RACGP WA Faculty and works closely with members, industry and government on significant policy development, advocacy, sustainment and member well-being.
Dr Niroshe Amarasekera
National Clinical Lead Practice And Supervisor Accreditation
Royal Australian College Of General Practitioners
"But I am always here!" Enhancing supervisor approachability to strengthen the registrar-supervisor alliance
11:35 AM - 12:30 PMSummary
Trainees often perceive that supervisors to not be approachable.
Supervisors often say "but I am always here, they can ask me anything?"
The aim of this workshop will be to explore the concept of approachbility and how this impacts on building and strengthening the registrar-supervisor alliance. The workshop will take the participants through 4 key factors of an approachable supervisor, how these can implemented in the practice through various stages of the the training such as orientation, feedback session and day to day teaching. Participants will be able to reflect on personal experiences of approachable leadership.
Participants will discuss the GPSRM - GP Supervisor Relationship Measure to look at 3 factors - safe base, supervisor investment and registrar professionalism and how to utilise this in their practice to ehance the registrar-supervisor alliance.
Supervisors often say "but I am always here, they can ask me anything?"
The aim of this workshop will be to explore the concept of approachbility and how this impacts on building and strengthening the registrar-supervisor alliance. The workshop will take the participants through 4 key factors of an approachable supervisor, how these can implemented in the practice through various stages of the the training such as orientation, feedback session and day to day teaching. Participants will be able to reflect on personal experiences of approachable leadership.
Participants will discuss the GPSRM - GP Supervisor Relationship Measure to look at 3 factors - safe base, supervisor investment and registrar professionalism and how to utilise this in their practice to ehance the registrar-supervisor alliance.
Takeaways
• Define approachability is the context of a registrar-supervisor relationship
• Identify the importance of the supervisor-registrar alliance
• Reflect on ways that can the supervisor and the practice create a trusting supervisory relationship and practice culture in clinical practice
• Identify the importance of the supervisor-registrar alliance
• Reflect on ways that can the supervisor and the practice create a trusting supervisory relationship and practice culture in clinical practice
Biography
Niroshe Amarasekera is a GP and GP Supervisor for vocational GP training. Niroshe has over 10 years experience in medical education and currently works in Practice and Supervisor Accreditation.
Dr. McCabe-Simon is a General Practitioner and a Senior Regional Medical Educator in East Metro, Victoria, leading the GPT 1 workshops.
Kate is also a GPRA board director.
