Teaching of medical students in primary care continues to have an expanding role in medical education around the world, both as an important part of clinical training for all doctors and as a crucial place for promotion of primary care as a specialty. This is particularly true in rural practice, where positive rural placement experiences have been shown to have significant impact on future rural practice choices. In this ePoster, our team of Rural Clinical School medical students and GP academics are excited to help you explore experiences, local research and tips on creating positive longitudinal GP placements for successful student learning in rural general practice. We will delve into important themes such as students value-adding to patient care, how best to support and organise placements for both students and general practices, understanding student experiences and feedback, and how to use longitudinal placements to aid learning chronic disease management, continuity of care and holistic patient-centred health care that is the strength of general practice. Underpinning all these themes is an appreciation of the impact that a good GP placement can make on student decisions and future recruitment for rural general practitioners. With this in mind, it is incumbent on all of us to strive to make positive learning spaces for students to assist in teaching important primary care skills to all doctors, but also for future planning and strengthening of general practice.

At the conclusion of this roundtable presentation participants will
1. gain important insights and practical tips from students and GP Academics to ensure successful student learning in GP longitudinal placements
2. be motivated to reframe the discourse for GP Supervisors from extra burden to value added experiences and future proofing for doctor, student, patient and clinic
3. appreciate GP placements’ place in promoting rural general practice and important primary care knowledge to the next generation of doctors.

Aim: To share the mentorship program’s innovative approaches implemented by the Clinical Master in Family Medicine (CMFM) at Arabian Gulf University (AGU) in Bahrain and learnt lessons. `
Content: Mentorship is valuable for the successful progress of academic careers in medicine. A formalised mentorship programme provides guidance and support to trainees that contribute to building professional identity, career planning, professionalism development, productivity and research participation, and overall students’ well-being. We will share in this presentation the experience of structuring a contextualised formal mentorship programme in the Clinical Master in Family Medicine (CMFM) programme, a two-year clinically oriented postgraduate programme established in April 2020 at Arabian Gulf University. We will emphasise the major challenges and solutions implemented to optimise the outcomes and derive the main learnt lessons. Our mentorship programme consists of monthly face-to-face encounters between mentees and mentors with a one to five-ratio. It includes deep discussions and the analysis of key performance indicators from an electronically generated dashboard. We found that structuring an electronic mentoring report was a useful tool in probing mentors and mentees about areas of discussion and follow-up. It also ensured having the mentors continuously onboard and improving their performance. We realised that the mentorship programme is a valuable tool for trainees’ development monitoring and guidance when facing challenges.
Goals: To highlight the importance of a formalised and contextualised mentorship programme in postgraduate programmes of family medicine and to share some of the challenges, solutions, and learnt lessons particularly when the curriculum is intense and implemented during a pandemic like COVID-19.

At the conclusion of my presentation attendees will take away
1. Contextualising a mentorship programme joining qualitative and quantitative input is crucial in postgraduate family medicine training.
2. Launching and establishing a formal mentorship programme might face challenges requiring innovative solutions.
3. Mentoring is a powerful monitoring tool in family medicine training.

Background:
International collaboration is essential for the development of academics and teaching in family medicine. Universitas Gadjah Mada (UGM) Indonesia has recently established family medicine (FM) specialist and its collaboration with University of Edinburgh, Maastricht University, University of Iowa and University of Melbourne provide insights on the way family medicine training are further developed in the undergraduate and postgraduate degree.

Method:
Our collaborations include developing teaching modules, joint workshops with undergraduate and postgraduate students, staff and student exchanges, research and trainings, and webinars to disseminate values on family medicine principles and practice.

In this proposed roundtable, we would like to introduce the topic and share our experience in working together with our collaborators. Our presentation will be followed up with discussions/sharing session with the audience about their experience of having and promoting international collaboration to enhance the quality of family medicine training in both undergraduate and postgraduate levels.

Results:
Examples of our outcomes of collaborations include these improvements. Modules to enhance patient care have been developed based on our collaboration with University of Edinburgh. Family medicine rotation for medical (MD) students have also been piloted at the university from the collaboration with Maastricht University. UGM joint webinars with University of Iowa and University of Melbourne have also been held annually along with the FM specialist learning; and they are greatly welcomed by the GP audience in Indonesia.

Later, discussion with the audience in the sessionwill also be used to develop ideas on how the collaboration can move forward to promote family medicine practice and education in Indonesia as well as in the audience settings.

Discussion:
International collaboration leads to important developments in family medicine and primary care. Our subsequent phases are to maintain and possibility to develop the collaborations further way forward and evaluate activities to support student learning.

At the conclusion of my presentation attendees will take away:
1. International collaboration provides strategic ways for the development of family medicine training and education in undergraduate and postgraduate levels.
2. Example of the collaborations include: module development, academic exchange, student placements, joint webinars, and research.
3. Possibilities to evaluate the collaboration to further support the students' learning.

In this case report, we present a non-oliguric acute kidney injury in 30-year-old male without past medical after using a creatine supplement; and the important role of family medicine physician in asking patients about medications and over the counter supplements.

According to the existing literature, creatine supplementation appears to be safe when used by healthy adults at the recommended loading (20 gm/day for five days) and maintenance doses less than or equal to 3 gm/day; but it is not the same in people with underlying chronic kidney disease due to diabetes or hypertension using nephrotoxic medications daily.

The use of over the count supplements like creatine has become very popular in adolescents and young adults to improve muscle strength and exercise performance. The safety of creatine use has not been established, and daily use may increase creatinine levels.

Patients with chronic diseases and abnormal glomerular filtration rate, should not use creatine supplements due to risk of compromising the already affected renal function.

Through this case report we show the importance to regular follow up with primary doctor when patients are using over the counter supplements to improve sports performance.

The primary care physician plays an important role in the evaluation and obtaining a full medical history including medications and over the counter supplements when patients present to emergency department or outpatient clinics. In order to prevent renal injury; it is also important to discuss the safety profiles of all supplements used and establish close follow up with those patients who use creatine supplements.

1. Importance of good history taking.
2.Prevention of kidney disease
3. Young adults follow up

Background:
Continuing professional development (CPD) activities that are relevant to the doctors and their patients should be informed by the current assessed training needs. The CPD-providers are accredited by the Uganda Medical Dental Practical Council which currently receives approximately forty cases of malpractice per month due to medical errors.

Aim:
The aim of the study was to describe the continuing professional training needs of doctors working in public primary care facilities in central Uganda.
Setting: The district health system of central Uganda comprised ten general hospitals (GH) and thirty-seven health center IVs (HC IVs) with a staffing norm of six and two doctors respectively.

Methods:
This was a cross-sectional survey of doctors working in public primary care facilities using the WHO Hennessey-Hicks questionnaire. Descriptive statistics of the importance, current performance and the training need of each skilled activity were calculated. Content analysis was applied to data from the open ended questions.
Results: There were 91 respondents, majorly males 80 (87.9%) from 7 GHs and 24 HC IVs with average age of 37.9 years. The domain with the highest training need for the doctors was research/audit with a mean score of 1.94 (±1.69) followed by administration 1.58 (±1.61) and clinical tasks 1.28 (±1.29).

Conclusion:
Research/audit was identified as the most important domain for continuing professional training while clinical tasks were a priority on the list of CPD topics.

1. Investigating training needs of health professionals guides various continuing professional development providers
2. Continuing professional training needs depend on the cadre of the health professionals in question
3. There is a need to effect implementation research training relevant to primary care facilities