RT Journal Article
SR Electronic
T1 University of Limerick — Graduate Entry Medical School, General Practice Quality Assurance Initiative
JF British Journal of General Practice
JO Br J Gen Pract
FD British Journal of General Practice
SP bjgp19X703001
DO 10.3399/bjgp19X703001
VO 69
IS suppl 1
A1 Aidan Culhane
A1 Patrick O’Dwyer
A1 Andrew O’Regan
A1 Liam Glynn
YR 2019
UL http://bjgp.org/content/69/suppl_1/bjgp19X703001.abstract
AB Background At 18 weeks duration, University of Limerick — Graduate Entry Medical School (UL–GEMS) has the longest general practice clinical attachment for medical students in Ireland and fulfils the educational criteria for a Longitudinal Integrated Clerkship (LIC).The longer the clinical placement the greater the imperative to see that these practices achieve satisfactory educational standards.Aim This project describes a quality assurance initiative of general practices that participate in the education of medical students at GEMS.Method A literature review of previous quality assurance initiatives in relation to general practices that teach medical students was performed. Information gained from this process was then compared with UL-GEMS own criteria for teaching general practices. A set of criteria by for assessing teaching general practices was devised. The assessment process included a combination of self-assessment by the GP tutors and practice visits by the UL-GEMS teaching staff.Results Nearly 100% of teaching practices had the correct teaching facilities, such as own room for the student or own computer. Suggested teaching methods, such as parallel consulting, as advised by the Department of General Practice were carried by 100% of practices. Use of the two-way feedback form and the GP/Student manual was poor. GP tutors requested more regular visits form the GP teaching staff as well as more guidance on content for formal tutorials so that a consistency teaching approach could be achieved.Conclusion This was the first quality assurance initiative on an extended clinical placement. The knowledge gained will lead to a more inclusive standard setting process for teaching medical students in general practice settings.