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[General practitioners' experience from systematic review of patient cases as a learning vehicle in general practice]

https://arctichealth.org/en/permalink/ahliterature90274
Source
Ugeskr Laeger. 2009 Jan 19;171(4):209-11
Publication Type
Article
Date
Jan-19-2009
Author
Andersen Rikke Sand
Søndergaard Jens
Hansen Rikke Pilegaard
Bro Flemming
Author Affiliation
Forskningsenheden for Almen Praksis, Vennelyst Boulevard 6, DK-8000 Arhus C. rsa@alm.au.dk
Source
Ugeskr Laeger. 2009 Jan 19;171(4):209-11
Date
Jan-19-2009
Language
Danish
Publication Type
Article
Keywords
Adult
Child
Denmark
Education, Medical, Continuing - methods
Family Practice - education - standards
Female
Humans
Learning
Male
Medical Audit
Neoplasms - diagnosis - therapy
Quality Assurance, Health Care
Questionnaires
Abstract
The study shows that GPs perceive systematic reviews of patient cases as potential learning vehicles. This is in line with adult learning theories, which argue that professional capability is best enhanced by situating learning in real-life contexts. This paper argues that we should think pragmatically when developing learning methods, and strengthen future efforts to develop methods that ensure reliable learning based on reviews of patient cases.
PubMed ID
19174033 View in PubMed
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Learning based on patient case reviews: an interview study.

https://arctichealth.org/en/permalink/ahliterature92146
Source
BMC Med Educ. 2008;8:43
Publication Type
Article
Date
2008
Author
Andersen Rikke Sand
Hansen Rikke Pilegaard
Søndergaard Jens
Bro Flemming
Author Affiliation
The Research Unit for General Practice, University of Aarhus, Arhus, Denmark. rsa@alm.au.dk
Source
BMC Med Educ. 2008;8:43
Date
2008
Language
English
Publication Type
Article
Keywords
Denmark
Family Practice - education
Humans
Interviews as Topic
Learning
Medical Audit
Physicians
Questionnaires
Abstract
BACKGROUND: Recent theories on adult learning recommend that learning is situated in real-life contexts. Learning is considered a continuous process in which every new experience builds on, and integrates with, previously accumulated experiences. Reviewing and reflecting on patient cases is in line with this learning approach. There has, however, been remarkably little research into how patient cases might be applied in professional education. The purpose of this article is to present family physicians' perceptions of the learning process initiated by reviewing patient cases. METHODS: Thirteen family physicians, who had all participated in a large project on cancer diagnosis in family practice (the CAP-project), currently carried out at the Research Unit for General Practice, University of Aarhus were interviewed on their experiences of reviewing patient cases. In the CAP-project family physicians (n = 467, 81%) in the County of Aarhus (640 000 inhabitants) completed 2,212 (83%) detailed questionnaires on all newly diagnosed patients with cancer encountered in their practices during a one year period (2004-2005). In order to complete the questionnaire the family physicians were required to perform a systematic case review of each patient: they had to consult their records to provide dates of symptom-presentation, investigations and treatments initiated, and reflect on previous encounters with the patients to give detailed information on his/hers knowledge of the patients' care seeking behaviour, mental health and risk factors.The purpose of this article is to present indebt interview-data on family physicians' perceptions of the learning process initiated by reviewing patient cases, and their evaluations of using patient case reviews as a learning method in family practice. RESULTS: The process of reflection initiated by reviewing patient cases enabled family physicians to reconsider their clinical work procedures which potentially supported the transition from individual competence to personal capability. According to the physicians, they were not only able to identify needed changes, some reported that they were able to transform these ideas into action and do things more effectively. According to our data this transition takes place, because the learning processes initiated were based on real life experiences which equally initiated reflections on what to improve, as well as how to improve their work. CONCLUSION: Patient case reviews initiate reflective processes providing feedback about performance in real life situations. Family physicians are in favour of patient case reviews as a learning method, because it embraces the complexities they encounter in their daily practice and is based on personal experiences.
PubMed ID
18775063 View in PubMed
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