ID-5184 Wonca Abstracts supplement L-Z 13-10-23 - Flipbook - Page 12
WONCA 2023 Supplement 2: WONCA 2023 abstracts (L–Z)
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A review of general practitioner research training
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Dr Phyllis Lau, Elif Sakiz, Prof Wendy Hu
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Western Sydney University
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Background
General practitioners (GPs) should be skilled in research and lead as well as actively contribute to
research to guide high-quality primary healthcare. The quality of GP research training is, however, still a
contentious subject within and outside the discipline.
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Aim
To provide an overview of GP research training curricula and programs in Australia and cognate
countries.
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Methods
Documents on GP research training (including publicly available teaching, learning, assessment,
curricula, programs, accreditation and professional standards of research competencies) from Englishspeaking countries with similar health and educational systems to Australia (Australia, New Zealand,
US, Canada, UK, Denmark, Hong Kong and Singapore) were included in the review. Documents that
described GP clinical training only or research training of medical students, postgraduate degree
trainees and trainees of disciplines other than general practice were excluded. Emails with GP training
programs and two online interviews with GP specialists were conducted to explore information not
publicly available. Data were deductively extracted and analysed.
Results
Entry point and duration of training varied in different countries from postgraduate year 1 to 4, ranging
from no mandatory training to training spanning two years. Some curricula included core research
competency training, and required trainees to complete research projects, publish papers and
present at scientific conferences. Most training objectives included enabling trainees to conduct and
present medical research, understand and critically appraise scientific literature and find appropriate
information for evidence-based medical practice. In some countries, university academics provided
GP research training. Assessments varied considerably from formal examinations to participation in
continuing professional development. Most programs were government funded, while some were
funded by GP colleges.
Implications
Our findings provide a basis for further development of GP research policies and training in Australia
and other countries. Future research should explore GP trainees’ views of their research training.
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