Biomedical subjects

A al-Shehri

Publications and source records attributed to A al-Shehri.

5 recordsLinked to original sources

PubMed1993

Developing organisational vision in general practice.

Vision is a fashionable but ill defined term in management circles. Nevertheless, it embodies a significant concept related to guiding an organisation from present realities, through opportunities and hazards, to a viable future. Until recently a typical general practice could assume a stable external environment, but now it is caught up in the uncertainties stemming from the NHS reforms. For such a practice to undertake effective strategic planning it will have to develop a vision connecting the present with aspirations for the future. While vision is usually considered to be an individual talent, it is possible to develop a collective organisational vision within a general practice, and the small size of general practices makes this relatively easy. The vision needs to be broad; it needs to be continuous; and its capacity to predict the future needs to be monitored.

Family Practice↗

PubMed1993

Reaccreditation: the why, what and how questions.

Currently, reaccreditation is the subject of debate within general practice in the United Kingdom, largely in terms of medico-political expediency. In an attempt to broaden the basis of the debate, this paper explores reaccreditation in relation to its purpose in shaping the future of general practice (the why question); the qualities it might appropriately seek to assess (what?); and, whether such qualities can be measured (how?). It is argued that reaccreditation has far-reaching educational and service implications for general practice in the UK and should only be adopted after careful consideration of the issues involved for the profession, for patients and for the National Health Service. Providing that these issues can be resolved satisfactorily, it is proposed that the ability of general practitioners to learn from experience, rather than competence or performance, represents an appropriate and feasible yardstick for reaccreditation. Both general criteria and specific characteristics of assessment methods suitable for measuring experiential learning are identified. The feasibility and acceptability of applying such methods to the reaccreditation of general practitioners are considered. It is concluded that once such methods have been successfully refined and field-tested the way would be open for the profession's negotiators to offer the implementation of reaccreditation in return for certain safeguards designed to protect the future role of the generalist doctor in the community.

Accreditation↗

PubMed1993

Continuing education for general practice. 1. Experience, competence and the media of self-directed learning for established general practitioners.

The arrangements under which continuing education for general practice is provided and attendance by general practitioners is rewarded have now been in operation for three years. More recently, reaccreditation has emerged as a significant issue for the profession. For these reasons it appears timely to review the whole basis of ongoing learning by established general practitioners. In this the first of two papers, learning by established professionals is considered in relation to the educational development of the learner, the role of experience and the goals of competence and performance. It is concluded that self-directed learning based on experience should form the centre-piece of continuing education for general practice and that educational provision should adopt a complementary role in sustaining motivation to learn and by enabling learning from experience to be shared and enriched. A model of self-directed learning, connecting experience and competence through systematic application of three learning media, reading, reflection and audit, is proposed and related to appropriate educational participation by established general practitioners.

Clinical Competence↗

PubMed1993

Continuing education for general practice. 2. Systematic learning from experience.

Prompted by evidence that the recently-adopted arrangements for ongoing education among established general practitioners are unsatisfactory, the first of a pair of papers examined the theoretical basis of continuing education for general practice and proposed a model of self-directed learning in which the experience of established practitioners is connected, through the media of reading, reflection and audit, with competence for the role. In this paper a practical, systematic approach to self-directed learning by general practitioners is described based on the model. The contribution which appropriate participation in continuing medical education can make to enhancing learning from experience is outlined.

Behavior↗

PubMed1992

The market and educational principles in continuing medical education for general practice.

In an attempt to increase participation by established general practitioners (GPs) in continuing medical education (CME) the Department of Health in 1990 created an allowance (the Postgraduate Education Allowance, PGEA) to be spent by GPs on the educational provision of their choice. Although the PGEA has increased attendance by established GPs at educational activities, the market created in CME provision has favoured low cost activity of questionable value. This paper examines criteria for the validation of general practice CME, based on the principles of adult learning, which could be used to manage this market. Failure to adopt an appropriate validating process could lead to the PGEA becoming discredited and the imposition of periodic reaccreditation as a means of enforcing participation by GPs in CME.

Choice Behavior↗