How do general practitioners qualify for their PGEA?

A McKnight; T Bradley

Home/Archive/PubMed

PubMed · 8978116

How do general practitioners qualify for their PGEA?

A McKnight·T Bradley

View original source ↗Export metadata ↓

Abstract

On average, general practitioners (GPs) achieved their five-day annual target for the postgraduate educational allowance (PGEA) mainly by attending short meetings in the disease management category. The pattern of uptake closely resembled that of provision, with relatively few meetings and attendances in the health promotion category. Sponsored meetings attracted more participants than non-sponsored ones, but mean attendances at all types of meetings were low. Implications and recommendations are discussed.

Explore related subjects

Accreditation Education, Medical, Continuing Educational Measurement Family Practice Humans Northern Ireland Program Evaluation Journal Article

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

A McKnight, T Bradley. 1996. How do general practitioners qualify for their PGEA?. https://pubmed.ncbi.nlm.nih.gov/8978116/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2007

Teaching development in undergraduate and graduate medical education.

Faculty members from three different institutions, each with long-standing experience teaching development, present strategies for teaching normal development in undergraduate and graduate medical education. This article provides an overview of licensing body requirements, teaching methodology, audiovisual and textbook resources, goals and objectives (knowledge, skills, and attitudes), and sample curricula for teaching human development to medical students, general psychiatry residents, and child and adolescent psychiatry residents. The challenges of teaching development to various groups of trainees with different required course lengths and expected levels of competency, using lifespan and topical approaches, are reviewed.

Accreditation↗

PubMed2007

Developing a psychopathology curriculum during child and adolescent psychiatry residency training: general principles and a problem-based approach.

Psychopathology is one of the core elements in a curriculum on child and adolescent psychiatry. Because there is no best-evidence model described for teaching this topic, an approach must be developed in each program that meets the standards set out by the Residency Review Committee and fully prepares its graduates to be competent child and adolescent psychiatrists. Methods used for teaching psychopathology may vary widely among programs and should be based on a sound educational rationale and adult learning principles that emphasize life-long, self-directed learning. This article describes an overall approach to curriculum design and expands on the use of problem-based learning as an educational method for teaching psychopathology in a child and adolescent psychiatry residency program.

Accreditation↗

PubMed2007

Teaching evidence-based psychotherapies.

Currently our field is actively involved in developing new ways to characterize and treat children and adolescents with psychiatric disorders and in evaluating the effects of our therapies. We also are beginning to examine the effectiveness of our teaching methods. This article presents evidence for, ideas about, and a philosophy to guide individuals who are privileged to train child psychiatrists in psychotherapies. Specifically, it discusses the issues of the evidence base for diagnosis and for nonspecific and specific active elements of child psychotherapy. Evidence for methods of training is presented. The article addressed the need for supervising psychiatrists to keep abreast of developments in teaching methods so that we can best train competent, curious, and compassionate child psychiatrists.

Accreditation↗