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dc.contributor.authorGreenhalgh, T
dc.contributor.authorPayne, R
dc.contributor.authorHemmings, N
dc.contributor.authorLeach, H
dc.contributor.authorHanson, I
dc.contributor.authorKhan, A
dc.contributor.authorMiller, L
dc.contributor.authorLadds, E
dc.contributor.authorClarke, A
dc.contributor.authorShaw, SE
dc.contributor.authorDakin, F
dc.contributor.authorWieringa, S
dc.contributor.authorRybczynska-Bunt, S
dc.contributor.authorFaulkner, SD
dc.contributor.authorByng, R
dc.contributor.authorKalin, A
dc.contributor.authorMoore, L
dc.contributor.authorWherton, J
dc.contributor.authorHusain, L
dc.contributor.authorRosen, R
dc.date.accessioned2024-01-24T11:49:34Z
dc.date.available2024-01-24T11:49:34Z
dc.date.issued2024-01
dc.identifier.issn0960-1643
dc.identifier.issn1478-5242
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/21953
dc.description.abstract

Abstract Background Contemporary general practice includes many kinds of remote encounter. The rise in telephone, video and online modalities for triage and clinical care requires clinicians and support staff to be trained, both individually and as teams, but evidence-based competencies have not previously been produced for general practice.

Aim To identify training needs, core competencies, and learning methods for staff providing remote encounters.

Design and setting Mixed-methods study in UK general practice.

Method Data were collated from longitudinal ethnographic case studies of 12 general practices; a multi-stakeholder workshop; interviews with policymakers, training providers, and trainees; published research; and grey literature (such as training materials and surveys). Data were coded thematically and analysed using theories of individual and team learning.

Results Learning to provide remote services occurred in the context of high workload, understaffing, and complex workflows. Low confidence and perceived unmet training needs were common. Training priorities for novice clinicians included basic technological skills, triage, ethics (for privacy and consent), and communication and clinical skills. Established clinicians’ training priorities include advanced communication skills (for example, maintaining rapport and attentiveness), working within the limits of technologies, making complex judgements, coordinating multi-professional care in a distributed environment, and training others. Much existing training is didactic and technology focused. While basic knowledge was often gained using such methods, the ability and confidence to make complex judgements were usually acquired through experience, informal discussions, and on-the-job methods such as shadowing. Whole-team training was valued but rarely available. A draft set of competencies is offered based on the findings.

Conclusion The knowledge needed to deliver high-quality remote encounters to diverse patient groups is complex, collective, and organisationally embedded. The vital role of non-didactic training, for example, joint clinical sessions, case-based discussions, and in-person, whole-team, on-the-job training, needs to be recognised.

dc.format.extente17-e26
dc.format.mediumElectronic-Print
dc.languageen
dc.publisherRoyal College of General Practitioners
dc.subjecte-consultations
dc.subjectgeneral practice
dc.subjectknowledge
dc.subjectremote consultation
dc.subjecttraining needs
dc.subjectvideo consultations
dc.titleTraining needs for staff providing remote services in general practice: a mixed-methods study
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/38154935
plymouth.issue738
plymouth.volume74
plymouth.publisher-urlhttp://dx.doi.org/10.3399/bjgp.2023.0251
plymouth.publication-statusPublished
plymouth.journalBritish Journal of General Practice
dc.identifier.doi10.3399/bjgp.2023.0251
plymouth.organisational-group|Plymouth
plymouth.organisational-group|Plymouth|Research Groups
plymouth.organisational-group|Plymouth|Faculty of Health
plymouth.organisational-group|Plymouth|Research Groups|Institute of Health and Community
plymouth.organisational-group|Plymouth|Research Groups|Institute of Translational and Stratified Medicine (ITSMED)
plymouth.organisational-group|Plymouth|Research Groups|Institute of Translational and Stratified Medicine (ITSMED)|CCT&PS
plymouth.organisational-group|Plymouth|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|Faculty of Health|Peninsula Medical School
plymouth.organisational-group|Plymouth|Research Groups|FoH - Community and Primary Care
plymouth.organisational-group|Plymouth|Research Groups|Plymouth Institute of Health and Care Research (PIHR)
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA|UoA02 Public Health, Health Services and Primary Care
dc.publisher.placeEngland
dcterms.dateAccepted2023-08-30
dc.date.updated2024-01-24T11:49:33Z
dc.rights.embargodate2024-1-27
dc.identifier.eissn1478-5242
rioxxterms.versionofrecord10.3399/bjgp.2023.0251


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