5 results found
Morton S, Hames R, Kelso I, et al., 2017, Does attending general practice prior to the emergency department change patient outcomes? A descriptive, observational study of one central London general practice, London Journal of Primary Care, Vol: 9, Pages: 28-32, ISSN: 1757-1480
Background: The challenge of keeping Emergency Department (ED) attendances down continues and timely access to general practice (GP) is often portrayed as a potential solution.Setting: One London general practice (registered population = 4900)Question: Does seeing a GP before attending the ED affect the outcome of a patient’s ED care?Methods: Routine clinical data were extracted using SystmOne primary care computer system for all registered patients with an ED attendance between 1 October 2014 and 31 September 2015. The scanned discharge summaries from the ED and GP notes were reviewed and outcome measures extracted.Results: 227 patients (121 female; 104 male) attended the ED. The most common presentation was abdominal pain (n = 11). 25% of patients had seen (n = 50), or contacted by phone (n = 6), a GP about the same presenting complaint before attending the ED. Of those, 73% (n = 41/56) were referred to the ED and 49% (n = 20/41) were admitted versus 33% (n = 60/184) who self-presented (statistically significant, p = 0.05). An additional 32% of those who saw the GP first (n = 13/41) received specialist ED treatment.Discussion/Conclusion: Only 25% of patients see their GP prior to attending the ED. The majority of patients who were referred by their GP required admission or specialised ED treatment. It remains unclear why the majority of patients did not choose to contact their GP prior to attending the ED, despite urgent appointments being offered; research into patients’ health beliefs in this group is required for greater understanding.
McLuskie I, Newth A, 2017, New diagnosis of polycystic ovary syndrome, BMJ, Vol: 356, ISSN: 0959-8138
Newth A, Easton G, 2016, Using the ‘windows method’ for undergraduate consultation skills feedback: GP tutors’ experiences, Education for Primary Care, Vol: 28, Pages: 115-118, ISSN: 1475-990X
Fifth year medical students at our institution have consultation skills teaching sessions in small groups in which they receive feedback on videos of their consultations with simulated patients. We introduced the “windows method” (described elsewhere in this issue) as a new approach to structure feedback in these sessions. This is a small focus group study of six GP tutors designed to explore their experiences of using the windows method in this undergraduate setting. Analysis of the focus group transcript revealed six dominant themes: addressing students’ emotions explicitly, using indirect feedback to the learner, the phrasing of feedback, the need to address clinical or ethical issues, the structure of the template form, and the influence of time. Tutors felt the windows method has the potential to be a useful tool to structure feedback in the undergraduate setting, and we offer suggestions for how others might adapt the method to their own learning environment.
Morton S, Newth A, Majeed A, 2016, Pain at the back of the heel, British Medical Journal, Vol: 352, ISSN: 1468-5833
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