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BackgroundAimsMethodResultsConclusionIn the UK, to encourage academic careers, extended education posts (EEPs) exist, where standard three-year, general practice vocational training is extended, offering trainees dedicated time to spend in another specialty such as medical education (Med Ed). Little is known about whether this impacts positively on their subsequent careers.To explore general practitioners’ (GPs’) experiences and career trajectories after undertaking Med Ed EEPs.Twenty-eight GPs who completed a Med Ed EEP between 2013 and 2021 were invited to participate. Semi-structured interviews were held virtually. Transcripts were coded with NVivo software and underwent thematic analysis using Braun and Clarke’s six-phase framework to ensure a reiterative process of internal validation.Eight GPs took part. All were working as NHS GPs, alongside other roles. Four themes emerged: ‘growing as an academic educator’, ‘research can be interesting’, ‘the academic environment’ and ‘juggling multiple roles is stressful’. Most were still teaching, involved in research and had undertaken formal Med Ed training. Role models and immersion in academic teams were influential. Significant tensions and stresses were experienced when balancing multiple roles. The absence of ongoing academic training tracks contributed to this.EEPs impact positively on academic career development and the acquisition of appropriate skills. However, managing multiple roles is challenging and stressful. Short-term university contracts, difficulties obtaining flexible working and resultant lack of partnership or salaried clinical work highlight an urgent need to explore fixed academic training pathways after vocational training, if sustainable recruitment into primary care academia is to be achieved. [ABSTRACT FROM AUTHOR]

This article sets out to highlight the challenges and opportunities for medical education in primary care realised during the COVID-19 pandemic and now being enacted globally. The themes were originally presented during a webinar involving educationalists from around the world and are subsequently discussed by members of the WONCA working party for education. The article recognises the importance of utilising diversity, addressing inequity and responding to the priority health needs of the community through socially accountable practice. The well-being of educators and learners is identified as priority in response to the ongoing global pandemic. Finally, we imagine a new era for medical education drawing on global connection and shared resources to create a strong community of practice. [ABSTRACT FROM AUTHOR]

The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke’s six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: ‘advocacy’; ‘compassion’; ‘the desire to be acknowledged as an individual’”; acknowledgement of their expertise”; and ‘benefits of continuity of care’. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice. [ABSTRACT FROM AUTHOR]

An editorial is presented to the article despite continuing turbulent Covid-19 times, offers the opportunity to contemplate primary care medical education post the pandemic. Topics include the lived experience of thinking, feeling, and acting as a human being has crucial; and the compassion to understand the dread and insecurity the virus has generated.

An editorial is presented to the article despite continuing turbulent Covid-19 times, offers the opportunity to contemplate primary care medical education post the pandemic. Topics include the lived experience of thinking, feeling, and acting as a human being has crucial; and the compassion to understand the dread and insecurity the virus has generated.

The article offers information on several new members of the editorial board of the periodical. The members that are discussed include Raquel Gómez Bravo from Spain, Penny Evison from Great Britain and Deborah Erlich from the U.S. Also mentioned are Victor Ng from Canada, and Euan Lawson from Great Britain.

The article focuses on the medical education changes needed to produce an appropriate workforce for 21st century health care. It mentions as collaboration of 38 European organisations need to breakdown the secondary and primary care traditions of medical education; and also mentions the application of threshold concepts, fundamental ideas which are transformative, integrative, and irreversible.

The article focuses on the medical education changes needed to produce an appropriate workforce for 21st century health care. It mentions as collaboration of 38 European organisations need to breakdown the secondary and primary care traditions of medical education; and also mentions the application of threshold concepts, fundamental ideas which are transformative, integrative, and irreversible.