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Background and Objectives: Office-based minor surgery (OBMS) refers to all surgical procedures performed under local anesthetic in the office setting. It is cost effective for the health economy, safe, and appreciated by patients. It is not yet fully understood why some general practitioners (GPs) perform OBMS and others do not, while there is a growing demand for OBMS. Therefore, we explored factors that influence the performance of OBMS by GPs. The aim of this study is to explore the facilitators and barriers that influence GPs in deciding whether to perform OBMS. Methods: We performed a qualitative study using focus groups consisting of GPs and GP trainers. Two researchers analyzed the data independently. Results: The analysis resulted in a comprehensive list of facilitators and barriers. Besides already known factors such as financial consequences and geographic location, the most important factors influencing the decision to perform OBMS were training and the role of the GP trainer; fear of having to work alone and having to solve unexpected complications; and the influence of collaboration, organization, and facilities in the GP’s own practice. Conclusions: The increasing demand for OBMS in primary care centers requires more attention to training aspects, the existing fear, adequate reimbursement for special accreditation, and collaboration and organization. We expect that addressing these factors will result in the strengthening of primary care, improving patient safety, lower referral rates, and a reduction in health care costs.

Background: Work-based learning depends on patients’ consent to have trainees involved in their care. However, patients can refuse trainees, which might lead to the loss of learning experiences. Improved understanding of patients’ views on consulting trainees may provide useful insights to further optimise learning for trainees. Methods: We performed a qualitative study with 28 patients in The Netherlands. Participants were recruited from GP practices, and were purposively sampled on (un)willingness to consult GP trainees. In semi-structured interviews patients’ perspectives and willingness to consult a trainee were explored. Transcripts were thematically analysed using an inductive approach. Results: Two themes explained patients’ views on consulting GP trainees: Presenting complaint-driven preferences and Trust in trainees’ capabilities. Patients select their doctor based on complaint-driven preferences and chose trainees if they fulfilled these preferences. For urgent, gender-specific and minor complaints, patients prefer timeliness, gender concordance or availability. Patients with more complex, long-term problems prefer to consult a trusted doctor with whom they have a longitudinal relationship. Through repeated visits and empathic behaviour trainees can become this doctor. Before patients consider consulting a trainee, they need to have trust in the trainee’s capabilities. This trust is related to the basic trust patients have in the education of the trainee, their knowledge about trainees’ capabilities and supervisory arrangements. Conclusions: Patients’ decision to visit a trainee is fluid. Patients will visit a trainee when their complaint-driven preferences are satisfied. Influencing trainees’ fulfilment of these preferences and patients’ trust in trainees can make patients more willing to consult trainees.

Objective: The participation of students from both undergraduate medical education (UGME) and postgraduate medical education (PGME) in independent patient care contributes to the development of knowledge, skills and the professional identity of students. A continuing collaboration between students and their preceptor might contribute to opportunities for students to independently provide patient care. In this systematic review, we aim to evaluate whether longitudinal training models facilitate the independent practice of students and what characteristics of longitudinal training models contribute to this process. Method: This systematic review was performed according to the PRISMA guidelines. In May 2020, we performed a search in three databases. Articles evaluating the impact of longitudinal training models on the independent practice of students from both UGME and PGME programmes were eligible for the study. A total of 68 articles were included in the study. Quality of the included studies was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). Results: Both UGME and PGME students in longitudinal training models are more frequently allowed to provide patient care independently when compared with their block model peers, and they also feel better prepared for independent practice at the end of their training programme. Several factors related to longitudinal training models stimulate opportunities for students to work independently. The most important factors in this process are the longitudinal relationships with preceptors and with the health care team. Conclusion: Due to the ongoing collaboration between students and their preceptor, they develop an intensive and supportive mutual relationship, allowing for the development of a safe learning environment. As a result, the professional development of students is fostered, and students gradually become part of the health care team, allowing them the opportunity to engage in independent patient care.

1.AbstractBackgroundSome postgraduate medical trainees in the General Practice (GP) and Elderly Care Medicine (ECM) training program, are considered being talented trainees (TTs) by their peers, teachers (at the institute), trainers (in clinical practice), and/or patients. We are currently unaware if these TTs are trained to meet their maximal potential or whether they are not fully stimulated during their learning process in the postgraduate training program. It is important to acknowledge them, because if we fail to acknowledge and suitably challenge TTs, it may lower their work ethos and satisfaction or cause loss of our TTs. As a first step, we will explore the way TTs make use of the learning possibilities provided during the postgraduate training program and what stimulates and hinders their learning in the clinical workplace.Knowledge on this subject is important for two reasons. First, knowing how TTs learn, can provide insights for improving learning in the workplace for all trainees. Secondly, with this knowledge, we can enrich the development of TTs. Thirdly, enhancement of workplace-based learning might lead to higher quality of learning, resulting in health care professionals trained to their full potential.Methods and analysisWe will address these questions in an open approach, conducting explorative qualitative semi-structured interview study with GPs and ECM specialists, who during their postgraduate training were seen as talented by their third year supervisors and completed their postgraduate medical training two or less than two years ago. We will perform the interviews in Dutch. We expect that the interview will not take longer than 45-60 minutes per interview. We plan to start at the beginning of 2023 and will continue until data sufficiency is reached. All interviews will be audio-recorded and transcribed verbatim. We will use thematic analysis to analyse the transcripts of the interviews. This is an iterative process of familiarizing yourself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes. We will use MAXQDA 2022 software.Ethical considerationsThe Ethics committee of the Dutch Association of Medical Education (NVMO) gave ethical approval for this work (NERB dossier number: 2022.7.3).Data availability statementAll data produced in the present study are available upon reasonable request to the authors.Funding statementThis study is funded by ZonMw (project number 839130008).

ObjectivesIn order to recognise and facilitate the development of excellent medical doctors (physicians and residents), it is important to first identify the characteristics of excellence. Failure to recognising excellence causes loss of talent, loss of role models and it lowers work ethos. This causes less than excellent patient care and lack of commitment to improve the healthcare system.DesignSystematic review performed according to the Association for Medical Education in Europe guideline.Information sourcesWe searched Medline, Embase, Psycinfo, ERIC and CINAHL until 14 March 2022.Eligibility criteriaWe included original studies describing characteristics of excellent medical doctors, using a broad approach as to what is considered excellence. Assuming that excellence will be viewed differently depending on the interplay, and that different perspectives (peers, supervisors and patients) will add to a complete picture of the excellent medical doctor, we did not limit this review to a specific perspective.Data extraction and synthesisData extraction and quality assessment were performed independently by two researchers. We used the Quality Assessment Tool for Different Designs for quality assessment.ResultsEleven articles were eligible and described the characteristics from different perspectives: (1) physicians on physicians, (2) physicians on residents, (3) patients on physicians and (4) mixed group (diverse sample of participants on physicians). The included studies showed a wide range of characteristics, which could be grouped into competencies (communication, professionalism and knowledge), motivation (directed to learning and to patient care) and personality (flexibility, empathy).ConclusionsIn order to define excellence of medical doctors three clusters seem important: competence, motivation and personality. This is in line with Renzulli’s model of gifted behaviour. Our work adds to this model by specifying the content of these clusters, and as such provides a basis for definition and recognition of medical excellence.

Al ruim 3 decennia wordt het kennisniveau van aiossen huisartsgeneeskunde getoetst met een schriftelijke voortgangstoets, de Landelijke Huisartsgeneeskundige Kennistoets (LHK). De LHK wordt breed gewaardeerd, maar door de grote nadruk op de selectiefunctie komt het educatieve aspect van de toets niet goed tot zijn recht. Dat blijkt uit onderzoek onder aiossen, docenten en opleiders van de huisartsopleidingen.

IntroductionThere is a broad call for change in existing quality systems within health care. One of the anticipated reforms, is transferring ownership back to care deliverers. A promising way to establish this in general practice care, is to combine audit and feedback with peer group discussion. However, it is unknown what different stakeholder groups think of giving prominence to this type of quality improvement. In this study we explore ideas and opinions of different stakeholder groups in general practice on the opportunities and risks that could arise.MethodsWe conducted an exploratory qualitative study, combining interviews with focus discussion groups. Included stakeholder groups were general practitioners, patients, professional organizations and insurance companies. Within a constructivist paradigm, two researchers coded the data in three rounds, using thematic analysis. After continuously comparing and discussing codes with a third researcher, a final code tree emerged, presenting us with the main themes.ResultsIn eight interviews and two focus discussion groups, 22 participants reflected upon opportunities and risks. We identified three main opportunities: deeper levels of reflection upon data, adding context to numbers and more ownership, and three main risks: handling of unwilling colleagues, lacking a safe group and the necessity of patient involvement. An additional theme concerned disagreement on the amount of transparency that should be offered: insurance companies and patients advocated for complete transparency on data and improvement of outcomes, while GPs and professional organizations urged to restrict transparency to giving insight into the process.ConclusionPeer discussion of audit and feedback could be part of a change movement, towards a quality system based on learning and trust, that is powered from within the profession. Creating a safe learning environment is key herein. Caution is needed when complete transparency is asked, since it can jeopardize practitioners’ reflection and learning in safety.Strengths and limitations of this studyExploratory study of a gap in the knowledge towards implementation of a promising intervention.Participants included the four main stakeholder groups that are involved in implementation, in order to study agreement and disagreement between different stakeholders.Additional stakeholders, such as governmental agencies, were not included. They may have offered other perspectives.This exploratory qualitative study offers insight into opportunities and risks. In order to get a broad overview of how these findings are supported by GPs in general, additional quantitative research is necessary.

Background General Practitioners (GPs) and Practice Nurses (PNs) collaboratively play an important role in preventing and monitoring chronic diseases. They are trained in Motivational Interviewing (MI), which is a communication style to intrinsically motivate patients to a healthier lifestyle. However, being trained in MI skills does not necessarily mean that it is implemented in daily practice so patients actually benefit. The aim of this study is to identify factors that facilitate or impede the implementation of MI in General Practice. Methods A total of 152 participants (93 GP-trainees and 59 PN-trainees) who were trained in MI completed a questionnaire regarding the implementation of MI. Semi-structured interviews (N = 17) were conducted with GPs and PNs (ranging from almost graduated to highly experienced) who were selected through the process of maximum variation sampling. The interview guide was based on the five-stage implementation model of Grol and Wensing. Results Thirteen factors that influence the implementation of MI in General Practice were identified. They can be allocated to three categories: (1) setting factors such as time, (2) GP/PN factors such as self-efficacy, and (3) patient factors such as cultural background. Conclusions Overall, GPs and PNs considered MI to be useful and part of their professional responsibility. Most difficulties become apparent in stage 4 (change: applying MI skills in practice) and 5 (consolidation: integrating MI into daily routine and embedment in organisation) of Grol and Wensing’s model. Therefore, it is important that training does not only focus on MI skills. It is essential to pay explicit attention to the factors that impact implementation, as well as the appropriate tools to tackle the barriers. These insights can help trainers to effectively support GPs and PNs to apply and maintain their MI skills in daily practice.

ObjectivesThere is a broad call for change towards ‘new era’ quality systems in healthcare, in which the focus lies on learning and improving. A promising way to establish this in general practice care is to combine audit and feedback with peer group discussion. However, it is not known what different stakeholders think of this type of quality improvement. The aim of this research was to explore the opinions of different stakeholders in general practice on peer discussion of audit and feedback and on its opportunities and risks. Second, their thoughts on transparency versus accountability, regarding this system, were studied.DesignAn exploratory qualitative study within a constructivist paradigm. Semistructured interviews and focus group discussions were held and coded using thematic analysis. Included stakeholders were general practitioners (GP), patients, professional organisations and insurance companies.SettingGeneral practice in the Netherlands.Participants22 participants were purposively sampled for eight interviews and two focus group discussions.ResultsThree main opportunities of peer discussion of audit and feedback were identified: deeper levels of reflection on data, adding context to numbers and more ownership; and three main risks: handling of unwilling colleagues, lacking a safe group and the necessity of patient involvement. An additional theme concerned disagreement on the amount of transparency to be offered: insurance companies and patients advocated for complete transparency on data and improvement of outcomes, while GPs and professional organisations urged to restrict transparency to giving insight into the process.ConclusionsPeer discussion of audit and feedback could be part of a change movement, towards a quality system based on learning and trust, that is initiated by the profession. Creating a safe learning environment and involving patients is key herein. Caution is needed when complete transparency is asked, since it could jeopardise practitioners’ reflection and learning in safety.

Objectives In the Netherlands, general practitioners (GPs) perform two-thirds of sexually transmitted infection (STI) consultations and diagnose one-third of HIV infections. GPs are, therefore, a key group to target to improve provider-initiated HIV testing. We describe the design and implementation of an educational intervention to improve HIV testing by Amsterdam GPs and explore trends in GPs’ testing behaviour. Methods Interactive sessions on HIV and STI using graphical audit and feedback started in 2015. Participating GPs developed improvement plans that were evaluated in follow-up sessions. Laboratory data on STI testing by Amsterdam GPs from 2011 to 2017 were collected for graphical audit and feedback and effect evaluation. The primary outcome was the HIV testing rate: number of HIV tests per 10 000 person-years (PY). Secondary endpoints were chlamydia and gonorrhoea testing rates and HIV positivity ratios. Results Since 2015, 41% of GPs participated. HIV testing rate declined from 2011 to 2014 (from 175 to 116 per 10 000 PY), more in women than men (176 to 101 versus 173 to 132), and stabilized from 2015 to 2017. The HIV positivity ratio declined from 0.8% in 2011 to 0.5% in 2017. From 2011 to 2017, chlamydia and gonorrhoea testing rates declined in women (from 618 to 477 per 10 000 PY) but remained stable in men (from 270 to 278). Conclusions The stabilization of the downward trend in HIV testing coincided with this educational intervention. Follow-up data are needed to formally assess the intervention’s impact on GP testing behaviour whilst considering contextual factors and secular trends.

Introduction Entrustable Professional Activities (EPAs) have been applied differently in many postgraduate medical education (PGME) programmes, but the reasons for and the consequences of this variation are not well known. Our objective was to investigate how the uptake of EPAs is influenced by the workplace environment and to what extent the benefits of working with EPAs are at risk when the uptake of EPAs is influenced. This knowledge can be used by curriculum developers who intend to apply EPAs in their curricula. Method For this qualitative study, we selected four PGME programmes: General Practice, Clinical Geriatrics, Obstetrics & Gynaecology, and Radiology & Nuclear Medicine. A document analysis was performed on the national training plans, supported by the AMEE Guide for developing EPA-based curricula and relevant EPA-based literature. Interviews were undertaken with medical specialists who had specific involvement in the development of the curricula. Content analysis was employed and illuminated the possible reasons for variation in the uptake of EPAs. Results An important part of the variation in the uptake of EPAs can be explained by environmental factors, such as patient population, the role of the physician in the health-care system, and the setup of local medical care institutions where the training programme takes place. The variation in uptake of EPAs is specifically reflected in the number and breadth of the EPAs, and in the way the entrustment decision is executed within the PGME programme. Discussion Due to variation in uptake of EPAs, the opportunities for trainees to work independently during the training programme might be challenging. EPAs can be implemented in the curriculum of PGME programmes in a meaningful way, but only if the quality of an EPA is assessed, future users are involved in the development, and the key feature of EPAs (the entrustment decision) is retained. Supplementary Information The online version of this article (10.1007/s40037-021-00658-9) contains supplementary material, which is available to authorized users.

Wanneer onderzoekers patientgegevens uit de huisartsen-praktijk willen gebruiken zijn er juridisch gezien twee mogelijkheden. Vanuit het oogpunt van privacy is de meest wenselijke dat een patient daarvoor uitdrukkelijk toestemming geeft. Dit hoeft geen probleem te zijn wanneer de behandelaar geregeld contact heeft met de patient en deze gemakkelijk om toestemming kan vragen. Die situatie zal echter eerder uitzondering dan regel zijn. In dat geval is het mogelijk om van het toestemmingsvereiste af te wijken. Dit is alleen gerechtvaardigd wanneer het vragen van toestemming redelijkerwijs niet mogelijk is of niet kan worden verlangd. Maar dan gelden wel enkele randvoorwaarden.

Supplemental Digital Content is available in the text., Purpose Many medical education studies focus on the effectiveness of educational interventions. However, these studies often lack clear, thorough descriptions of interventions that would make the interventions replicable. This systematic review aimed to identify gaps and limitations in the descriptions of educational interventions, using a comprehensive checklist. Method Based on the literature, the authors developed a checklist of 17 criteria for thorough descriptions of educational interventions in medical education. They searched the Ovid MEDLINE, Embase, and ERIC databases for eligible English-language studies published January 2014–March 2016 that evaluated the effects of educational interventions during classroom teaching in postgraduate medical education. Subsequently, they used this checklist to systematically review the included studies. Descriptions were scored 0 (no information), 1 (unclear/partial information), or 2 (detailed description) for each of the 16 scorable criteria (possible range 0–32). Results Among the 105 included studies, the criteria most frequently reported in detail were learning needs (78.1%), content/subject (77.1%), and educational strategies (79.0%). The criteria least frequently reported in detail were incentives (9.5%), environment (5.7%), and planned and unplanned changes (12.4%). No article described all criteria. The mean score was 15.9 (SD 4.1), with a range from 8 (5 studies) to 25 (1 study). The majority (76.2%) of articles scored 11–20. Conclusions Descriptions were frequently missing key information and lacked uniformity. The results suggest a need for a common standard. The authors encourage others to validate, complement, and use their checklist, which could lead to more complete, comparable, and replicable descriptions of educational interventions.

Al jaren is er aandacht voor het gebruik van spiegelinformatie in de huisartsgeneeskunde. Dit zou de kwaliteit van de zorg kunnen verbeteren, mits huisartsen er effectief gebruik van maken. Op welke manier kun je als huisarts spiegelinformatie effectief gebruiken?

Introduction Entrustable Professional Activities (EPAs) are developed to support the practical application of competency frameworks in postgraduate medical education (PGME) programmes. EPAs are used for the assessment of the trainees' competence development, which takes place by means of an entrustment decision, aiming to stimulate learning and independent practice in trainees. In this pilot study, we explore the feasibility and validity of EPA-based assessment in a General Practice (GP) training programme. Methods We used questionnaires to evaluate trainers' and trainees' experiences with the use of six EPAs for trainee learning, assessment and independent practice at the Out-of-Hours GP Center. Data were analysed quantitatively and qualitatively. Additionally, we examined the inter-item correlation between scores on EPA-based assessment and competency-based assessment using Spearman's Rho. Results EPA-based assessment provided opportunities for giving concrete feedback and substantiating competency-based assessment. No consistent correlation between EPA-based assessment and competency-based assessment could be detected. Only later in the course of the training programme a correlation was found between the EPA scores and the degree of independence of trainees. Discussion Results of this pilot study confirm the theories behind EPAs, as well as earlier research on EPAs in the workplace regarding trainee learning, assessment and independent practice. An important limitation of this study was the COVID-19 pandemic, as it influenced the results through reduced inclusion and follow-up, and through the impact on the workplace and trainee learning possibilities. Further research is needed to determine how EPAs support independent practice of trainees, as well as the assessment of trainee competency development.

Aims To assess in patients with transient loss of consciousness the diagnostic yield, accuracy, and safety of the structured approach as described in the ESC guidelines in a tertiary referral syncope unit. Methods and results Prospective cohort study including 264 consecutive patients (≥18 years) referred with at least one self-reported episode of transient loss of consciousness and presenting to the syncope unit between October 2012 and February 2015. The study consisted of three phases: history taking (Phase 1), autonomic function tests (AFTs) (Phase 2), and after 1.5-year follow-up with assessment by a multidisciplinary committee (Phase 3). Diagnostic yield was assessed after Phases 1 and 2. Empirical diagnostic accuracy was measured for diagnoses according to the ESC guidelines after Phase 3. The diagnostic yield after Phase 1 (history taking) was 94.7% (95% CI: 91.1–97.0%, 250/264 patients) and increased to 97.0% (93.9–98.6%, 256/264 patients) after Phase 2. The overall diagnostic accuracy (as established in Phase 3) of the Phases 1 and 2 diagnoses was 90.6% (95% CI: 86.2–93.8%, 232/256 patients). No life-threatening conditions were missed. Three patients died, two unrelated to the cause of transient loss of consciousness, and one whom remained undiagnosed. Conclusion A clinical work-up at a tertiary syncope unit using the ESC guidelines has a high diagnostic yield, accuracy, and safety. History taking (Phase 1) is the most important diagnostic tool. Autonomic function tests never changed the Phase 1 diagnosis but helped to increase the certainty of the Phase 1 diagnosis in many patients and yield additional diagnoses in patients who remained undiagnosed after Phase 1. Diagnoses were inaccurate in 9.4%, but no serious conditions were missed. This is adequate for clinical practice.

Objective The VASE-(M)HC is an instrument to evaluate Motivational Interviewing (MI) skills. We adjusted the previous version for use in the broader (mental) healthcare context, incorporated new MI insights, expanded the scoring system and created a parallel version. Feasibility and validity evidence in the general practice setting was explored. Methods The teaching staff of the GP specialty-training, GP-, and PN-trainees (N = 156) completed the VASE-(M)HC. In this mixed-methods study, we examined psychometric characteristics, compared parallel versions, and interviewed assessors. Results Our adjustments enable assessment of a wider range of MI skills, and allow differentiation of basic and advanced skills. Inter-rater reliability was excellent and internal consistency of the total scale was good for both versions. The parallel versions are comparable in terms of difficulty. Conclusion The VASE-(M)HC is improved by our revisions and adds multiple advantages to the domain of available MI assessment tools. Practice implications Due to the adjustments, the instrument can be used in the GP setting (instead of sole focus on substance abuse). The parallel version is useful for research (pretest/posttest) and selective assessment (retake of a test). It is promising to further explore its applicability in the broader (mental) healthcare context and as training material.

ObjectivesTrust plays an important role in workplace-based postgraduate medical education programmes. Trainers must trust their trainees for granting them greater independence. Trainees must trust their trainer for a safe learning environment. As trainers’ and trainees’ trust in each other plays an important role in trainee learning and development, the authors aimed to explore the development of the mutual trust relationship between trainers and trainees.SettingThis study was performed in a general practice training department in the Netherlands.ParticipantsAll trainers and trainees of the general practice training department were invited to participate. Fifteen trainers and 34 trainees, voluntarily participated in focus group discussions.Outcome measuresThe authors aimed to gain insight in the factors involved in the development of the mutual trust relationship between trainers and trainees, in order to be able to create a model for the development of a mutual trust relationship between trainers and trainees. The risk-based view of trust was adopted as leading conceptual framework.ResultsIn the first stage of trust development, trainers and trainees develop basic trust in each other. Basic trust forms the foundation of the trust relationship. In the second stage, trainers develop trust in trainees taking into account trainees’ working and learning performance, and the context in which the work is performed. Trainees trust their trainer based on the trainer’savailability and accessibility and the personal relationship between the trainee and their trainer. Trainee self-confidence modifies the development of a trust relationship.ConclusionThe development of a mutual trust relationship between trainers and trainees is a complex process that involves various stages, goals, factors and interactive aspects. As the mutual trust relationship influences the learning environment for trainees, greater emphasis on the mutual trust relationship may improve learning outcomes. Further research may explore the effect of long-term and short-term educational relationships on the trust relationship between trainers and trainees.

IntroductionSeeing and treating patients in daily practice forms the basis of general practitioner (GP) training. However, the types of patients seen by GP trainees do not always match trainees’ educational needs. Knowledge about factors that shape the mix of patient types is limited, especially with regard to the role of the professionals who work in the GP practice.AimWe investigated factors affecting the mix of patients seen by GP trainees from the perspective of professionals.Design and settingThis qualitative study involved GP trainees, GP supervisors, medical receptionists and nurse practitioners affiliated with a GP Specialty Training Institute in the Netherlands.MethodsTwelve focus groups and seven interviews with 73 participants were held. Data collection and analysis were iterative, using thematic analysis with a constant comparison methodology.ResultsThe characteristics of patients’ health problems and the bond between the doctor and patient are important determinants of GP trainees’ patient mix. Because trainees have not yet developed bonds with patients, they are less likely to see patients with complex health problems. However, trainees can deliberately influence their patient mix by paying purposeful attention to bonding with patients and by gaining professional trust through focused engagement with their colleagues.ConclusionTrainees’ patient mix is affected by various factors. Trainees and team members can take steps to ensure that this mix matches trainees’ educational needs, but their success depends on the interaction between trainees’ behaviour, the attitudes of team members and the context. The findings show how the mix of patients seen by trainees can be influenced to become more trainee centred and learning oriented.

Background: The number of cancer patients and survivors of working age is increasing. General Practitioners (GPs) may have a significant role in psychosocial cancer care, including work-related concerns. Therefore, we performed a systematic literature review to identify the role of the GP in work-related concerns and integration/reintegration into work of cancer patients and/or survivors. Methods: We searched PubMed, Embase, Cinahl, PsycINFO and Cochrane Library, irrespective of study design. We found 4863 articles and, after removing duplicates, we screened 3388 articles by title and abstract and reviewed 66 of these in full text. The Critical Appraisal Skills Programme tool was used to assess the methodological quality of included articles. We used narrative synthesis to describe the role of the GP. Results: We included four qualitative studies from three countries. Two of these studies focused on the health care professionals' perspectives and two studies focused on patients' perspectives regarding the role of the GP. Lack of communication between health care professionals, lack of knowledge about work-related concerns and limited resources were recurring themes in these papers. Fully establishing the role of the GP is difficult given the small number of studies on work-related concerns in cancer patients in primary care. Conclusion: There is little evidence regarding the role of the general practitioner in cancer care and work guidance. Therefore, further research should focus on the role that is desired for GPs and on interventions to study the feasibility of GP involvement in the return to work of cancer patients and/or survivors.

Inleiding Huisartsen spelen een belangrijke rol bij de preventie en behandeling van seksueel overdraagbare aandoeningen (soa’s). Veel zorgverleners vinden het moeilijk om met hun patienten over soa’s te praten. Nascholingsprogramma’s over soa’s kunnen hen daarbij helpen. Met een prospectief cohortonderzoek hebben we onderzocht wat het effect is van het individuele en online nascholingsprogramma (e-PIN) ‘Het soa-consult’ op de kennis, de attitude en het gedrag van huisartsen en aios ten aanzien van soa’s. Methode In totaal hebben 2203 deelnemers de e-PIN afgerond; 249 hebben ook de evaluatievragenlijst ingevuld. Resultaten De gerapporteerde kennis en attitude van deelnemers verbeterden. Deze verbetering was ook twee jaar na het afronden van de e-PIN nog aanwezig. In totaal hebben de deelnemende huisartsen en aios na het afronden van de e-PIN 261 voorgenomen veranderingen voor de praktijk geformuleerd. Deze hadden vooral betrekking op de seksuele anamnese, het aanvullend onderzoek en de behandeling van soa’s. Van de voorgenomen veranderingen hebben ze 97,2% geheel of gedeeltelijk in de praktijk doorgevoerd. Ook hebben ze 180 niet-voorgenomen veranderingen in de praktijk doorgevoerd. Deze veranderingen hadden vooral betrekking op de attitude ten aanzien van soa’s en werkomstandigheden rondom het soa-consult. Conclusie De e-PIN ‘Het soa-consult’ lijkt een langdurig positief effect te hebben op de kennis, de attitude en het gedrag van huisartsen ten aanzien van soa’s.

Objectives Research has suggested beneficial effects of self‐regulated learning (SRL) for medical students' and residents' workplace‐based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context. Methods This systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and quantitative studies were included. Two reviewers independently performed the review process and assessed the methodological quality of included studies. A total of 3341 publications were initially identified and 18 were included in the review. Results We found diversity in the use of SRL strategies by medical students and residents, which is linked to individual (goal setting), contextual (time pressure, patient care and supervision) and social (supervisors and peers) factors. Three types of intervention were identified (coaching, learning plans and supportive tools). However, all interventions focused on goal setting and monitoring and none on supporting self‐evaluation. Conclusions Self‐regulated learning in the clinical environment is a complex process that results from an interaction between person and context. Future research should focus on unravelling the process of SRL in the clinical context and specifically on how medical students and residents assess their progress towards goals., This study outlines the complexity of self‐regulated learning as a process with individual differences between students that is influenced by multiple factors at individual, social and contextual levels.

Introduction Role modelling is a key component in the training of doctors that influences professional behaviour, identity and career choices. Clinical teachers and residents are often unaware of this, thereby risking transmission of negative behaviour. On the other hand, awareness positively affects role model behaviour. To assess role model behaviour, the Role Model Apperception Tool (RoMAT) was developed and validated in general practice training. The aim of the current study was to validate the RoMAT in the hospital-based training setting. Methods The authors asked first to last year residents, regardless of their specialty, to participate after written approval from their clinical teachers. The tool was completed online in 2017. The authors performed a principal component analysis and investigated internal consistency, construct validity, inter-rater reliability, known-groups comparisons and floor and ceiling effects. Results Of the 473 residents contacted, 187 (40%) completed the questionnaire. As in the primary validation study, the authors extracted two components: ‘Caring Attitude’ and ‘Effectiveness’, explaining 67% of the variation with a Cronbach’s alpha of 0.94 and 0.93 respectively. Evidence for construct validity was found and there were no floor or ceiling effects, but inter-rater reliability was low. Discussion The RoMAT was internally consistent and valid to assess role model behaviour of the clinical teacher towards the resident in the hospital-based training of medical specialists. The poor inter-rater reliability, most likely due to homogeneous RoMAT responses, should be borne in mind when evaluating RoMAT scores on individual clinical teachers. Electronic supplementary material The online version of this article (10.1007/s40037-019-00527-6) contains supplementary material, which is available to authorized users.

ObjectivesAdopting an attributional perspective, the current article investigates how audit and feedback group sessions contribute to general practitioners’ (GPs) motivation to change their practice behaviour to improve care. We focus on the contributions of the audit and feedback itself (content) and the group discussion (process).MethodsFour focus groups, comprising a total of 39 participating Dutch GPs, discussed and compared audit and feedback of their practices. The focus groups were analysed thematically.ResultsAudit and feedback contributed to GPs’ motivation to change in two ways: by raising awareness about aspects of their current care practice and by providing indications of the possible impact of change. For these contributions to play out, the audit and feedback should be reliable and valid, specific, recent and recurrent and concern GPs’ own practices or practices within their own influence sphere. Care behaviour attributed to external, uncontrollable or unstable causes would not induce change. The added value of the group is twofold as well: group discussion contributed to GPs’ motivation to change by providing a frame of reference and by affording insights that participants would not have been able to achieve on their own.ConclusionsIn audit and feedback group sessions, both audit and feedback information and group discussion can valuably contribute to GPs’ motivation to change care practice behaviour. Peer interaction can positively contribute to explore alternative practices and avenues for improvement. Local or regional peer meetings would be beneficial in facilitating reflection and discussion. An important avenue for future studies is to explore the contribution of audit and feedback and small-group discussion to actual practice change.

Introducing Entrustable Professional Activities (EPAs) into primary care postgraduate medical education (PGME) programmes may be challenging, due to the general nature of primary care medicine, but trainers and trainees both stand to benefit from their use. We investigated the expectations of trainers and trainees in a primary care PGME programme regarding the use of EPAs. We held two focus group discussions with trainers and four with trainees from the Dutch General Practice training programme, to explore their views on the use of EPAs in their training programme. Focus group discussions were audio-recorded and transcribed verbatim. The transcripts were analysed using conventional content analysis. Trainers and trainees felt that the large number of EPAs in the training programme, and the general way they are formulated, made them unsuitable for use in formal assessments. However, they felt that EPAs can be a useful aid to trainee learning. EPAs may help trainers to give trainees specific feedback on their performance. While the use of the classic EPA method in primary care PGME programmes may be challenging, EPAs in such programmes might be more suitable as design and learning tools than as a tool for formal assessment.

Several usability issues were encountered during the design of a blended e-learning program for a course in evidence-based medicine for general practice trainers. The program was developed in four steps. We focused in this article on step 2 and 3. Step 2 focused on which educational principles to apply, that is, which learning theories, instructional designs and other theories should influence the program. Step 3 focused on the design elements, namely whether to use hypermedia and/or multimedia, and what screen design and which font to use. This article presents the important issues in designing an e-course and provides an impression of the complexity of designing high quality e-learning in particular for continuing medical education (CME).

European guidelines recommend offering an HIV test to individuals who display HIV indicator conditions (ICs). UK guidelines recommend performing a ‘routine offer of HIV testing’ in primary care where HIV prevalence exceeds 2 in 1000. Implementation of new provider-initiated HIV testing strategies in general practice is limited, while the numbers of undiagnosed and late for care HIV patients remain high. We have explored Dutch general practitioners’ barriers to and facilitators of both strategies. We combined semi-structured in-depth interviews with focus groups. Nine general practitioners – key informants of sexually transmitted infection/HIV prevention and control – were selected for the interviews. Additionally, we organised focus groups with a broad sample of general practitioners (n = 81). Framework analysis was used to analyse the data. Various barriers were found, related to (1) the content of the guidelines (testing the right group and competing priorities in general practice), (2) their organisational implementation (lack of time, unclear when to repeat the HIV test and overlong list of ICs) and (3) the patient population (creating fear among patients, stigmatising them and fear regarding financial costs). Multiple general practitioners stated that performing a sexual risk assessment of patients is important before applying either strategy. Also, they recommended implementing the IC-guided approach only in high-prevalence areas and combining HIV tests with other laboratory blood tests. General practitioners tend to cling to old patterns of risk-based testing. Promoting awareness of HIV testing and educating general practitioners about the benefits of new provider-initiated HIV testing strategies is important for the actual uptake of HIV testing.

Background Implantable cardioverter-defibrillators (ICDs) are implanted with the intention to prolong life in selected patients with inherited arrhythmia syndromes, but ICD implantation is also associated with inappropriate shocks and complications. Objective We aimed to quantify the rate of inappropriate shocks and other ICD-related complications to be able to weigh benefit and harm in these patients. Methods We performed a systematic review and meta-analysis of inappropriate shock and/or other ICD-related complication rates, including ICD-related mortality, in patients with inherited arrhythmia syndromes, that is, arrhythmogenic right ventricular cardiomyopathy/dysplasia, Brugada syndrome, catecholaminergic polymorphic ventricular tachycardia, hypertrophic cardiomyopathy, dilated cardiomyopathy due to a mutation in the lamin A/C gene, long QT syndrome, and short QT syndrome. We searched MEDLINE and EMBASE from inception to May 30, 2014. Results Of 2471 unique citations, 63 studies comprising 4916 patients with inherited arrhythmia syndromes (mean age of 39 ± 15 years) were included. Inappropriate shocks occurred in 20% of patients (crude annual rate of 4.7% per year), with a significantly higher rate in studies published before 2008 (6.1% per year vs 4.1% per year). Moreover, 22% experienced ICD-related complications (4.4% per year) and there was a 0.5% ICD-related mortality (0.08% per year). Conclusion ICD implantation carries a significant risk of inappropriate shocks and inhospital and postdischarge complications in relatively young patients with inherited arrhythmia syndromes. These data can be used to better inform patients and physicians about the expected risk of adverse ICD events and thereby facilitate shared decision making.

The optimal emergency department (ED) evaluation of syncope is uncertain. Research reports from multiple countries suggest extensive practice variation, high costs, and questionable benefit associated with current approaches.1–5 Moreover, only a few of the recommendations from international syncope guidelines deal with ED management.6–8 For example, the European Society of Cardiology guidelines, which are the most inclusive syncope guidelines, do not address the ED management. This could be due to limited evidence on how to stratify the risk and decide on disposition of these patients in the ED.1,9 We organized a multi-specialty workshop of North American and European syncope experts on 26–27 September 2013 in Gargnano, Italy, with the aim of obtaining a modified Delphi consensus on the best way to manage ED syncope patients. As already described,10 we followed a four-step conceptual model for the ED decision-making in syncope: (i) Is it syncope? (ii) Is there a serious underlying condition identified in the ED? (iii) If the cause is uncertain, what is the risk of a serious outcome? (iv) For a given risk profile, how can these patients be best managed in the ED and what evaluation and restrictions are required? ( Figure 1 ) . Figure 1 Conceptual model: ED management of syncope. Expert recruitment and consensus development have been described previously.10 Details can be found in Supplementary material online, Appendix S1 . The full list of questions and answers to the first and second survey rounds as well as the degree of agreement on each item is reported in Supplementary material online, Appendix S2 . According to the ESC guidelines, syncope is defined as a …

Van Dijk N, Van Es JM, Visser MRM, Bont J. De aios in the lead! Huisarts Wet 2017;60(9):447-9. Als huisarts moet je je continu blijven ontwikkelen. Je wilt op de hoogte blijven van nieuwe ontwikkelingen en de ontstane hiaten in je kennis en vaardigheden voortdurend wegwerken. Oftewel levenslang leren. Op het AMC leren wij onze aios de vaardigheden om zichzelf continu te blijven ontwikkelen, onder het motto ‘aios in the lead’. Dit betekent dat de aios meer dan voorheen gestimuleerd worden in het maken van eigen keuzen binnen het opleidingsprogramma, terwijl ze getraind en gecoacht worden om de juiste keuzen te maken. Daarvoor moet het programma beter aansluiten bij de ontwikkelingsbehoeften van aios en de ontwikkeling van het zelfregulerend leren ondersteunen. Dat kan op de werkplek door een explicietere keuze voor praktijk, actief in te zetten op de eigen leerdoelen en sturing van patientenstromen. Tijdens het instituutsonderwijs gaat het vooral om just-in-time learning en flexibel in te zetten onderwijs op niveau, met behoud van veilige en vaste groepen, en een focus op toepassing van kennis in plaats van kennisoverdracht. Dit vergt coaching, begeleiding en vooral een voorbeeldrol van onze opleiders en docenten. Door op die manier aios de leiding te laten nemen over hun eigen opleiding, maken zij effectiever gebruik van de beschikbare opleidingstijd en bereiden we ze beter voor op een leven lang leren.

A quality system (named GEAR; acronym for Combined Evaluation Audit Round in English), has been introduced in eight institutes of the Dutch general practitioner specialty training. This paper focuses on the local and national effects of GEAR. Seventeen semi-structured interviews were conducted with the directors and quality co-ordinators. At a local level, GEAR provided the institutes with insights into their current practice. The institutes designed and implemented several improvement plans based on feedback. Furthermore, GEAR addressed quality management more systematically, and it enhanced the quality culture. At a national level, the institutes formulated national priorities. In addition, GEAR stimulated collaboration as a result of more frequent contacts. Institutes differed in their perception of the extent to which GEAR offered added value. Integrating the quality system into the local policy was sometimes a problem. Despite some scepticism at the start, GEAR provoked enthusiasm that can contribute to the quality of medical education.

Transient loss of consciousness (T-LOC) is very common and caused by many disorders spanning multiple specialties with consequences varying from benign to lethal, necessitating an accurate, efficient diagnostic work-up. The European Society of Cardiology Guidelines on Syncope recommends that the initial work-up of suspected syncope consists of history taking, a physical examination, and ECG. The emphasis on taking a history is justified by its high diagnostic yield.1,2 Surprisingly, there is relatively little research on how data from the medical history are collected and analysed in syncope patients. While a few studies have described evidence-based point scores for diagnosing patients with syncope, the added value of expert history taking in syncope has received less attention.2 The diagnostic yield of the initial work-up by non-expert physicians in patients with T-LOC according to the ESC guidelines is reported to be 60–70% with history taking as the main factor,3 while after standardized evaluation in dedicated units (syncope units) ∼85% of patients are reported to be diagnosed.4,5 The diagnostic yield of expert history taking in patients who remain undiagnosed after standardized approaches according to the management model proposed by the ESC is unknown. The focus of this current opinion is on the roles of evidence-based point scores and expert history taking in diagnosing suspected syncope. An effective diagnostic strategy for syncope requires knowledge of other causes of T-LOC and hence requires training or experience in relevant aspects of cardiology, neurology, internal medicine, emergency medicine, paediatrics, geriatrics, and psychiatry. These specialties are all within general internal medicine, which has become fragmented leading to decrease in the broad skills of history taking and physical examination. The majority of patients with suspected syncope have vasovagal or other types of reflex syncope like situational or carotid sinus syncope. In the emergency …

Continuing Professional Development (CPD) and Faculty Development (FD) courses have been designed in the expectation that a cascade effect will occur, consisting of a conveyance of information from the courses to clinical trainers to daily practice and/or to trainees by means of role modeling. The aims of this study were to gain insight into factors that encourage clinical trainers to incorporate what they have learned in CPD/FD into their role model function and the factors that influence conveyance from master to apprentice. We conducted a qualitative study using semi-structured interviews with GP trainers and their trainees. Twenty-four GP trainers who completed a CPD/FD course and sixteen of their trainees participated in the study. Analysis of their statements enabled the identification of factors that affect the amplification of the competences of clinical trainers and their awareness of being a role model, the applicability in training practice and conveyance to the trainee. As a result of interactions between the trainer, trainee and patient, it seems more accurate to represent the conveyance of competences from master to apprentice using the image of a whirlpool rather than a cascade, with the influential factors and interactions functioning as filters, causing a decline in the effectiveness of CPD/FD. Using the filters as a basis for turning-points for improvements around the whirlpool could increase the effectiveness of CPD/FD

Muris JWM, Damoiseaux RAMJ, Van Dijk N. Bijwerkingen en valkuilen van EBM: trap er niet in! Huisarts Wet 2017;60(11):548-50. Huisartsen zijn echte evidence-based zorgverleners. Systematische reviews en richtlijnen helpen ons bij het nemen van beslissingen – evidence-based medicine (EBM) heeft ons veel opgeleverd. Door de sterke nadruk op de wetenschappelijk onderbouwing is de kans echter groot dat de wensen en situatie van de specifieke patient die tegenover ons zit en onze eigen klinische ervaring te weinig aandacht krijgen. Uitkomsten uit onderzoek kunnen daarnaast een te grote invloed krijgen op ons handelen en de afrekening door zorgverzekeraars te sterk bepalen. Ook kan de industrie klinisch irrelevant onderzoek gebruiken voor financieel gewin. Deze ontwikkelingen hebben weerstand tegen EBM opgeroepen. Het is daarom van groot belang om tijdens de opleiding het eigenlijke perspectief van EBM centraal te stellen: het gebruik van evidence met inachtneming van de wens en situatie van de patient, en de klinische expertise van de arts. Behalve bevragen, zoeken en wegen van evidence moeten we de vertaalslag naar de praktijk benadrukken. Hoe kunnen we de valkuilen en bijwerkingen van een te beperkte toepassing van EBM ontwijken?