How we use patient encounter data for reflective learning in family medicine training.

Morgan, Simon, Henderson, Kim, Tapley, Amanda, Scott, John, van Driel, Mieke, Thomson, Allison, Spike, Neil, McArthur, Lawrie, Presser, Jenny and Magin, Parker (2014) How we use patient encounter data for reflective learning in family medicine training.. Medical Teacher, 37 10: 897-900. doi:10.3109/0142159X.2014.970626

Author Morgan, Simon
Henderson, Kim
Tapley, Amanda
Scott, John
van Driel, Mieke
Thomson, Allison
Spike, Neil
McArthur, Lawrie
Presser, Jenny
Magin, Parker
Title How we use patient encounter data for reflective learning in family medicine training.
Journal name Medical Teacher   Check publisher's open access policy
ISSN 0142-159X
Publication date 2014
Year available 2014
Sub-type Article (original research)
DOI 10.3109/0142159X.2014.970626
Volume 37
Issue 10
Start page 897
End page 900
Total pages 4
Place of publication London, United Kingdom
Publisher Informa Healthcare
Collection year 2015
Language eng
Formatted abstract
Introduction: Consulting with patients is the core learning activity of Australian family medicine (general practice/GP) training, providing a rich source of reflective learning for trainees. We have developed a reflective learning program for postgraduate vocational trainees based on clinical encounters.

Methods: The Registrar Clinical Encounters in Training (ReCEnT) program is an educational program documenting GP trainees’ consultations in five Australian GP training providers. Trainees record patient demographics, consultation details, problems managed, management practices and educational factors from sixty consecutive consultations per six-month training term. Trainees receive a detailed feedback report comparing individual data to aggregated trainee data and national GP data.

Results: The patient encounter system provides multiple opportunities for reflective learning across a number of domains of exposure and practice. Reflection can occur during completion of the encounter form; as self-reflection on the feedback report; as facilitated reflection with the GP trainer and medical educator; and as part of integration of data into teaching. We have identified areas for further development, including enhancing the reflective skills of trainees and trainers.

Conclusion: The ReCEnT patient encounter program provides a rich platform for reflective learning for vocational trainees and supports development of skills in lifelong learning.

Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Discipline of General Practice Publications
Official 2015 Collection
School of Medicine Publications
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Citation counts: TR Web of Science Citation Count  Cited 1 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 1 times in Scopus Article | Citations
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Created: Thu, 09 Apr 2015, 13:38:31 EST by Patricia Speechly on behalf of Discipline of General Practice