ID-5184 Wonca Abstracts supplement A-K 13-10-23 - Flipbook - Page 189
WONCA 2023 Supplement 1: WONCA 2023 abstracts (A–K)
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What competencies and learning activities do European
general practice trainees value most? A prioritisation
exercise using a modified Delphi approach
Dr Fabian Dupont1,5,6, Constanze Dietzsch1, Johanna Klutmann1, Helene Junge1, Dr Sophie Sun2,
Szidonia Janos3, Aaron Poppleton4,7
1
Department of Family Medicine, Saarland University, 2CUMG Collège universitaire de médecine
générale, Université Claude Bernard Lyon 1, 3GP Cluj-Napoca, 4School of Medicine, Keele University,
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Executive Board Junge Allgemeinmedizin Deutschland (JADE), 6Council member (Ger), EYFDM,
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Executive board member, EYFDM
The speed at which general practice is changing and expanding in its responsibilities is currently
increasing. Expansion of clinicians’ roles creates cognitive overload and uncertainty – particularly
for trainees and early-career GPs. In the past, the WONCA Europe network for medical education,
EURACT, published competency-based aims and requirements for postgraduate training in general
practice. This study aims to provide a voice to GP trainees in the curriculum redesign process. As a
second step, we plan to provide concrete guidance on how to redesign postgraduate curricula, with
concrete learning activities and suggestions from the European Young Family Doctors Movement
(EYFDM; aka VDGM) events at WONCA London 2022 and WONCA Brussels 2023.
Methods
The results from this study are part of an explorative sequential mixed-methods study within the
EYFDM movement. Initial town hall discussions for qualitative data gathering were combined with a
two-times two-step modified Delphi approach. Sociodemographic data, level of agreement and skew
deviation calculations were used to relate and rank competencies and learning activities.
Results
Top competencies rated were GP examination techniques, individualising care and communication
skills. Interestingly, doctors’ and patients’ wellbeing ranked top three in the affective category. Results
from WONCA Brussels concerning learning activity suggestions (affective competencies) will follow.
Conclusion
This study provides a voice to the future generation of GPs. With this study future postgraduate
curricula will have the opportunity to be more inclusive when setting up learning outcomes. The
relevance of our findings on an international level will need to be revaluated and possibly expanded.
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