Mind the Gap: Using EBL as a Platform for Transition in General Practice Training

Professor Johnny Lyon-Maris, Dr Rachel Owers, Dr Samantha Scallan

Background
General Practice (GP) trainees in their first two years of training attend monthly educational sessions focused on their needs as a future GP. We introduced a new programme using Enquiry-Based Learning (EBL), which blends aspects of the facilitated small group work used in the final year of GP training and Problem-Based Learning.

Summary of Work
EBL sessions took place for 68 trainees, divided into five groups across two centres. Learning was through case-based discussion and role play prompted by a written scenario. Groups were encouraged to identify their own learning needs and to develop skills in team working and self-directed learning. We distributed questionnaires to all participants after each session and at the mid-point and end of the year.

Findings
The sessions were generally well received by the trainees. The questionnaire response rate was 78%. 92% of respondents agreed or strongly agreed that sessions improved their skills in reflection and ability to learn in a group. The majority of trainees reflected on EBL sessions afterwards or used them in clinical practice. Themes from trainee comments highlighted the sessions’ relevance to General Practice, peer support and interactive nature. In addition to the clinical topic of each session, trainees recognised strands of the curriculum embedded vertically across all sessions, such as consultation skills.

Conclusions
EBL can be used to help GP trainees on their educational journey by bridging the gap between hospital-based education and GP training. This is both in terms of the educational style and also content, with vertical GP-focussed curriculum strands embedded across sessions.