{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T10:56:38Z","timestamp":1740135398941,"version":"3.37.3"},"reference-count":25,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2023,10,10]],"date-time":"2023-10-10T00:00:00Z","timestamp":1696896000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2023,10,10]],"date-time":"2023-10-10T00:00:00Z","timestamp":1696896000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100000272","name":"National Institute for Health and Care Research","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100000272","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Educ"],"abstract":"<jats:title>Abstract<\/jats:title><jats:sec>\n                <jats:title>Background<\/jats:title>\n                <jats:p>Primary care has been under-represented in its contribution to the academic literature base on Covid-19 developments. We sought to understand how teaching and learning was modified and developed by primary care academic leaders to support the continuation of primary care-orientated learning during the Covid-19 pandemic; and explore how these changes may shape future educational delivery in primary care.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Methods<\/jats:title>\n                <jats:p>We adopted a qualitative approach, using semi-structured interviews of seven General Practice Heads of Teaching (GP HoTs) from UK medical schools. We used mixed deductive and inductive coding to analyse interview transcripts. Modifications and developments were coded to four a priori themes (clinical off-site; clinical on-site; synchronous remote; asynchronous remote). We concurrently used inductive coding to identify developments that did not readily fit into these categories. To understand how participants perceived the developments may shape primary care teaching in the future, we carried out an inductive thematic analysis.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>A range of modifications and developments were described. Examples of developments include: GP practices being provided with increased flexibility to support ongoing provision of clinical placements (<jats:italic>on-site clinical<\/jats:italic>), examples of initiatives enabling students to consult remotely from their homes (<jats:italic>off-site clinical<\/jats:italic>), transfer of face-to-face teaching to remote formats (<jats:italic>synchronous remote<\/jats:italic>) and development of new, interactive on-line teaching materials (<jats:italic>asynchronous remote<\/jats:italic>). One additional theme arose inductively: collaboration and co-operation.<\/jats:p>\n                <jats:p>For future implications, five themes arose: the evolution of flexible and hybrid clinical placement models; an increased role for telemedicine; increased networking and collaboration; increased active student involvement in patient care; and opportunities for community-based teaching afforded by the pandemic.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusion<\/jats:title>\n                <jats:p>This study highlights how teaching was modified to support the continuation of primary care-based learning during the Covid-19 pandemic, and implications for the future. Collaboration and placement flexibility were notable features in the response. Participants perceived that flexible placement models containing a mixture of clinical on-site with remote synchronous and asynchronous teaching and learning activities, may persist into the post-Covid era. Further research is required to understand which developments become routinely embedded into primary care teaching in the post-Covid era and explain how and why this occurs.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1186\/s12909-023-04710-6","type":"journal-article","created":{"date-parts":[[2023,10,10]],"date-time":"2023-10-10T12:02:18Z","timestamp":1696939338000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["How will the Covid-19 pandemic shape the future of primary care undergraduate teaching? Understanding modifications and developments deployed by UK academic units of primary care, and their implications for the future"],"prefix":"10.1186","volume":"23","author":[{"given":"Michael","family":"Harrison","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lauren","family":"Hall","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Hugh","family":"Alberti","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2023,10,10]]},"reference":[{"issue":"3","key":"4710_CR1","doi-asserted-by":"publisher","first-page":"253","DOI":"10.1080\/0142159X.2020.1864310","volume":"43","author":"M Daniel","year":"2021","unstructured":"Daniel M, Gordon M, Patricio M, Hider A, Pawlik C, Bhagdev R, et al. An update on developments in medical education in response to the COVID-19 pandemic: a BEME scoping review: BEME Guide No. 64. Med Teach. 2021;43(3):253\u201371.","journal-title":"Med Teach"},{"issue":"11","key":"4710_CR2","doi-asserted-by":"publisher","first-page":"1202","DOI":"10.1080\/0142159X.2020.1807484","volume":"42","author":"M Gordon","year":"2020","unstructured":"Gordon M, Patricio M, Horne L, Muston A, Alston SR, Pammi M, et al. Developments in medical education in response to the COVID-19 pandemic: a rapid BEME systematic review: BEME Guide No. 63. Med Teach. 2020;42(11):1202\u201315.","journal-title":"Med Teach"},{"issue":"3","key":"4710_CR3","doi-asserted-by":"publisher","first-page":"227","DOI":"10.1080\/0142159X.2021.1992372","volume":"44","author":"C Grafton-Clarke","year":"2022","unstructured":"Grafton-Clarke C, Uraiby H, Gordon M, Clarke N, Rees E, Park S, et al. Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: a BEME systematic review: BEME Guide No. 70. Med Teach. 2022;44(3):227\u201343.","journal-title":"Med Teach"},{"issue":"2","key":"4710_CR4","doi-asserted-by":"publisher","first-page":"109","DOI":"10.1080\/0142159X.2021.1992373","volume":"44","author":"J Stojan","year":"2022","unstructured":"Stojan J, Haas M, Thammasitboon S, Lander L, Evans S, Pawlik C, et al. Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: a BEME systematic review: BEME Guide No. 69. Med Teach. 2022;44(2):109\u201329.","journal-title":"Med Teach"},{"issue":"11","key":"4710_CR5","doi-asserted-by":"publisher","first-page":"1064","DOI":"10.1111\/medu.14313","volume":"54","author":"R Cain","year":"2020","unstructured":"Cain R, Shafer Klink D, Yunus S. 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The project complied with Newcastle University Ethics Policy for Research, Teaching and Consultancy. Informed consent was given by all participants involved in the study. All methods were performed in accordance with the relevant guidelines and regulations.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"746"}}