Kjaer Niels Kristian, Vedsted Marianne, Høpner James
a Research Unit of General Practice , Institute of Public Health, University of Southern Denmark , Odense , Denmark.
c Association of General Practitioners, Department of Continuing Medical Education , Copenhagen , Denmark.
Eur J Gen Pract. 2017 Dec;23(1):20-26. doi: 10.1080/13814788.2016.1256998. Epub 2016 Dec 20.
It is generally agreed that continuing professional development (CPD) for GPs is important for quality of care. Internationally, however, different approaches to identify the learning objectives and the CPD content have been chosen.
To improve GPs' CPD in Denmark we explore how general practitioners' (GPs) self-experienced learning needs can be combined with learning needs experienced from a societal perspective and still make sense for GPs.
We performed a multi-dimensional learning needs analysis with a modified Delphi method in a participatory action research set-up. Twenty practice-based small learning groups and a group appointed by the Danish public health service were asked to identify learning needs with the Danish family medicine curriculum as reference. Then we asked a group of GP researchers and hospital consultants, a group of GPs with interests in narrative, person-centred medicine and a group of GP educators, and administrative staff, to triangulate the initial findings.
We identified educational themes through a defined collaborative consensus oriented process. Examples of themes are the diagnostic challenge, care for patients with multi-morbidity, elderly patients and children. Due to variation in requested learning objectives, the identified themes do not cover all relevant areas for CPD training. The identified themes will only make sense if seen as supplementary to other CPD activities based on GPs individual needs analyses.
It is possible to identify prioritized educational themes for GPs through a process involving the majority of stakeholders. Nevertheless, CPD should also include activities based on individual needs analysis. [Box: see text].
人们普遍认为，全科医生的持续专业发展（CPD）对医疗质量很重要。然而，在国际上，人们选择了不同的方法来确定学习目标和CPD内容。
为了改善丹麦全科医生的CPD，我们探讨如何将全科医生自身感受到的学习需求与从社会角度感受到的学习需求相结合，并且对全科医生来说仍然具有意义。
我们在参与式行动研究框架下，采用改良的德尔菲法进行了多维度学习需求分析。要求20个基于实践的小型学习小组以及丹麦公共卫生服务部门指定的一个小组，以丹麦家庭医学课程为参考确定学习需求。然后，我们让一组全科医生研究人员和医院顾问、一组对叙事医学、以患者为中心的医学感兴趣的全科医生以及一组全科医生教育工作者和行政人员，对初步结果进行三角验证。
我们通过一个明确的、以协作共识为导向的过程确定了教育主题。主题示例包括诊断挑战、对患有多种疾病的患者、老年患者和儿童的护理。由于所要求的学习目标存在差异，所确定的主题并未涵盖CPD培训的所有相关领域。只有将所确定的主题视为基于全科医生个人需求分析的其他CPD活动的补充，它们才有意义。
通过一个让大多数利益相关者参与的过程，有可能为全科医生确定优先教育主题。然而，CPD还应包括基于个人需求分析的活动。[方框内容：见正文]
