What factors are influencing the introduction of a national undergraduate curriculum for general practice in UK medical schools?

Problem

There is a shortage in general practice (GP) recruitment and this coincides with an increase in clinical demand for general practitioners (GPs). The negative effects on GPs working in this environment has not gone unnoticed, with self-reporting questionnaires highlighting that many GPs are experiencing high levels of burnout and pressure due to their workloads, which is impacting on some GPs delivery of care to their patients in terms of quality and safety. The Royal College of General Practitioners predicts that in 2020 there will be a deficit of 8,371 GPs in England. Currently 20.4% of UK medical graduates rank GP as their first untied career choice. However, the English Department of Health outlined in 2013 that they need to ensure that 50% of speciality trainees choose GP speciality training. Thus, the existing staff shortages and low number of medical students intending to pursue a career in GP need to be addressed. An increase in medical students’ GP experience correlates with more students wanting to join the speciality and a greater number of students eventually entering GP. A medical curriculum needs to reflect the health service needs, and arguably at present this is no longer the case in UK medical schools. Therefore, could the introduction of a national undergraduate GP curriculum be the long-term solution to the GP recruitment crisis? The notion of a GP curriculum has been considered in the past, however, authors have failed to consider why a GP curriculum does not already exist. New GP educational incentives are not always viewed in a positive manner. Hence, this study aims to identify the barriers and facilitators for the introduction of a national GP undergraduate curriculum in UK medical schools.

Approach

Grounded theory study design with a mixed methods approach (quantitative and qualitative data collected). Questionnaires will be sent to general practice Heads of Teachers (HOTs) members. The questionnaire design will be centred on an adapted version of Kotter’s model for leading change. Semi-structured interviews with some HOTs members will then be used to explore themes identified from the questionnaires and for triangulation.

Findings

Data collection is due to begin shortly. This project will be completed before the 2018 conference.

Consequences

This study could highlight areas which could be the focus of targeted interventions for change to occur, through identifying the barriers and facilitators for the introduction of a national undergraduate GP curriculum in UK medical schools.