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Grounding policy development within an educational setting: an exploration
1General Practice and Primary Care Research Unit, University of Cambridge, Cambridge, UK.
Medical Education
|September 6, 2000
Summary
This study explored using educational events to gather General Practitioner (GP) views on policy development. While discussions were lively, GPs felt uncomfortable using educational events for policy input, highlighting challenges in practitioner involvement.
Area of Science:
- Health Services Research
- Medical Education
- Health Policy Development
Background:
- Developing regional health policies requires input from frontline practitioners.
- General Practitioners (GPs) are key stakeholders in implementing clinical governance policies.
- Educational events can serve as platforms for policy-related discussions.
Purpose of the Study:
- To evaluate an approach for eliciting GP participants' views on regional policy development.
- To assess the reaction of GP participants to using an educational event for policy input.
- To explore the challenges in involving practitioners in policy development processes.
Main Methods:
- An educational event was designed to facilitate discussion and record GP trainer views.
- Participant feedback forms and observation were used to evaluate the approach's acceptability.
- The study focused on the development of clinical governance policy.
Main Results:
- Observation indicated active and constructive discussions among GP participants.
- Feedback revealed participant discomfort with using educational events for policy development.
- The approach highlighted tensions between research, education, and policy implementation.
Conclusions:
- Involving stakeholders in policy change is crucial for successful implementation.
- Rapid policy timelines and research burdens pose challenges for practitioner involvement.
- Action research and participatory methods may offer potential solutions for future policy development.
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