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Related Experiment Videos

Organisational development in general practice: lessons from practice and professional development plans (PPDPs).

G Elwyn1, P Hocking

  • 1Department of General Practice, University of Wales, College of Medicine, Canolfan Iechyd Llanedeyrn Health Centre CF23 9PN. elwyng@cardiff.ac.uk

BMC Family Practice
|February 15, 2001
PubMed
Summary

Implementing practice and professional development plans requires addressing existing structures in healthcare. This study highlights the need for integrated organizational development and learning systems to improve clinical practice quality.

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Area of Science:

  • Health Services Research
  • Organizational Development
  • Adult Learning Theories

Background:

  • Improving clinical practice quality is crucial for health services.
  • Primary medical care in the UK lacks organizational development structures for integrated care.
  • Ineffective interventions include passive education and teamwork promotion without clear priorities.

Purpose of the Study:

  • To evaluate a feasibility study on practice and professional development plans in Wales.
  • To identify lessons for guiding organizational development systems in primary medical care.
  • To explore strategies for enhancing the effectiveness of clinical practice.

Main Methods:

  • A feasibility study involving practice and professional development plans.

Related Experiment Videos

  • Multidisciplinary workshops (minimum 4) to produce development plans and portfolios.
  • Utilized principles of organizational development and adult learning theories.

    • Main Results:

    • Practice development plans integrated management and education principles.
    • The process involved stepwise organizational admission, fostering motivation and ownership.
    • External facilitation proved advantageous for evaluating internal processes and ensuring financial probity.

    Conclusions:

    • Introducing development plans necessitates addressing existing educational and management structures.
    • Current systems rely on attendance credits and accountability frameworks.
    • Transitioning to formative, continuous quality improvement requires support system changes.