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Developing an educational curriculum in primary care with practitioner and manager involvement: the governance
Ruth Bastable1, Hilarie Bateman, Arthur Hibble
1Eastern Deanery, Fulbourn, Cambridge, UK. Rbbastable@aol.com
Medical Teacher
|July 16, 2005
Summary
Developing GP education in England faced challenges with research governance. Cumbersome processes, inconsistent requirements, and resource duplication hindered the project, raising questions about quality assurance and inclusivity.
Area of Science:
- Medical Education
- Health Systems Research
- Professional Development
Background:
- Designing a syllabus and implementation strategy for General Practice (GP) education in England.
- The project aimed to establish best practices through professional consultations.
Purpose of the Study:
- To describe the experience of setting up an educational development project for GP education.
- To analyze the impact of rigorous planning and data recording on research governance.
- To evaluate the implications for future educational development projects.
Main Methods:
- Consultations with relevant healthcare professionals.
- Rigorous definition of project plans and data recording.
- Engagement with research ethics and research governance procedures.
Main Results:
- The project encountered significant research ethics and governance attention.
- Governance processes were identified as cumbersome, inconsistent, and repetitive.
- Substantial resources were consumed during the governance procedures.
Conclusions:
- The experience highlights potential inefficiencies in quality assurance for educational development.
- The study questions the resource implications and professional inclusivity of current governance models.
- Recommendations for streamlining governance in educational development projects are implied.