Learning Together 1: an educational model for training GPs, paediatricians: initial findings

Area of Science:

• Medical Education
• Primary Care Pediatrics
• Health Services Research

Background:

• Paediatric registrars (SpRs) and General Practice (GP) registrars (GPSTs) often train separately.
• A need exists for collaborative training models in primary care settings to improve pediatric care quality.

Purpose of the Study:

• To evaluate the feasibility and impact of the "Learning Together" educational intervention.
• To assess improvements in clinical guideline adherence, trainee learning, and patient/parent experience.

Main Methods:

• A six-month "Learning Together" intervention involving 44 SpR-GPST pairs in London.
• Retrospective review of clinical notes for four common pediatric conditions (constipation, asthma, feverish illness, eczema).
• Analysis of trainee self-reported learning and parent feedback via forms and interviews.

Main Results:

• Guideline adherence for common pediatric conditions improved from 57% to 72% during the joint clinic intervention (p < 0.01).
• Post-intervention adherence remained high at 77% after GP registrars returned to solo practice (p < 0.01).
• 99% of parents reported a positive care experience, and 87% felt more confident managing their child's health.

Conclusions:

• The "Learning Together" model is a feasible and effective educational intervention for pediatric and general practice trainees.
• This collaborative approach enhances clinical knowledge, communication skills, and adherence to best practices.
• The intervention positively impacts parent satisfaction and confidence in pediatric primary care.