General practitioner experiences and perceptions of the ANZAED Eating Disorder Credential

The Australia & New Zealand Academy for Eating Disorders (ANZAED) established a credentialing system for general practitioners (GPs) in 2024. The ANZAED Eating Disorder Credential formally recognises GPs who have the necessary knowledge and training to provide safe and effective care to patients with eating disorders (EDs). The aim of this study was to learn about the experiences of both credentialed and non-credentialed GPs, with a particular focus on their reasons for becoming credentialed, barriers to becoming credentialed, and how the Credential has impacted their clinical practice.

Thirty-eight GPs (37 female, 21 credentialed, 17 non-credentialed) completed an online mixed-methods survey, with both open-ended questions and multiple-choice questions. The survey asked about their perceptions of the Credential and their experiences with the credentialing system.

The main motivations to become credentialed were to receive recognition for their training (n = 15, 71.4%) and improve their knowledge about EDs (n = 9, 42.9%). The main reasons to not become credentialed were not wanting to increase their ED caseload (n = 11, 64.7%) or be identified as an ED specific GP (n = 10, 58.8%). Three quarters (n = 16, 76.2%) of credentialed GPs did not perceive their ED patient caseload changing after becoming credentialed. Content analysis of open-ended questions yielded two themes: (1) The value of the Credential; and (2) Need for increased clarity about the Credential. Theme 1 highlighted the financial and workload barriers to becoming credentialed, whilst also indicating that GPs perceived that the Credential would improve their care of EDs. Theme 2 identified some areas where there was a need for increased understanding of the Credential's requirements for GPs and its potential impact on people living with EDs.

GPs are motivated to become credentialed to gain recognition for their ED knowledge and training. However, improvements in the credentialing system may encourage its uptake. These may include increasing the Credential's visibility and recognition, addressing perceptions of the financial impact, improving clarity about the Credential's overall aims and providing additional support to GPs in their learning.