An introduction to general practitioner training programme in the uk and reflection on its application

To improve the quality of primary medical care, it is crucial to strengthen the general practitioner (GP) training and modify the training methods. As one of the first batch of participants receiving the RCGP (Royal College of General Practitioners) International (China) Training, I hereby give a brief introduction to the forward-looking ideas and advanced technology of the GP training in the UK and shared my experience of its primary application. The GP training programme focuses on cultivating one's learning ability in five steps:learning facts guiding cause factor analysis Q&A about general processing principle praise and approval independent thinking about solutions. The establishment of adult learning pattern can help GPs to develop continuous learning ability and thus trainees having different learning styles will be assigned to form a study group to carry out various activities, such as role playing, group discussion and videotaping, in order to produce better learning outcomes. Clinical teachers play an important role in the GP training programme. They are responsible for formulating clinical teaching syllabuses, developing individualized teaching methods according to the trainees' learning styles and establishing a feedback system (trainee to trainee, trainee to clinical teacher and between clinical teachers) that is effective in identifying problems in clinical teaching and bettering teaching skills. The diagnostic kit is usually applied to the clinical reception training so as to increase the reception efficiency and cultivate more and younger GPs. Considering the differences in national situations and traditions between China and the UK, both of the Chinese clinical teachers and trainees are required to adapt themselves to the UK's GP training programme for practical use. To be specific, clinical teachers should pay attention to the shift from the role of an instructor towards a guide and co-participant. Since the optimized training techniques, such as role playing, videotaping and diagnostic kit training are widely recognized by the GP trainees, these techniques can be extensively applied to the GP training in China. With regard to trainee appraisal, clinical teachers should value their trainees' performance on cultural science, morality, legal compliance, learning ability, collaboration ability and leadership, as well as their understandings of theories and command of techniques. To learn from the UK's GP cultivation and training is beneficial to standardize domestic GP training and cultivation.