MFM5009 - Prevention in general practice and primary care - 2017

In this unit students will gain an overview of the importance of prevention in the primary care setting and the critical role played by general practice and those working within the general practice team in the delivery of such care.

They will gain an appreciation of patient perceptions of prevention in primary care and identify other barriers and facilitators to prevention in a practice population.

Students will learn to utilise important tools and resources in their practice and apply evidence based strategies to overcoming barriers.

Best practice approaches to identification of those at risk and the implementation of screening and early detection will be considered and evaluated.

Upon successful completion of this unit, students should be able to:

1. Explain why prevention is a priority for general practice and primary care with particular reference to chronic disease and the prevalence of lifestyle risk factors in the student's country of origin
2. Reflect on the role of GPs and members of the GP and primary care team in delivering preventive care
3. Appraise the evidence supporting preventive care interventions in general practice and primary care and identify current evidence practice gaps
4. Critically analyse patient perceptions of prevention and the role of general practitioners in preventive care
5. Identify the barriers and facilitators to optimal delivery of prevention in general practice and primary care settings
6. Describe and evaluate strategies to improve delivery and uptake of preventive care in general practice and primary care settings
7. Locate, retrieve and use current evidence based guidelines, tools, resources and recommendations for prevention in general practice and primary care settings and suggest an implementation plan for their application in practice.

• Literature review (2,000 words) (30%)
• Practice policy document (2,000 words) (40%) (hurdle)
• Case study: Preventive care intervention report (2,000 words) (30%)

Hurdle requirement:

Online activities comprising 15-20 short written tasks (2,000 words)

10-12 hours per week for 12-13 weeks

See also Unit timetable information

Dr Eli Ristevski