Barriers and attitudes influencing non-engagement in a peer feedback model to inform evidence for GP appraisal

Curnock, E., Bowie, P., Pope, L. and McKay, J. (2012) Barriers and attitudes influencing non-engagement in a peer feedback model to inform evidence for GP appraisal. BMC Medical Education, 12(1), p. 15. (doi: 10.1186/1472-6920-12-15)

Full text not currently available from Enlighten.

Abstract

<b>Background</b> The UK general practitioner (GP) appraisal system is deemed to be an inadequate source of performance evidence to inform a future medical revalidation process. A long-running voluntary model of external peer review in the west of Scotland provides feedback by trained peers on the standard of GP colleagues' core appraisal activities and may 'add value' in strengthening the robustness of the current system in support of revalidation. A significant minority of GPs has participated in the peer feedback model, but a clear majority has yet to engage with it. We aimed to explore the views of non-participants to identify barriers to engagement and attitudes to external peer review as a means to inform the current appraisal system.<p></p> <b>Methods</b> We conducted semi-structured interviews with a sample of west of Scotland GPs who had yet to participate in the peer review model. A thematic analysis of the interview transcriptions was conducted using a constant comparative approach.<p></p> <b>Results</b> 13 GPs were interviewed of whom nine were males. Four core themes were identified in relation to the perceived and experienced 'value' placed on the topics discussed and their relevance to routine clinical practice and professional appraisal: 1. Value of the appraisal improvement activity. 2. Value of external peer review. 3. Value of the external peer review model and host organisation and 4. Attitudes to external peer review.<p></p> <b>Conclusions</b> GPs in this study questioned the 'value' of participation in the external peer review model and the national appraisal system over the standard of internal feedback received from immediate work colleagues. There was a limited understanding of the concept, context and purpose of external peer review and some distrust of the host educational provider. Future engagement with the model by these GPs is likely to be influenced by policy to improve the standard of appraisal and contractual related activities, rather than a self-directed recognition of learning needs.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:McKay, Dr John and Pope, Professor Lindsey
Authors: Curnock, E., Bowie, P., Pope, L., and McKay, J.
College/School:College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > General Practice and Primary Care
College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
Journal Name:BMC Medical Education
ISSN:1472-6920

University Staff: Request a correction | Enlighten Editors: Update this record