Family Practice Advance Access originally published online on May 16, 2005
Family Practice 2005 22(4):355-357; doi:10.1093/fampra/cmi017
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© The Author (2005). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oupjournals.org
Editorial |
The integral role of non-clinical academics in meeting the goals of primary care training and research
a Department of Primary Care and General Practice, University of Birmingham, Birmingham B15 2TT, UK, b Department of Family Medicine, Medical University of South Carolina, Charleston, South Carolina, USA, c General Practice and Primary Care, University of Glasgow, Glasgow G12 9LX, UK and d General Practice and Primary Care Research Unit, University of Cambridge, Cambridge CB2 2TU, UK.
Correspondence to Sue Wilson, Department of Primary Care and General Practice, University of Birmingham, Birmingham B15 2TT, UK; Email: s.wilson@bham.ac.uk
Received 14 October 2004; Accepted 28 December 2004.
Wilson S, Mainous III AG, O'Donnell C and Bateman H. The integral role of non-clinical academics in meeting the goals of primary care training and research. Family Practice 2005; 22: 355–357.
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Non-clinical academics in primary care
In much the same way that there has been an increasing recognition of the utility of a team of professionals working together for managing chronic diseases in primary care, the advantages of providing multidisciplinary teams for primary care education and research have also become apparent.1,2 Successful researchers have long recognized the limits of their knowledge and the advantage of having the input and collaboration of professionals with different training and skill sets to attack and investigate research questions. In fact, multidisciplinary team-based research is more the rule than the exception.
Non-medically trained individuals with advanced training have become valuable contributors to academic primary care units as these units seek to successfully meet their goals of achieving excellence in training and research. Academic primary care is now a discipline that encompasses a range
How might academic primary care better adopt this model of a multi-disciplinary professional workforce?
International experiences
How might universities and governments help in encouraging a multi-disciplinary workforce in primary care?
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