Preface |
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ix | |
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Introduction |
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xi | |
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1 | (10) |
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1 | (2) |
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3 | (1) |
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Effect on the GP workforce |
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4 | (3) |
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7 | (1) |
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8 | (1) |
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9 | (2) |
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11 | (8) |
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The Quality Outcomes Framework |
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12 | (1) |
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The Care Quality Commission |
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12 | (1) |
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Political mandate and continual structural reform |
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13 | (1) |
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A negative media portrayal |
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14 | (1) |
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14 | (1) |
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15 | (1) |
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16 | (3) |
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19 | (10) |
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19 | (1) |
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A population increasing in age and morbidity |
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20 | (2) |
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22 | (1) |
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22 | (1) |
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Increasing dependence of patients on doctors |
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23 | (1) |
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Rising patient expectations |
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24 | (1) |
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Poor coordination between primary and secondary care |
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24 | (1) |
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25 | (1) |
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26 | (3) |
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29 | (10) |
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30 | (1) |
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31 | (2) |
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33 | (1) |
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34 | (2) |
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36 | (1) |
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36 | (3) |
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5 Changing the way we work |
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39 | (14) |
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39 | (1) |
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Interacting with the practice computer system |
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39 | (2) |
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Communicating via new technologies |
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41 | (1) |
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42 | (1) |
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Increasing the skill mix in primary care |
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43 | (1) |
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43 | (1) |
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Pharmacist and medicines management |
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43 | (1) |
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44 | (1) |
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45 | (1) |
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Innovative models of seeing patients |
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45 | (1) |
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46 | (1) |
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46 | (1) |
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Shared medical appointments |
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47 | (1) |
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The virtual ward and coordination of care |
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48 | (1) |
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48 | (1) |
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49 | (4) |
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6 Finding the right career |
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53 | (44) |
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53 | (1) |
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54 | (4) |
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What makes being a partner different? |
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54 | (1) |
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54 | (1) |
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54 | (4) |
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58 | (6) |
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What makes rural general practice different? |
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58 | (1) |
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59 | (1) |
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Career options in rural general practice |
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59 | (1) |
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60 | (1) |
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61 | (1) |
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62 | (2) |
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64 | (5) |
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What makes overseas general practice different? |
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64 | (1) |
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65 | (1) |
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Career options in overseas general practice |
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65 | (1) |
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How to become an overseas GP |
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66 | (2) |
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68 | (1) |
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69 | (5) |
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What makes military general practice different? |
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69 | (1) |
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70 | (1) |
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Career options in the military |
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70 | (1) |
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How to become a military GP |
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71 | (2) |
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73 | (1) |
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74 | (5) |
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What makes entrepreneurial general practice different? |
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74 | (1) |
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75 | (1) |
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Career options in entrepreneurial general practice |
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75 | (1) |
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How to become an entrepreneurial GP |
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76 | (2) |
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78 | (1) |
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Useful further reading, links and resources |
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78 | (1) |
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79 | (6) |
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What makes humanitarian general practice different? |
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79 | (1) |
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80 | (1) |
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Career options in humanitarian general practice |
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81 | (1) |
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How to become a humanitarian GP |
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82 | (2) |
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84 | (1) |
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85 | (6) |
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What makes academic general practice different? |
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85 | (1) |
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86 | (1) |
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Career options in academic general practice |
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87 | (1) |
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How to become an academic GP |
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87 | (2) |
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89 | (2) |
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91 | (6) |
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What makes medical education different? |
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91 | (1) |
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92 | (1) |
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Career options in medical education |
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92 | (1) |
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How to get involved in medical education |
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92 | (1) |
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Undergraduates opportunities |
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92 | (1) |
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Postgraduate opportunities |
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93 | (1) |
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93 | (1) |
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93 | (1) |
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How to become an educational GP |
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94 | (1) |
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95 | (1) |
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96 | (1) |
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96 | (1) |
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97 | (12) |
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Neurobiology of resilience |
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98 | (1) |
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98 | (1) |
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Physician personality and resilience |
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98 | (2) |
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Other features associated with resilience |
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100 | (1) |
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100 | (1) |
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Facing fear: An adaptive response |
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100 | (1) |
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Ethics and altruism: Having a moral compass |
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100 | (1) |
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Religion and spirituality |
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101 | (1) |
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101 | (1) |
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102 | (1) |
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102 | (1) |
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Brain fitness: Making sure your brain is challenged |
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102 | (1) |
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Having cognitive and emotional flexibility |
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103 | (1) |
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Having `meaning, purpose and growth' in life |
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103 | (1) |
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103 | (2) |
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GP wellbeing: Lessons learned from a trainee-led initiative |
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105 | (1) |
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106 | (3) |
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8 Interventions for burnout |
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109 | (8) |
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Personal coping strategies |
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109 | (1) |
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Organisational interventions |
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110 | (1) |
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Reactive interventions for the individual |
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111 | (1) |
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Proactive interventions for the individual |
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112 | (2) |
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114 | (1) |
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115 | (1) |
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115 | (2) |
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117 | (4) |
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The paradox of modern medical practice |
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117 | (1) |
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117 | (1) |
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118 | (1) |
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119 | (1) |
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119 | (2) |
Index |
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121 | |