Evaluating the impact on practice of a west of Berkshire protected learning time initiative in primary care

Abstract

WHAT IS ALREADY KNOWN IN THIS AREA

•	Research indicates that Protected Learning Time (PLT) events in primary care enable professionals to network and share ideas.
•	A variety of educational techniques have been shown to improve performance of: individual practitioners in other settings.
•	Beyond one-off examples, there is little published evidence that PLT helps to improve practice.

WHAT THIS WORK ADDS

•	It describes a range of ways in which PLT has impacted on practice at the level of the individual, the team and the wider organisation.
•	It highlights the main benefits of large event PLT according to participants at a Berkshire initiative. The benefits include increased awareness of services, increased understanding of illnesses and improved treatment.

SUGGESTIONS FOR FUTURE RESEARCH

•	Do large PLT events have different outcomes from practice-based PLT?
•	How does PLT impact on the development of a learning culture?
•	How can large; learning events best meet the needs of different groups of professionals?
•	What impact, if any, does the closure of surgeries for PLT have on use of out-of-hours services or subsequent workload?

Keywords:

• educational management
• evaluation
• general practice
• general practitioners
• primary care

Additional information

Notes on contributors

Karen Stenner

Karen Stenner, BSc (Hons), is a lecturer at the School of Health and Social Care, The University of Reading, UK.

Nicci Iacovou

Nicci Iacovou, BSC, PGEC CERTHSM, is Director of the Primary Care Staff Training Unit, Queen Mary School of Medicine and Dentistry, London, UK.