Grounding policy development within an educational setting: an exploration.
OBJECTIVE
To explore an approach for informing the development of regional policy by eliciting the considered views of GP participants at an educational event. In particular we discuss the reaction of GP participants to this approach. (In this instance our GP participants were trainers and the evolving policy under discussion was that of 'clinical governance'.)


METHODS
An educational event was planned to facilitate discussion and the recording of the considered views of GP trainer participants. The acceptability of this approach to the participants was evaluated via observation and through feedback forms.


RESULTS
While observation suggested that the participants were involved in many lively and constructive discussions, the feedback generated showed that many participants felt uncomfortable about the use of an educational event to inform development.


CONCLUSIONS
We recognize the need to inform and facilitate change through the involvement of those who will be participants in the change process. The rapid timescales imposed by change and the 'burden' of additional research involvement on practitioners are issues. Approaches based on action research and participatory research principles may have potential and can throw light on the difficulties we experienced.


CONCLUSIONS
We need to identify approaches which will allow us to ground development within the views of those to be affected by change. Our own attempt demonstrated difficulties. We would welcome further debate over methods and approaches applicable in this border territory between research, development and education.
Bateman
H
H
General Practice and Primary Care Research Unit, University of Cambridge, Cambridge, UK.
Hibble
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Hand
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D002983:Clinical Competence; D004501:Education, Medical / Q000458:organization & administration; D005194:Family Practice / Q000193:education*; D006291:Health Policy; D006801:Humans; D011050:Policy Making; D011364:Professional Practice; D013663:Teaching / Q000379:methods*; D006113:United Kingdom