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Table 5 A selection of personal, professional and practice learning needs and points identified and reported by GPSTs

From: Applying the trigger review method after a brief educational intervention: potential for teaching and improving safety in GP specialty training?

Personal and professional learning needs
‘Review SIGN and NICE cardiovascular heart disease guidelines’ and ‘Need to update [my] knowledge on management and therapeutics of heart failure’
‘Need for new knowledge on gout management’
‘[Find out] how to liaise with social services about respite [care]’
‘How different Quality improvement (QI) techniques can be used’
‘Need to examine previous clinical notes to identify root of potential difficulties [that caused the detected patient safety incidents]’
‘[What are the patient] self management issues in COPD
‘Revise indication for warfarin in atrial fibrillation’
Learning needs for the practice team
‘Need to update diabetic guidelines on therapeutics and management’
‘Need system for dealing with out of hours (OOH) mail’
‘Need system for better medication reviews and monitoring’
‘Need for [consistent] adverse event coding’
‘Need to develop protocol for falls prevention’
‘Need to develop more continuity in patient care’
‘Address appointment availability’
‘Examine how hospital discharge prescriptions are actioned’
‘How to highlight medication errors to allow action’
‘To improve communication within primary care team’
‘How to carry out quality improvement techniques’
‘How to do trigger review’
‘Protocol for monitoring potential nephrotoxic [and hepatotixic] drugs’
Learning points
‘[I realized the] importance of coding as a safety issue’
‘[I] need to give more attention to out of hours summary sheets’
‘Need to action more thorough [medication] reviews’
‘How to carry out searches [to identify specific patient populations in the practice]’
‘[I need to] revise medication interactions’
‘[What are the] potential high yield triggers to identify problems’
‘[What] factors are involved (medical & social) in warfarin prescribing’
‘Recognition of the ‘cascade of error’ and need for root cause analysis’
‘Positive learning that disease monitoring systems work well (COPD) [in this practice]’