Welcome to the 26th WONCA Europe Virtual Conference Programme Scheduling

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The medicine students from UNIVERSIDADE DO OESTE PAULISTA (UNOESTE) made a work of health education, with Elderly people who lives in São Rafael nursing home, to attend the health necessities of this population institutionalized, what is a growing reality in Brazil since the Brazilian population is getting old. This new reality, confirms the urgency to get public politics that offer a bigger quality of life to the third and fourth age people and also that promotion of healthy aging.

The work has the objective of creating healthy environments for elderly people institutionalized promoting a moment of joy at the same time it promoted a work of health education.

The activity was coordinated by a teacher of UNOESTE who conducted the group of medical academics from the terms 1st to 5^th, which had the opportunity to do a conversation wheel with the elderly present. Oral and body hygiene were the addressed themes along with some advices about feed and the importance of the social interaction inside the house. The medic students could listen to some suggestions and compliments from the elderly related to the care received. After the end of the conversation wheel, there was a confraternization.

The students had the opportunity to know the institution and some activities developed there by the multi-professional team that works there. The work was rated as of great importance by the contacted elderly, since it provided improvements in the quality of life and in the dignity of the citizens who participated in the conversation wheels and the games developed by the students.

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Background & purpose: In 2020, we implemented a blended-learning competency-based curriculum in Family Medicine at Saarland University. It combines curriculum redesign based on updated medical education prerequisites in Germany (Masterplan 2020) and digitalization processes. We evaluate the approach to implement curriculum change during a pandemic, establish competency-based teaching, and facilitate the acquisition of competencies necessary to work in primary care.

Methods: We established a research collaboration with AMBOSS and the IMPP. We created a digital learning environment, including podcasts, videos, screencasts, primary care commentaries and formative assessment sessions. We established 54 separate two-on-one simulation-based seminar sessions that were digitally broadcasted to all students, who were unable to attend physically. To better understand learning during this new approach, we established an accompanying, sequential, explanatory design mixed-method research approach.

Results: From November 2020 to January 2021, 92 students participated in our new course design. 84 were included in our parallel research approach. Our new curriculum was evaluated with an average of 1.52 (1-6 scale). Participating students were primarily enrolled in year five out of six, with an average age of 26.2 years. 11.9% have children and 36.9% have completed other vocational training prior to their medical studies (e.g. nursing/paramedic). 14.5% intend to specialise in Family Medicine.

Conclusion: We aim to better understand what happens to students self-regulated learning and motivation, perceived competence gain and academic performance based on self-determination theory. Our model may help establish a foundation for other universities and departments to expand on in the future.

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Aim: Motivation is a great driver of learning. Depending on intrinsic or extrinsic motivation, different factors appear to influence the creation of motivation for learning. In this study, we aimed to better understand how motivation is fostered as an incentive to learning in medical students during a competency-based, blended-learning curriculum.

Methods: In this consecutive mixed-methods study, we applied a constructivist perspective.We organized two purposefully sampled focus group interviews with seven students each. with purposive sampling. We used structured content analysis to identify internalization and externalization processes of motivation to learn.

Results [Preliminary]: Interestingly, regardless to students’ initial motivational setup, both intrinsically – and extrinsically motivated students named similar factors of the curriculum as being helpful to get motivated to study for the course. These internalization processes, on preliminary evaluation, were caused by: Intelligibility, closeness to everyday practice and reality, interactive- and variety of tasks. Nevertheless, both groups also experienced that some factors, such as work overload, or the fear of failure when seen in a simulation by their fellow students, lead to a loss in intrinsic motivation.

Conclusion: Especially when designing new digital curricula, educators need to be aware of their role in fostering motivation, when providing students with learning material or activities. The sensation of relatedness, applicability, and meaningfulness ought to be reflected in the curriculum design and learning activities.

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Background: The long-acting reversible contraceptives (LARC) comprise the progestogen-only implant, the progestogen-only injectable contraceptive, the copper-bearing intra-uterine device (IUD) and the levonorgestrel-releasing intra-uterine system (IUS). LARC devices (implant, IUD and IUS) are safe, non-user-dependent and have the highest rates of continuation and satisfaction of all reversible contraceptives. In addition, these methods are more cost effective than the oral contraceptive even at 1 year of use.

Even though these advantages are pertinent, in Europe the pill and the male condom are the most commonly used methods. The use of these contraceptives remains low in European countries nations due to some barriers, including misperceptions among both providers and patients, cost barriers and patient access to the access to healthcare services.

Aim and learning objectives: This workshop aims to review the available LARC devices in Europe, its indications, contraindications and correct application. Our main objective will be unravelling the myths about LARC devices contraindications’ and difficulties about their placement, giving the scientific evidence that supports its use.

Methods and timetable: We pretend to expose the European trends about long-acting contraceptives practices (7 min), to do a brief video-demonstration about LARC devices placement and removal (35 min) and to make a quizz (using Kahoot® or similar) with facts and myths about their characteristics (40 min).

Results/Conclusions: We hope this workshop clarifies the main misperceptions about LARC devices and that provides information to apply easily when counselling patients about family planning. We also hope to boost Wonca participants’ self-confidence to apply and remove these methods, contributing to a better sexual health worldwide.

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Background and purpose: Nowadays, crisis admissions of persons with dementia are more prevalent. Better collaboration between primary care professionals could prevent crisis situations. The DementiaNet program supports interdisciplinary networks of primary care professionals from the medical, care and social services. We aim to determine the effect of the DementiaNet program on the number of crisis admissions.

Methods: DementiaNet networks started from 2015 onwards and receive support for a period of two years to work towards structured collaboration. Yearly, networks collect patient data on five quality of care indicators, and on admission to a hospital or nursing home due to a crisis. The numbers of crisis admissions in advanced networks (>2 years active) and starting networks (<2 years active) were compared with an independent T-test. The relation between quality of care and the number of crisis admissions was determined with logistic regression.

Results: 34 networks with on average 9 professions (frequently: general practitioner, practice nurse, community nurse and case manager) were included. The networks collected data of 1689 patient years of which 479 patient years had a crisis. Advanced networks had less crisis admissions than starting networks, 0.25 versus 0.30 respectively (p=0.038, CI=0.003 – 0.091). Quality of care was not associated with the number of crisis situations.

Conclusions: In advanced DementiaNet networks less crisis admissions occurred. Surprisingly, this effect was not mediated by quality of care. Further research in a larger database could contribute to unravelling the complex relations between network maturity, quality of care and crisis admissions in primary dementia care.