RT Journal Article
SR Electronic
T1 Implementing PROMs in routine clinical care: a qualitative exploration of GP perspectives
JF BJGP Open
JO BJGP Open
FD Royal College of General Practitioners
SP bjgpopen20X101135
DO 10.3399/bjgpopen20X101135
A1 Ian Litchfield
A1 Sheila Greenfield
A1 Grace Turner
A1 Samuel Finnikin
A1 Melanie Calvert
YR 2020
UL http://bjgpopen.org/content/early/2020/11/12/bjgpopen20X101135.abstract
AB Background: The recently announced long-term plan for the NHS is based on a model of person-centred care which relies on the sustained engagement of patients, shared decision making, and capability for self-management. For a primary care service under increasing pressure from an ageing and chronically ill population Patient Reported Outcome Measures (PROMs) appear capable of supporting many of these requirements yet we know little of the circumstances of their current implementation or how their use might be optimised. Aim: To begin the conversation about how successfully PROMs have been integrated into primary care and how their use might be supported. Design and setting: A qualitative investigation of the perspectives of General Practitioners exploring the use of PROMs as part of routine clinical care in England. Methods: Semi-structured telephone interviews were conducted with general practitioners from across England. The data were analysed using the consolidated framework for implementation research. Results: A total of 25 interviews were conducted and GPs described the potential benefit of PROMs in a range of circumstances but also voiced concerns about their reliability and their potential to constrain consultations. Their flexibility meant they had the potential to be incorporated into existing care processes but only with the requisite logistical support. Conclusions: Areas that need to be addressed include the creation of a compelling body of evidence of the PROMs benefit, appropriate training for staff and patients, and a coherent implementation strategy from policymakers and funding bodies.