David Cunningham , Diane Kelly
Introduction Protected learning time (PLT) is an established method of allowing primary care teams time to learn together. Evaluations are generally positive, but some studies have shown that particular groups within the team may not always find the education provided relevant. Qualitative research has identified issues of relevance from the perspective of administrative and clerical staff and practicemanagers. Some of these issues relate to how PLT is managed by PLT steering committees at the primary care organisation level.Aims The aim of this study was to ascertain and explore the views and perceptions of key members of PLT steering committees.Method Six in-depth interviews were undertaken by an independent interviewer, and five transcripts were analysed.Results Results showed that respondents considered that there were representational problems within steering committees and that committees had problems meeting and planning educational events. Committees were at times influenced by pharmaceutical representatives and other external bodies. The committees perceived difficulties in planning events that met the learning needs fornon-medical staff including health visitors, district nurses, and administrative and clerical staff.Conclusions The committees realised that PLT brought considerable work for practice managers, and concluded there was a need for greater educational expertise throughout the primary care organisation. There were also issues identified in relation to the governance of PLT.
