MRCGP Video AnalysisMRCGP Video AnalysisDr. Ramesh Mehay

Course Organiser (Bradford VTS)

Dr. Ramesh Mehay

Course Organiser (Bradford VTS)

AIMSAIMS

• For participants to learn how to use the MRCGP marking schedule to improve their own consulting

skills and those of others.

This presentation has slide notes which you may wish to refer to

• For participants to learn how to use the MRCGP marking schedule to improve their own consulting

skills and those of others.

This presentation has slide notes which you may wish to refer to

OBJECTIVESOBJECTIVES

MRCGP:• To become familiar with the MRCGP marking

schedule• To learn how to use this to assess / review your own

and others’ video consultations• To learn what you need to do in order to produce a

video that will pass MRCGP examination.

MRCGP:• To become familiar with the MRCGP marking

schedule• To learn how to use this to assess / review your own

and others’ video consultations• To learn what you need to do in order to produce a

video that will pass MRCGP examination.

Key Point 1Key Point 1

You will soon come to see yourself in a better light.You will soon come to see yourself in a better light.

A common first reaction to the sight of oneself on video is that you look professionally incompetent and

personally unattractive – don’t worry about this..

Sources of Information in the Consultation

Sources of Information in the Consultation

• What the patient says (verbal cues)• What the patient does (non-verbal cues)• What the doctor perceives• How the doctor feels• Other parties (eg in 3 way consultations)

• What the patient says (verbal cues)• What the patient does (non-verbal cues)• What the doctor perceives• How the doctor feels• Other parties (eg in 3 way consultations)

The Video TapeThe Video Tape

PLEASE REMEMBER:

• The doctor on the tape is offering his/her tape “as a gift for the group”

Respect that!

• Think of yourself in that situation before being critical

PLEASE REMEMBER:

• The doctor on the tape is offering his/her tape “as a gift for the group”

Respect that!

• Think of yourself in that situation before being critical

Giving FeedbackGiving Feedback

Your aim is not to destroy the other personA Balancing Act between

Being Too Critical Cosiness Zone

The Most Important Part of Feedback is Offering an Alternative to the Skill or Task Being Analysed

Your aim is not to destroy the other personA Balancing Act between

Being Too Critical Cosiness Zone

The Most Important Part of Feedback is Offering an Alternative to the Skill or Task Being Analysed

Giving FeedbackGiving Feedback

So, feedback requires:• Courage• Skill• Understanding• Self Respect• RESPECT FOR OTHERS

So, feedback requires:• Courage• Skill• Understanding• Self Respect• RESPECT FOR OTHERS

Feedback – general principles revisited

Feedback – general principles revisited

Focus on

• Behaviour which can be changed• Being accurate and clear• The behaviour, not the person• Observation, not inference• Description, not judgement• sharing ideas, not giving advice• Exploring alternatives, not providing answers

Focus on

• Behaviour which can be changed• Being accurate and clear• The behaviour, not the person• Observation, not inference• Description, not judgement• sharing ideas, not giving advice• Exploring alternatives, not providing answers

Feedback – general principlesFeedback – general principles

Also think about:

• How much to give• When to give it

Also think about:

• How much to give• When to give it

Feedback – Pendleton’s RulesFeedback – Pendleton’s Rules

• Clarify matters of fact

• Thing that went well • How they went well

• Things that could have been done differently

• How they could have been done differently

• The pair or group agree areas for development

• Clarify matters of fact

• Thing that went well • How they went well

• Things that could have been done differently

• How they could have been done differently

• The pair or group agree areas for development

Doctor first, then the group

Doctor first, then the group

What to look for in the VideoWhat to look for in the Video

• Look at (behaviour/skills)

Performance

Effects on Others

• Be Aware of (tasks)

What (s)he does

How (s)he does it

• Look at (behaviour/skills)

Performance

Effects on Others

• Be Aware of (tasks)

What (s)he does

How (s)he does it

The MRCGP MethodThe MRCGP Method

What are the Royal College Trying to Test?

What are the Royal College Trying to Test?

• To test ability to consult effectively

NOT a test of:• medical knowledge• clinical examination skills

• It is a criterion-referenced competency test

• To test ability to consult effectively

NOT a test of:• medical knowledge• clinical examination skills

• It is a criterion-referenced competency test

The Five UnitsThe Five Units

1. Discover the reasons for a patient’s attendance

2. Define the clinical problem(s)

3. Explain the problem(s) to the patient

4. Address the patient’s problem(s)

5. Make effective use of the consultation

1. Discover the reasons for a patient’s attendance

2. Define the clinical problem(s)

3. Explain the problem(s) to the patient

4. Address the patient’s problem(s)

5. Make effective use of the consultation

How It’s all OrganisedHow It’s all Organised

The five units

Element A Element B Element C

PC1 PC2 PC1 PC2 PC3 PC1

BEHAVIOUR

OUTCOMES

DOMAINS

Performance CriteriaPerformance Criteria

Refer to handoutRefer to handout

Summary of Key PointsSummary of Key Points

1. Don’t worry about how you look (professionally or aesthetically)

2. Submit challenging consultations3. Use the performance criteria to your advantage –

use the ones with the most4. Get someone to review your tapes

1. Don’t worry about how you look (professionally or aesthetically)

2. Submit challenging consultations3. Use the performance criteria to your advantage –

use the ones with the most4. Get someone to review your tapes

FACILITATOR NOTESFACILITATOR NOTES

Facilitator Notes - MRCGPFacilitator Notes - MRCGP

• Ensure you have read the detailed explanations of what each performance criteria means

• Watch the whole tape • Both registrars and trainers tick off the appropriate

boxes (separately) on the marking grid• At the end of the consultation, go through each box

and ask if the group (a) what does that performance criterion mean(b) was it displayed or not :-i. If it was….in what way(s) – may be more than one

exampleii. If it wasn’t ….was there an opportunity for it to have

been shown (a missed opportunity?)….specify

• Ensure you have read the detailed explanations of what each performance criteria means

• Watch the whole tape • Both registrars and trainers tick off the appropriate

boxes (separately) on the marking grid• At the end of the consultation, go through each box

and ask if the group (a) what does that performance criterion mean(b) was it displayed or not :-i. If it was….in what way(s) – may be more than one

exampleii. If it wasn’t ….was there an opportunity for it to have

been shown (a missed opportunity?)….specify