EQUALITY AND DIVERSITY Eric Bater Intending Trainers ‘ course Phase 4i 26 th September 2012.
The road ahead Eric Bater 18 th September 2013. How do adults learn?
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Transcript of The road ahead Eric Bater 18 th September 2013. How do adults learn?
Principles of adult learningMalcolm Knowles 1984
•Need to know (goal orientation)•Self concept (independent, autonomous, self-directed)•Role of experience (connecting knowledge to experience)•Readiness to learn•Orientation to learn (relevance, immediacy)•Motivation to learn
Principles of adult learning (From RCGP Learning and Teaching guide)
1) Self directed(In charge of ones own learning)2)Experiential (the principal resource for adult learning)3)Needs based (readiness to learn is related to the tasks
required in the role)4)Problem centred ( apply tomorrow what you learn today)
Designing a curriculum
•Things they need to know•Things they should be able to do•Experience the learner will have
RCGP Curriculum statements
• 1) Core curriculum statement• 2) Contextual statements• 3) Clinical statements
The RCGP Curriculum statement
• Contextual statements• 2.01) The GP consultation in practice• 2.02) Patient safety and quality of care• 2.03) The GP in the wider professional environment• 2.04) Enhancing professional knowledge
RCGP Curriculum statement3.01 Healthy people3.02 Genetics3.03 Care of acutely ill3.04 Care of children and
young people3.05 Care of older adults3.06 Women’s health3.07 Men’s health3.08 Sexual health3.09 End of life care3.10 Mental health3.11 Intellectual disability
• 3.12 Cardiovascular health• 3.13 Digestive health• 3.14 Drug and alcohol• 3.15 ENT, Oral, facial• 3.16 Eyes• 3.17 Metabolic problems• 3.18 Neurology• 3.19 Respiratory health• 3.20 Musculoskeletal• 3.21 Skin problems
Using the curriculum
Learning Activity
Cases
Curriculum
Cases
Learning Activity
Curriculum
Learning Activity
Cases
Curriculum
Learning Activity
Curriculum
Cases
Miller’s pyramid
KnowsKnowledg
eAKT
Shows How
Knows How
Performance
Competence
CSA
CSA
DoesActionWPB
A
12 MRCGP assessment domains
1) Consultation and communication skills
2) Practising holistically3) Data gathering and
interpretation4) Making a
diagnosis/decision5) Clinicalmanagement6) Managing medical
complexity and promoting health
7) Primary care administration and IMT
8) Working with colleagues and in teams
9) Community orientation10) Maintaining performance,
learning and teaching11) Maintaining and ethical
approach to practice12) Fitness to practice
AKT
• 3 hour, 200 question computer based test.• 80% clinical, 10% critical appraisal/evidence
base, 10% health informatics and admin.• Take from ST2• Sittings in January, April, October• Max 4 attempts
Tools for WPBA• Multi-source feedback• Patient satisfaction questionnaire
• Case based discussion• Consultation observation tool• Mini-CEX (Clinical evaluation exercise)• (Naturally occurring evidence)• Directly observed procedural skills
• Audit• Significant event analysis• Referral analysis• Prescribing analysis
COT
• Structured observation using 13 ‘performance criteria
• 3 per six months in ST1 & ST2• 6 per six months in ST3
• miniCEX when in hospital post
CBD
• 20 minute exploration of a case• Exploration of individual
competencies • ST1 & ST2 3 per six months; ST3 6
per six months
DOPS
• Mandatory and optional procedures• Must be observed by either a GP or a
specialist/ ST4+ specialist trainee
PSQ
• Carried out in twice during GP posts• Based on feedback from 40
patients• Correlated and fed back by
educational supervisor
MSF
• 5 clinicians, 5 non-clinicians (in primary care)• 7 point grade and feedback entered into e-
portfolio
Relationship between the Curriculum and MRCGP
• For the MRCGP the domains and essential features of the curriculum have been transferred into 12 competency areas which we call The Competence Framework
• These 12 competencies can be placed in one of 4 Clusters. This is known as RDMp Clustering
RELATIONSHIP DIAGNOSTICS
MANAGEMENT
Professionalism
Maintaining Performance, Learning & Teaching
Primary Care Administration
& IMT
Community Orientation
Maintaining an Ethical Approach to Practice
Fitness to Practise
Data Gathering & Interpretation
Clinical Management
Managing Medical Complexity
Making a Diagnosis / Making decisions
Communication & Consulting Skills
Working with Colleagues & in Teams
Practising Holistically
The Educational Supervisor (ES)• Is responsible for overseeing training to ensure that
trainees are making the necessary clinical and educational progress.
• Where possible, it is desirable for trainees to have the same educational supervisor for the whole of their training programme.
(The Gold Guide 4.22 p 22)
What does the Educational supervisor do?
• Within workplace based assessment conduct six monthly reviews
• Make at least yearly recommendations to the Annual Review of Competence Progression (ARCP) Panel
How Does the Educational Supervisor do this?
• Over the year, it is recommended you follow the progress in the e-portfolio that the GP registrar has made with regard to workplace based assessment, their exams and assessments.
• There need to be a minimum of three face to face meetings each year