Doctors and the General Medical Council (GMC)

2021 ◽  
pp. 201-210
Author(s):  
Anna Smajdor ◽  
Jonathan Herring ◽  
Robert Wheeler
Keyword(s):  
General Medical Council ◽  
Medical Council

This chapter explores the role of the General Medical Council. It explains the importance of the register and the licence to practice. It also considers how doctors can be removed from the register or have restrictions on their licence to practice. It discusses how the General Medical Council promotes candour in the profession and investigates concerns about doctors.

scholarly journals Working with MAPPA: ethics and pragmatics

2019 ◽  
Vol 25 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Richard Taylor ◽  
Jessica Yakeley
Keyword(s):  
General Medical Council ◽  
Legal Framework ◽  
Learning Objectives ◽  
Guidance Document ◽  
Medical Council ◽  
List Type ◽  
Management Board ◽  
Political Background ◽  
And Function

SUMMARYMulti-agency public protection arrangements (MAPPA) have been in operation for around 18 years in England and Wales. The primary purpose is for the sharing of information between agencies regarding the risk management of offenders returning to the community from custodial and hospital settings. The legal framework regarding information by psychiatrists is not dealt with in one single policy or guidance document. Psychiatrists must use their clinical and professional judgement when engaging with the MAPPA process, mindful of guidance available from professional bodies such as the Royal College of Psychiatrists, General Medical Council and British Medical Association.LEARNING OBJECTIVESAfter reading this article you will be able to: •Learn the legal and political background that led to the formation of MAPPA•Understand the structure and function of MAPPA•Understand the role of psychiatrists in the MAPPA processDECLARATION OF INTERESTR.T. is a member of the London Strategic Management Board for MAPPA.

scholarly journals Preparing future doctors for palliative care: views of course organisers

2017 ◽  
Vol 8 (3) ◽  
pp. 299-306 ◽  
Author(s):  
Steven Walker ◽  
Jane Gibbins ◽  
Paul Paes ◽  
Stephen Barclay ◽  
Astrid Adams ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical School ◽  
End Of Life Care ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Limited Capacity ◽  
Web Based ◽  
Effective Training

BackgroundEffective training at medical school is essential to prepare new doctors to safely manage patients with palliative care (PC) and end of life care (EOLC) needs. The contribution of undergraduate PC course organisers is central but their collective views regarding role are unknown.ObjectiveTo survey attitudes of PC course organisers regarding their course, organisation, the adequacy of training provided and level of personal satisfaction.MethodsAn anonymised, multifactorial, web-based questionnaire was devised, tested, modified and then sent to lead PC course organisers at all UK medical schools.ResultsData were obtained from all 30 UK medical schools. Organisers agreed/strongly agreed (=agreed) that their PC course was highly rated by students (26, 87%). 25 (83%) agreed their course ‘enabled misconceptions and fears about PC, death, dying and bereavement to be addressed’, ‘delivered quality PC training’ (23, 77%), ‘fulfilled General Medical Council requirements’ (19, 63%), ‘prepared students well to care for patients with PC/EOLC needs’ (18, 60%) and ‘enabled students to visit a hospice and see the role of doctors in caring for the dying’ (17, 57%). Concerns were limited capacity to accommodate students (agreed 20, 66%) and variability in teaching according to location (15, 50%). Most agreed their institution recognised PC training as important (22, 73%), they felt supported by colleagues (21, 70%) and experienced cooperation between stakeholders (20, 67%). All agreed that PC training was essential for undergraduates, while 29 (97%) supported inclusion of a hospice visit in the curriculum. 27 agreed that their role was satisfying (90%), 3 disagreed (10%).ConclusionsApproximately two-thirds of organisers were generally positive about their PC course, institution and role. A minority expressed concerns; these may reflect suboptimal PC training at their medical school and poor preparation of new doctors.

Undergraduate anatomy teaching in the UK

2009 ◽  
Vol 91 (3) ◽  
pp. 102-106 ◽  
Author(s):  
P Gogalniceanu ◽  
E Fitzgerald O'Connor ◽  
A Raftery
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
Medical Curriculum ◽  
General Medical Council ◽  
Junior Doctors ◽  
Medical Council ◽  
The Uk ◽  
Teaching Time ◽  
Anatomy Teaching

The UK undergraduate medical curriculum has undergone significant changes following the recommendation of Tomorrow's Doctors, a report by the UK's General Medical Council (GMC). One consequence of these reforms is believed to be an overall reduction in basic science teaching. Many anatomists, surgeons and medical students have objected to the reduction in anatomy teaching time, the diminishing role of dissection and the inadequate assessment of students' knowledge of anatomy. Moreover, there have been concerns regarding the future of anatomy as an academic subject as well as the fitness to practise of junior doctors. Currently there is much debate as to whether the UK is experiencing a real or apparent crisis in anatomy teaching.

End of Life

2018 ◽  
pp. 73-86
Author(s):  
Zoë Fritz
Keyword(s):  
Assisted Suicide ◽  
General Medical Council ◽  
Mental Capacity ◽  
Best Interests ◽  
Organ Support ◽  
Medical Council ◽  
Life Sustaining Treatment ◽  
Mental Capacity Act ◽  
The Right

All practising clinicians will inevitably have to deal with the death of their patients. It is very important that we acknowledge our own biases and subjugate those to the needs of the patient for whom we are caring. Doctors prescribe drugs to alleviate symptoms or apply organ support to those whose bodies are failing. They can be asked, by patients or families, to provide life-sustaining treatments that do not offer any clinical relief or to administer drugs to ‘end suffering’. At both extremes, there are laws to protect both patient and doctor. It is this legislation, case law, and General Medical Council guidance that will be reviewed in this chapter. Discussion will focus on the right to refuse life-sustaining treatment; the role of the Mental Capacity Act and respecting ‘best interests’; the legal (and philosophical) distinction between withholding and withdrawing treatment; the doctrine of double effect; assisted suicide; and euthanasia.

scholarly journals Teaching psychiatrists to teach: qualifications in clinical education for psychiatrists

2007 ◽  
Vol 31 (3) ◽  
pp. 107-109 ◽  
Author(s):  
Stephen Dinniss ◽  
Richard Bowers ◽  
Antony Christopher
Keyword(s):  
Medical Students ◽  
Royal College ◽  
Clinical Education ◽  
Teaching Methods ◽  
Core Competency ◽  
General Medical Council ◽  
Medical Council ◽  
Attitudes And Practices ◽  
And Training

The education and training of medical students and trainees is a key role of senior clinicians, and the General Medical Council states we ‘must develop the skills, attitudes and practices of a competent teacher’ (General Medical Council, 2005). The Royal College of Psychiatrists places the role of educator as a core competency for psychiatrists (Bhugra, 2005) and believes we should understand ‘the principles of education and use teaching methods appropriate to educational objectives' (Royal College of Psychiatrists, 2004).

scholarly journals General professional training: consultant supervision of trainees

1997 ◽  
Vol 3 (6) ◽  
pp. 347-351 ◽  
Author(s):  
John R. Robertson ◽  
Anne Dean
Keyword(s):  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Professional Training ◽  
General Medical Council ◽  
Junior Doctors ◽  
Medical Council ◽  
Educational Supervisor

‘Educational supervisor’ is the term now used by the General Medical Council for a consultant who has junior doctors working with him/her, whether employed by the National Health Service or a university. This paper represents our views of the role of the educational supervisor, rather than official College policy.

scholarly journals EP.TH.507An Audit of Consent Documentation and Chaperone Use in Patients Presenting to Acute Settings with Breast Complaints

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Hannah Dunlop
Keyword(s):  
Royal College ◽  
General Medical Council ◽  
Time Frame ◽  
Medical Council ◽  
Acute Setting ◽  
Standards Of Practice ◽  
Assessment Unit ◽  
Regulatory Bodies ◽  
And Gender

Abstract Aim To compare current practice of documenting consent and offering chaperones when performing breast examinations in the acute setting, with standards set by regulatory bodies (General Medical Council, Royal College of Emergency Medicine and Royal College of Surgeons). Method Data was collected retrospectively from all patients presenting with breast complaints to either the emergency department (ED) or the surgical assessment unit (SAU) over a 34-month period. From the clerk-in notes, the role (Dr/Nurse), grade (FY1 to consultant) and gender of the examiner was noted, as well as whether consent was documented and if a chaperone was offered. Results Of the 64 patients presenting in this time frame, consent was documented in 7 sets of notes (11%). Furthermore, 17 were offered a chaperone (27%), of which examiners correctly documented the name and role of the chaperone on 11 occasions. Results also demonstrated that ED trainees were most likely to offer a chaperone and GP trainees were the best at recording consent. It also revealed that although male examiners offered a chaperone 50% of the time compared to 6% of female examiners, women examiners were better at documenting consent when compared to their male counterparts. Conclusion The audit results indicate that there is significant room for improvement across all roles, grades and genders with regards to documentation of consent and the use of chaperones within the acute setting, in order to meet current standards of practice as set out by regulatory bodies.

Optimising undergraduate medico-legal and professionalism teaching through a student-selected component

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000499
Author(s):  
Tej Pandya ◽  
Ferhan Muneeb ◽  
Jonathan Gibb ◽  
Neil H Metcalfe
Keyword(s):  
Medical Students ◽  
Thematic Analysis ◽  
Qualitative Interviews ◽  
General Medical Council ◽  
Medical Council ◽  
Undergraduate Medical Students ◽  
Medical Curricula ◽  
Protected Time ◽  
Before And After

PurposeWe sought to understand how best to teach medico-ethics, law and professionalism to undergraduate medical students using a student selected component.Materials and methodsStudents received small-group, seminar-based teaching from the module organiser and external representatives from organisations such as the General Medical Council and Medical Protection Society. Experiential learning was also facilitated through attendance at fitness to practice tribunals and Coroner’s court, followed by structured debrief sessions. Two cohorts of medical students(n=40) from Manchester University were surveyed before and after undergoing the placement, with qualitative interviews and thematic analysis for a subset of this group(n=16) and course leaders(n=4).ResultsThere were significant (p<0.05) improvements in students’ self-reported understanding of key medicolegal organisations and accessing guidance on professionalism. Thematic analysis uncovered increasing confidence in the role of the medicolegal system, barriers to challenging unprofessional behaviour, and a desire for this to be placed in the curricula.ConclusionsThis placement was well received and demonstrates an importance for this content to be taught effectively in the medical curricula. Having protected time to attend sessions while an undergraduate may reduce anxiety felt by doctors fearing medicolegal proceedings and help challenge unprofessional behaviours. Further work could explore mechanisms into how best to incorporate this into the medical curricula.

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