Professional skills and behaviour

2016 ◽  
Author(s):  
Lucy Barker ◽  
Ameenat Lola Solebo ◽  
Melanie Hingorani ◽  
John Bladen
Keyword(s):  
General Medical Council ◽  
Freedom Of Information ◽  
Medical Council ◽  
Freedom Of Information Act ◽  
Professional Skills ◽  
Health Records ◽  
Clinical Leadership ◽  
Good Medical Practice ◽  
Information Governance ◽  
And Training

This chapter discusses professional skills and behaviour in ophthalmology. It starts off by detailing good medical practice, as set forth by the General Medical Council. It then addresses information governance, with a discussion of the Data Protection Act 1988, the roles of the Information Commissioner’s Office and the Caldicott Guardian, and the use or disclosure of confidential information, as well as the Freedom of Information Act 2000, electronic health records, and the Royal College of Ophthalmologists’ national ophthalmic audit programme. It then goes on to discuss clinical governance and risk management, clinical leadership, and NHS management, education, and training. Communication and consent, research, statistics, and the Ophthalmic Trainees’ Group are also addressed. The chapter concludes with a discussion concerning the safeguarding of patients.

SMART tips for setting teaching objectives

2017 ◽  
Vol 10 (10) ◽  
pp. 614-617
Author(s):  
Yasmin Hughes
Keyword(s):  
Medical Practice ◽  
General Medical Council ◽  
Formal Training ◽  
Medical Council ◽  
Effective Teacher ◽  
Good Medical Practice ◽  
Teaching Objectives ◽  
And Training

‘Doctor’, derived from Latin, means ‘teacher’. As doctors, we teach our patients, students and colleagues. The General Medical Council makes reference to this in ‘Good Medical Practice’, stating that as a doctor ‘you should be prepared to contribute to teaching and training doctors and students’. The importance of teaching is echoed in the RCGP curriculum. Despite its importance, not every doctor has the opportunity of formal training on how to become an effective teacher. This article presents a simple guide that doctors can use to plan teaching sessions.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals Could Personalised Self-Inking Stamps Improve Identification Standards in Medical Records?

2012 ◽  
Vol 94 (4) ◽  
pp. 128-130
Author(s):  
Sac MacKeith ◽  
Svelusamy ◽  
A Pajaniappane ◽  
P Jervis
Keyword(s):  
Medical Practice ◽  
Medical Records ◽  
General Medical Council ◽  
Case Note ◽  
Medical Council ◽  
Patient Records ◽  
Medical Case ◽  
Good Medical Practice ◽  
Professional Contact

Doctors' handwriting has long been criticised as being difficult to read or even illegible. In more recent years research has confirmed that it is not uncommon to find medical case note entries that are deficient, illegible or unidentifiable. In Good Medical Practice the General Medical Council (GMC) asks that doctors 'keep clear, accurate, legible and contemporaneous patient records'. In addition, the GMC 'expects that all doctors will use their reference numbers widely to identify themselves to all those with whom they have professional contact'. This includes encouragement for its use in case note entries and prescribing.

scholarly journals PMETB AND Me Or How I Learnt to Stop Worrying and Love Article 14

2011 ◽  
Vol 93 (3) ◽  
pp. 102-103
Author(s):  
R Raychowdhury
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Postgraduate Training ◽  
Postgraduate Medical Education ◽  
General Medical Council ◽  
Education And Training ◽  
Medical Council ◽  
Specialist Training ◽  
Medical Education And Training ◽  
And Training

The Postgraduate Medical Education and Training Board (PMETB) was established by an act of Parliament in 2003, to set standards for postgraduate medical education and training and to ensure that those standards are met. On 30 September 2005 PMETB took over the functions of the Specialist Training Authority and the Joint Committee on Postgraduate Training for General Practice. Under article 14(4) of the regulations governing PMETB, doctors whose training or qualifications and experience, considered together, meet the requirements of a Certificate of Completion of Training (CCT) programme in one of the standard CCT specialties, may apply to PMETB for a statement of eligibility for registration. This in turn allows application to the General Medical Council for admission to the specialist register.

Confidentiality Issues in Practice: a View from the General Medical Council

2015 ◽  
Vol 3 (1) ◽  
pp. 83-89
Author(s):  
Fionnula Flannery
Keyword(s):  
Health Information ◽  
Public Interest ◽  
National Policy ◽  
General Medical Council ◽  
Individual Autonomy ◽  
Medical Council ◽  
Health Records ◽  
Community Needs ◽  
Policy Debates ◽  
The Uk

The General Medical Council (GMC)'s guidance Confidentiality was last published in 2009. Since then the healthcare landscape in the four countries of the UK has continued to evolve and in 2015 the guidance will be reviewed to ensure that it remains compatible with the law and relevant to practice. This article summarises some of the practice issues that have been identified in enquiries to the GMC. These include the increasing emphasis on the use and integration of electronic health records systems to support patient care; the impacts of national policy debates around adult and child safeguarding; and ongoing debates about the use of health information for secondary purposes such as research, healthcare planning and audit. These issues raise questions and challenges, for example around models of consent, the definition and scope of public interest, and the relative weights that should be given to community needs and to individual autonomy that will need to be considered as part of the review of the guidance. 'All that may come to my knowledge in the exercise of my profession or in daily commerce with men, which ought not to be spread abroad, I will keep secret and will never reveal.' – Hippocrates, 5th century BC

Structured learning for clinical ethics in anaesthesia

2016 ◽  
Vol 11 (4) ◽  
pp. 200-209
Author(s):  
Sri Logarajah ◽  
Sue Roff
Keyword(s):  
Medical Practice ◽  
Clinical Ethics ◽  
Ethics Education ◽  
Good Practice ◽  
General Medical Council ◽  
Structured Learning ◽  
Medical Council ◽  
Ethical Practice ◽  
Good Medical Practice ◽  
Education Decision

The ‘SLICE’ model for Structured Learning in Clinical Ethics provides a template to help medical professionals identify their own “moral compass” to provide guidance in complex ethical areas. The model has five domains – Conscience, Compliance, Concurrence, Conversation and Conversion. The use of ‘SLICE’ model as a tool for ethics education has been described in various undergraduate and postgraduate settings. These include teaching ethical aspects of transplantation; legislation for undergraduates and consent in paediatric anaesthesia. Its use as tool for teaching reflective ethical practice has been recently described demonstrating the potential of the SLICE model for supporting appraisal and professional development. In this article, we explore the suitability of the SLICE model to provide a general framework encompassing all the requirements for Ethical Clinical practice in anaesthesia. Good Medical Practice guidance produced by the General Medical Council and guidance provided jointly by the Royal College of Anaesthetists and Association of Anaesthetists of Great Britain and Ireland is used as the foundation for developing this framework. The Good Practice Guide for anaesthetic departments provides a solid ethical frame work for interpreting and applying Good Medical Practice guidance by the General Medical Council. Tools such as the SLICE model complement the guides produced by the professional organisations by providing a choice of different methods to facilitate education, decision making and reflective practice.

scholarly journals Are We Neglecting Nutrition in UK Medical Training? A Quantitative Analysis of Nutrition-Related Education in Postgraduate Medical Training Curriculums

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 957
Author(s):  
Laura Ganis ◽  
Tatiana Christides
Keyword(s):  
Nutrition Education ◽  
Medical Training ◽  
General Medical Council ◽  
Education And Training ◽  
Learning Objectives ◽  
Medical Council ◽  
Postgraduate Medical Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

Suboptimal nutrition is a major cause of morbidity and mortality in the United Kingdom (UK). Although patients cite physicians as trusted information sources on diet and weight loss, studies suggest that the management of nutrition-related disorders is hindered by insufficient medical education and training. Objectives of this study were to: (1) Quantify nutrition-related learning objectives (NLOs) in UK postgraduate medical training curriculums and assess variation across specialties; (2) assess inclusion of nutrition-related modules; (3) assess the extent to which NLOs are knowledge-, skill-, or behaviour-based, and in which Good Medical Practice (GMP) Domain(s) they fall. 43 current postgraduate curriculums, approved by the General Medical Council (GMC) and representing a spectrum of patient-facing training pathways in the UK, were included. NLOs were identified using four keywords: ‘nutrition’, ‘diet’, ‘obesity’, and ‘lifestyle’. Where a keyword was used in a titled section followed by a number of objectives, this was designated as a ‘module’. Where possible, NLOs were coded with the information to address objective 3. A median of 15 NLOs (mean 24) were identified per curriculum. Eleven specialties (25.6%) had five or less NLOs identified, including General Practice. Surgical curriculums had a higher number of NLOs compared with medical (median 30 and 8.5, respectively), as well as a higher inclusion rate of nutrition-related modules (100% of curriculums versus 34.4%, respectively). 52.9% of NLOs were knowledge-based, 34.9% skill-based, and 12.2% behaviour-based. The most common GMP Domain assigned to NLOs was Domain 1: Knowledge, Skills and Performance (53.0%), followed by Domain 2: Safety and Quality (20.6%), 3: Communication, Partnership and Teamwork (18.7%), and 4: Maintaining Trust (7.7%). This study demonstrates considerable variability in the number of nutrition-related learning objectives in UK postgraduate medical training. As insufficient nutrition education and training may underlie inadequate doctor-patient discussions, the results of this analysis suggest a need for further evaluation of nutrition-related competencies in postgraduate training.

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 1469 Audit of Clinical Notes Filing in Vascular Surgery

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M Griffiths ◽  
A Perusseau-Lambert ◽  
A Bush ◽  
D Mittapalli
Keyword(s):  
Vascular Surgery ◽  
Medical Practice ◽  
Royal College ◽  
Quality Care ◽  
General Medical Council ◽  
Medical Council ◽  
Chronological Order ◽  
Record Keeping ◽  
Clinical Notes ◽  
Good Medical Practice

Abstract Aim Assess the correctness of patient's notes filing following the Royal College of Physicians, Record Keeping Standards, and the General Medical Council, Good Medical Practice, guidance: medical notes must be filed in the correct section, in a chronological order, three key identifiers on each page. Method Over 3 months, the general surgical wards, using case notes and those using folders for the current admission were assessed to identify loose notes. The vascular surgery patients’ notes were reviewed for the following criteria: not loose, filed in the correct section, in chronological order, and had three key identifiers. Results Surgical wards using case notes had 28.6% of the notes filed (n = 21) compared with 78.9% filed on wards with admission folders (n = 57). Within vascular surgery (n = 15), 13.3% had all notes filed, 20% were in chronological order, 6.7% had notes filed in the correct section, and 20% had key identifiers on every page. Conclusions The filing of case notes on the vascular ward resulted in loose notes more than other wards that use admission folders. To resolve this, “Admission Folders” were introduced (alongside full case notes) to assist with filing and label sheets used to assist with fast identification of current admission documents. After implementation of Admission Folders, the staff found notes easier to access and follow, according to the staff surveys, and notes were correctly filed and given identifiers, ensuring continued quality care for the patients.

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