Education and training for general practice Royal college lacks necessary mandate

BMJ ◽  
1994 ◽  
Vol 309 (6956) ◽  
pp. 741-742
Author(s):  
B D Keighley ◽  
B D M Williams ◽  
D P Gray
2018 ◽  
Vol 29 (9) ◽  
pp. 442-445
Author(s):  
Lyeanda Berry ◽  
Polly Smith

2011 ◽  
Vol 93 (3) ◽  
pp. 102-103
Author(s):  
R Raychowdhury

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.


2021 ◽  
Vol 27 (1) ◽  
pp. 36
Author(s):  
Anna Wood ◽  
Sabine Braat ◽  
Meredith Temple-Smith ◽  
Rebecca Lorch ◽  
Alaina Vaisey ◽  
...  

The long-term health consequences of untreated chlamydia are an increased risk of pelvic inflammatory disease, ectopic pregnancies and infertility among women. To support increased chlamydia testing, and as part of a randomised controlled trial of a chlamydia intervention in general practice, a chlamydia education and training program for general practice nurses (GPN) was developed. The training aimed to increase GPNs’ chlamydia knowledge and management skills. We compared the difference in chlamydia testing between general practices where GPNs received training to those who didn’t and evaluated acceptability. Testing rates increased in all general practices over time. Where GPNs had training, chlamydia testing rates increased (from 8.3% to 19.9% (difference=11.6%; 95% CI 9.4–13.8)) and where GPNs did not have training (from 7.4% to 18.0% (difference=10.6%; 95% CI 7.6–13.6)). By year 2, significantly higher testing rates were seen in practices where GPNs had training (treatment effect=4.9% (1.1 – 8.7)), but this difference was not maintained in year 3 (treatment effect=1.2% (−2.5 – 4.9)). Results suggest a GPN chlamydia education and training program can increase chlamydia testing up to 2 years; however, further training is required to sustain the increase beyond that time.


2014 ◽  
Vol 20 (4) ◽  
pp. 293-294
Author(s):  
Cyrus S. H. Ho ◽  
Roger C. M. Ho ◽  
Rathi Mahendran

SummarySingapore is a multi-ethnic Asian society with a unique sociocultural and economic background. This is an overview of the characteristics of psychiatry in this nation in terms of service provision, mental health funding, education and training, and the challenges it faces in the midst of an evolving mental health landscape. Over the past 5 years, Singapore has maintained a closer tie with the Royal College of Psychiatrists through the the College's Membership examination.


2007 ◽  
Vol 186 (7) ◽  
pp. 346-349 ◽  
Author(s):  
Anne A Martin ◽  
Caroline O Laurence ◽  
Linda E Black ◽  
Bruce V Mugford

2004 ◽  
Vol 10 (1) ◽  
pp. 21 ◽  
Author(s):  
Liz Meadley ◽  
Jane Conway ◽  
Margaret McMillan

Practice nurses have been identified as key personnel in management of patients either in the prevention of hospitalisation or follow-up post-discharge from acute settings. There is an increase in numbers of practice nurses (PNs) in Australia, but the role of nurses who work in general practice is poorly understood. There is considerable variation in the activities of PNs, which can include functions as diverse as receptionist duties, performing a range of clinical skills at the direction of the medical practitioner, and conducting independent patient assessment and education. This paper reports on an investigation of PNs? perceptions of their ongoing professional development needs, and identifies issues in providing education and training to nurses who work with general practitioners (GPs).


1982 ◽  
Vol 6 (06) ◽  
pp. 105-106

About 200 people gathered at King's College, Cambridge. 26–28 March, for a joint Conference on Education and Training in Psychiatry and aspects of Recruitment, sponsored by the Associations of University Teachers of Psychiatry, and of Psychiatrists in Training (AUTP and APIT) and the Royal College of Psychiatrists—a follow-on to the famous Oxford conference of 1970 (Russell and Walton). The sun shone, the daffodils glowed against the smooth green lawns, the Cam drifted beneath weeping willows, and everyone was in high spirits for the first discussion.


Author(s):  
Richard D.W. Hain ◽  
Satbir Singh Jassal

Paediatric palliative medicine was recognized in the UK as a subspecialty of paediatrics in 2009. Unusually amongst paediatric subspecialties, paediatric palliative medicine is defined by the needs of individual patients, rather than by their diagnosis or diseased organ system (which may indeed not be known), and competencies in paediatric palliative medicine often overlap with those in other paediatric specialties, as well as with adult palliative medicine and palliative care. This chapter describes the four levels of competence currently recognized in palliative medicine, as well as provides information on the small, but growing, number of curriculums in paediatric palliative medicine. This includes the competencies required by the Royal College of Paediatrics and Child Health and the Association for Paediatric Palliative Medicine.


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