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 The College

2005 ◽  
Vol 29 (4) ◽  
pp. 154-156
Author(s):  
Joe Bouch ◽  
Robert Jackson
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
General Medical Council ◽  
Learning Objectives ◽  
Medical Council ◽  
Minimum Requirement ◽  
Development Plans

In April 2001 the College introduced personal development plans (PDPs) as the mechanism for achieving continuing professional development (CPD) objectives. We moved from an individual, retrospective points counting exercise to a prospective peer-group based activity centring on individuals' learning objectives (Royal College of Psychiatrists, 2001). The current CPD policy is due for review in 2005. It is largely in line with General Medical Council guidance, Continuing Professional Development (April 2004) and the Academy of Medical Royal Colleges, CPD: The Ten Principles. A Framework for Continuing Professional Development (February 2002), and major revision will not be necessary. Two significant changes will be incorporated in the new policy. The first is an audit procedure whereby a random 5% of returns will be subject to further scrutiny. This is a process audit and necessary for the quality assurance of the system as a whole (Bouch & Jackson, 2004). The second will allow us to complete up to 10 h of our 50-h minimum requirement for attending meetings, by engaging in online CPD activities.

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 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.

PP141 Legal Governance: How Does Law Circumscribe The Social Role Of Health Technology Assessment?

2017 ◽  
Vol 33 (S1) ◽  
pp. 136-137
Author(s):  
Louise Bernier ◽  
Georges-Auguste Legault ◽  
Charles-Etienne Daniel ◽  
Suzanne Kocsis Bédard ◽  
Jean-Pierre Béland ◽  
...  
Keyword(s):  
Health Technology Assessment ◽  
Technology Assessment ◽  
Social Role ◽  
Health Technology ◽  
Legal Framework ◽  
Soft Law ◽  
List Type ◽  
Hard Law ◽  
The Social

INTRODUCTION:One of the barriers of integrating ethics in Health Technology Assessment (HTA) relates to the social role of HTA (1). The aim of this study is to provide a better understanding of the way by which law circumscribes the social role of HTA. Our hypothesis: HTA's social role is embedded within a mixed governance based on hard law and soft law.METHODS:Three HTA agencies were conveniently selected for our study: Haute Autorité de santé (HAS) (France), National Institute for Health and Care Excellence (NICE) (United Kingdom) and Institut national d'excellence en santé et en services sociaux (INESSS) (Québec, Canada). Our analysis of the legal, administrative and procedural documents relating to the existence and assessment processes of these three agencies is guided by the following criteria: 1.The normative strength of the documents (categories of hard law or soft law) (2)2.The definition of the agencies’ social role (1)3.The integration of ethics in the agencies’ mandate.RESULTS:Hard law contributes to establish a general mandate and some legal legitimacy for these agencies. Soft law, grounded in the HTA producers' practices, plays a major role in the legal governance of HTA. Our results demonstrate that these agencies existing practices seem to circumscribe their social role further than their constitutive laws. In this context, social actors become responsible to define, structure and operationalize the implementation of HTA.In addition, the legal framework (hard law) through which HTA unfolds does not clearly support its structural and social role. Despite existing legal frameworks, the normative legitimacy of HTA is not entirely established, as it depends on soft law. Taken altogether, this maintains a persisting conceptual vagueness in HTA governance.CONCLUSIONS:The social role of HTA should be defined either through modifying existing legislations (hard law) or through harmonization of the agencies internal policies and regulations (soft law). Such legal initiatives would help clarify the aims of HTA evaluations: assessments (scientific) or appraisal (value-laden), and therefore give a clearer indication on how best to integrate ethics in HTA.

scholarly journals How shocking: compensating secondary victims for psychiatric injury

2018 ◽  
Vol 24 (2) ◽  
pp. 110-122
Author(s):  
Keith Rix ◽  
Charlie Cory-Wright
Keyword(s):  
Learning Objectives ◽  
List Type ◽  
Control Mechanisms ◽  
Proper Role ◽  
Nervous Shock ◽  
The Law

SUMMARYWhen those whom the law terms ‘secondary victims’ – i.e. the passive and unwilling witnesses of injury, or of the threat of it, to others – seek compensation through the courts for the psychiatric injuries that they have suffered (traditionally but confusingly referred to as ‘nervous shock’ claims), there would in theory be the potential for a virtually limitless number of claims. For this reason, the courts have developed and apply a number of, to a large extent, arbitrary ‘control mechanisms’ as floodgates. This article describes these control mechanisms and other relevant law using recent illustrative cases and with particular reference to the assistance that the courts can expect of psychiatrists as to diagnosis and causation.LEARNING OBJECTIVES•Understand the law relating to the compensation of secondary victims for psychiatric injury•Appreciate the arbitrariness of the application of the law, as demonstrated in particular by recent cases of such claims by secondary victims•Understand the proper role of (and limits of) expert psychiatric evidence in secondary victim cases, and therefore how best to assist the courts in relation to themDECLARATION OF INTERESTNone.

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.

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 Palliative care for older people: the psychiatrist's role

2018 ◽  
Vol 25 (1) ◽  
pp. 37-46
Author(s):  
Victor M. Aziz ◽  
Rugiyya Saeed
Keyword(s):  
Older People ◽  
Assisted Suicide ◽  
Psychiatric Care ◽  
Learning Objectives ◽  
Personality Change ◽  
List Type ◽  
Physician Assisted Suicide ◽  
Individualised Care ◽  
Anxiety Depression

SUMMARYIn this overview we discuss the palliative psychiatric care of older people towards the end of life. We briefly consider ethics, dementia care, delirium, depression, anxiety, grief and physician-assisted suicide. We also discuss hope, dignity, spirituality and existentialism. We hope that this article will encourage clinicians to reflect on the effects of terminal illnesses on the mental health of dying people and the current provision of palliative psychiatric care.LEARNING OBJECTIVES•Appreciate that patient-centred care builds on providing individualised care for the dying person to meet their needs and wishes•Understand the collaborative role of psychiatry in assessing the aetiology and appropriate response to patients presenting with problems of loss, grief, anxiety, depression, hopelessness, suicidal ideation, personality change and confusion•Recognise that maintaining hope and living with hope is a way for terminally ill patients to endure and cope with their sufferingDECLARATION OF INTERESTNone.

Planning a Teaching Episode

2009 ◽  
Vol 2 (8) ◽  
pp. 494-499 ◽  
Author(s):  
Vibhore Prasad
Keyword(s):  
Primary Care ◽  
General Practice ◽  
National Health Service ◽  
Teaching And Learning ◽  
General Medical Council ◽  
Guidance Document ◽  
Medical Council ◽  
Comfort Zone ◽  
New Models ◽  
Teaching Episode

The ability to teach as a doctor in general practice (GP) is not only a requirement for the GP curriculum but is increasingly being recognized as a key skill for any doctor in the modern National Health Service (NHS). The recent guidance document from the General Medical Council, ‘Duties of a doctor’ clearly states: ‘Teaching, training, appraising and assessing doctors and students are important for the care of patients now and in the future. You should be willing to contribute to these activities’. Long gone are the days when doctors were expected to know all they needed to know simply because they were doctors. New models of working and the drive for all new alternative providers of medical services practices to offer training mean that the ability to teach is also an attractive skill for you to offer to future employers. The types of people involved in teaching and learning in primary care are now more diverse than ever before. Working in a multidisciplinary team with other colleagues brings unique challenges that could see you feeling out of your comfort zone. This article will help you to feel more prepared to teach others, using the example of teaching about asthma.

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