scholarly journals The new undergraduate curriculum: implementing the changes in Nottingham

1995 ◽  
Vol 19 (8) ◽  
pp. 482-484 ◽  
Author(s):  
Roch Cantwell ◽  
John Brewin
Keyword(s):  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Core Knowledge ◽  
Knowledge And Skills

Substantial changes are taking place to undergraduate psychiatric curricula, in response to recent General Medical Council recommendations. The overall aim is to provide a training in core knowledge and skills that enables students to become competent junior house officers. These developments will inevitably affect clinicians' involvement in undergraduate teaching. How change is being implemented in Nottingham –and the success and challenges so far – is discussed.

scholarly journals Psychiatry in the new undergraduate curriculum

1999 ◽  
Vol 5 (6) ◽  
pp. 415-419 ◽  
Author(s):  
Howard Ring ◽  
David Mumford ◽  
Cornelius Katona
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Psychiatric Morbidity ◽  
Community Support ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
World Federation ◽  
Factual Knowledge ◽  
Medical Council ◽  
The World

Recognising the vast extent of psychiatric morbidity internationally and the burden of mental illness on people, communities and nations, the World Psychiatric Association and the World Federation for Medical Education have recently published global guidelines for developing core curricula in psychiatry for medical students (Walton & Gelder 1999). More locally, major changes are taking place in undergraduate medical education throughout the UK. These changes represent a response to the appreciation, both by medical schools and by the General Medical Council (GMC), of two major pressures in undergraduate education. The first is that students have been asked over the years to accumulate more and more factual knowledge while the knowledge base in medicine itself expands and changes more rapidly. The second is that both understanding of illness and delivery of care are developing an increasing focus on the role of the community and community support. These general pressures have led to a number of specific recommendations, initially put forward by the GMC in their document Tomorrow's Doctors (GMC, 1993). This document encourages the reduction of ‘core knowledge’ taught to medical students to 65% of what has previously been taught, together with the identification of special study modules (SSMs), which would fill the remaining time in the curriculum. These SSMs would allow students to explore areas of particular interest in greater depth than was previously possible.

scholarly journals Medical students and foundation doctors need more exposure to basic urology

2014 ◽  
Vol 96 (7) ◽  
pp. 240-243 ◽  
Author(s):  
RO Forsythe ◽  
MF Eylert
Keyword(s):  
Medical Students ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Medical Council ◽  
Urological Procedures

With few foundation doctors (FDs) expressing any interest in urology and the lack of a formal undergraduate curriculum in urology, 1 it has been documented that undergraduate exposure to urology is inadequate 2 and that FDs are unable to perform basic urological procedures, 3 in which they should be competent as specified in the General Medical Council (GMC) publication Tomorrow’s Doctors. 4

Commitment to Professionalism

2018 ◽  
Author(s):  
David Metcalfe ◽  
Harveer Dev
Keyword(s):  
Continuous Improvement ◽  
Quality Care ◽  
General Medical Council ◽  
Medical Council ◽  
Knowledge And Skills ◽  
The Public ◽  
The Difference ◽  
High Standards ◽  
Continued Learning ◽  
Situational Judgement

The Royal College of Physicians (RCP) has defined professionalism as a ‘set of values, behaviours, and relationships that underpins the trust the public has in doctors’. Dame Janet Smith has described professionalism as ‘a basket of qualities that enables us to trust our advisors’. The RCP has imagined some of the qualities that might be included within Dame Janet’s basket as ‘integrity, compassion, altruism, continuous improvement, excellence, and working in partnership’. The General Medical Council (GMC) has taken this further in the ‘Professionalism in action’ section of Good Medical Practice (2013). According to the GMC, good doctors ‘make the care of their patients their first concern: they are competent, keep their knowledge and skills up to date, establish and maintain good relationships with patients and colleagues, are honest and trustworthy, and act with integrity and within the law. They also work in partnership with patients and respect their rights to privacy and dignity. They treat each patient as an individual. They do their best to make sure all patients receive good care and treatment that will support them to live as well as possible, whatever their illness or disability’. The Medical Protection Society (MPS) has, however, been clear that ‘professionalism’ is not the same as ‘perfectionism’. Although professionalism encompasses the ambition to provide high- quality care, mistakes are an inevitable part of working as a doctor. For the MPS, ‘true professionalism comes into play when mistakes are made . . . knowing what to do when things go wrong and how to react appropriately can make all the difference in ensuring high standards of patient care are maintained and a speedy resolution is reached’. Situational judgement questions within this section will test your probity by exploring responses to scenarios that might require you to challenge unacceptable behaviour, maintain confidentiality, and, as always, prioritize patient safety. You need to demonstrate a commitment to achieving your various clinical responsibilities, as well as a desire for continued learning and a commitment to helping the development of others. These scenarios test your honesty towards patients and colleagues, and a willingness to admit mistakes.

scholarly journals Introducing complementary medicine into the medical curriculum

1997 ◽  
Vol 90 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Hagen Rampes ◽  
Fiona Sharples ◽  
Sarah Maragh ◽  
Peter Fisher
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Complementary Medicine ◽  
Medical Curriculum ◽  
Great Increase ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Medical Schools ◽  
Medical Council ◽  
Medical Undergraduate

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

scholarly journals A Cross-sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship between Medical Schools and Interest in Trauma and Orthopaedics as a Career.

2021 ◽  
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

Abstract Aims: Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. Methods: To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni’s medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. Results: Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. Conclusions: There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals The urological foot soldier: are we equipping our foundation-year doctors?

2010 ◽  
Vol 92 (8) ◽  
pp. 284-287 ◽  
Author(s):  
RJ Cetti ◽  
R Singh ◽  
L Bissell ◽  
R Shaw
Keyword(s):  
General Medical Council ◽  
Medical Schools ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Male And Female ◽  
Minimum Standards ◽  
Urethral Catheterisation ◽  
Therapeutic Procedures ◽  
Constant Feature

Tomorrow's Doctors was first published by the General Medical Council (GMC) in 1993. The recommendations provide a framework for UK medical schools to use to design detailed curricula and schemes of assessment in the training of future doctors. They also set out the minimum standards that are used to judge the quality of undergraduate teaching. In 2003 this guidance was revised and a further 2009 version has now been published. A constant feature of these important documents is a list of therapeutic procedures that all graduates are expected be able to perform safely and effectively. These include male and female urethral catheterisation.

scholarly journals Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?

2012 ◽  
Vol 126 (4) ◽  
pp. 340-344 ◽  
Author(s):  
M M Khan ◽  
S R Saeed
Keyword(s):  
Current Practice ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Medical Schools ◽  
Medical Council ◽  
Specialist Referral ◽  
The Mean ◽  
Clinical Curriculum ◽  
The Uk ◽  
Mandatory Placement

AbstractObjectives:Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiativeTomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011–2013 education strategy.Method:Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content.Results:A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral.Conclusions:Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.

scholarly journals A Cross-Sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship Between Medical Schools and Interest in Trauma and Orthopaedics as a Career

2022 ◽  
Vol 9 ◽  
pp. 238212052110727
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

INTRODUCTION Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. METHODS To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni's medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. RESULTS Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. DISUCSSION There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals 550 The Surgical Skills Day: A Model for Addressing Deficiencies in Undergraduate Surgical Skills Training

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
K S Lee ◽  
S Priest ◽  
J Wellington ◽  
T Owoso ◽  
L Atiemo ◽  
...  
Keyword(s):  
Wound Closure ◽  
Clinical Teaching ◽  
General Medical Council ◽  
Skills Training ◽  
Undergraduate Curriculum ◽  
Surgical Skills ◽  
Data Sets ◽  
Medical Council ◽  
Skills Acquisition ◽  
Self Assessment

Abstract Aim The General Medical Council (GMC) requires all newly qualified doctors to be competent in certain surgical skills, including the provision of basic wound closure. Yet there is a profound lack of undergraduate competence in, and exposure to, basic surgical skills such as wound closure. The Surgical Skills Day (SSD) aimed to provide medical students with additional skills training. Method Student self-assessment and instructors’ assessment forms were completed prior to and following a workshop on basic wound closure skills. Paired t-tests were used to statistically compare the two pre- and post-instruction data sets. Results A total of 46 students attended the SSD; 29 consented to the skills assessment. 100% (n = 29) self-reported improved competency in at least one of the skills following tuition (p < 0.001). Instructors’ assessment agreed that 100% (n = 29) of students improved in at least one of the skills assessed (p < 0.001). 100% of the attendees agreed that additional practical surgical skills should be incorporated into the undergraduate curriculum. 64% (n = 21) of students also confirmed that they were more likely to pursue a career in surgery following the SSD. Conclusions Current clinical teaching in basic suturing is unsuitable for long term retention. SSDs can improve skills acquisition and elevate student confidence. This data builds on our previous work by documenting the high efficacy in skills acquisition as a result of SSD tuition. We recommend that SSDs be integrated into medical school curricula in order to address shortcomings in current undergraduate programmes.

scholarly journals Teaching child and adolescent psychiatry to medical undergraduates

1998 ◽  
Vol 4 (3) ◽  
pp. 172-176 ◽  
Author(s):  
Anne E. Worrall-Davies
Keyword(s):  
Adolescent Psychiatry ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Medical Council ◽  
Evaluation Procedures ◽  
Medical Undergraduate ◽  
Curriculum Guidelines ◽  
Medical Undergraduates

The aim of this article is to set the teaching of child and adolescent psychiatry to medical undergraduates in the framework of current educational theory and General Medical Council (1993) curriculum guidelines. The objectives are to:(a) outline the main reasons for teaching child and adolescent psychiatry in the medical undergraduate curriculum;(b) discuss placement of child and adolescent psychiatry teaching in the curriculum;(c) outline relevant content;(d) describe appropriate teaching methods; and(e) describe assessment and evaluation procedures.

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