gp trainee educational portfolio (logbook)€¦ · will formpart of the educational portfolio (see...

GP TRAINEE EDUCATIONAL

PORTFOLIO (LOGBOOK)

DEVELOPED FOR THE USE OF THE

SPECIALIST TRAINING PROGRAMME IN

FAMILY MEDICINE – MALTA

VERSION: SEPTEMBER 2012

SPECIALIST TRAINING PROGRAMME IN FAMILY MEDICINE

MALTA


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GP Trainee Educat ional Portfolio (Logbook) – September 2012 2

CONTENTS

(When being viewed electronically, press CTRL and click on the contents below to take you to the required section)

1. SPECIALIST TRAINING PROGRAMME IN FAMILY MEDICINE .............................................. 5

Trainee Details........................................................................................................................................... 5

Details of Training Posts ........................................................................................................................... 6

2. INTRODUCTION .................................................................................................................................... 7

3. LEARNING RECORD ............................................................................................................................ 8

Educational Agreement between the GP Trainer and the GP Trainee ...................................................... 9

The GP Trainee Self-Rating Scale ........................................................................................................... 12

GP Trainer – GP Trainee Educational Plan............................................................................................ 13

GP Trainer – GP Trainee Tutorial Programme ...................................................................................... 15

GP Trainee Educational Plan and Tutorial Programme for Other-Speciality Posts............................... 16

Consent Form for Consultation Video Recording.................................................................................... 19

Talba għal Kunsens għal Vidjo Rekording tal-Konsulta.......................................................................... 20

Video Analysis in Family Medicine: Consultation observation tool (COT)............................................. 21

Case-based discussion (CBD) of Selected Cases in Family Medicine..................................................... 24

4. FORMATIVE ASSESSMENT.............................................................................................................. 26

Trainee Interim Review by GP Trainer.................................................................................................... 27

Other-Speciality Clinical Supervisor’s Report of GP Trainee................................................................. 29

Multi-Source Feedback (MSF): 360° Team Assessment of Behaviour (TAB).......................................... 33

Consultation Satisfaction Questionnaire (CSQ) ...................................................................................... 34

Kwestjonarju dwar is-Sodisfazzjon bil-Vista tat-Tabib (KSVT)............................................................... 35

5. EDUCATIONAL ACTIVITIES............................................................................................................ 36

Teaching and Learning within Half-Day Release Course ....................................................................... 37

Half-Day Release Course Attendance Record ......................................................................................... 38

European Reuscitation Council Basic /AED & Advanced Life Support Certificates............................... 39

Certificates of attendance to other Educational Activities....................................................................... 40

Teaching and Learning through other Educational Activities ................................................................. 41

Any Papers Published by the Trainee ...................................................................................................... 42

6. CLINICAL EXPERIENCE................................................................................................................... 43

Log of cases seen daily during hospital attachments............................................................................... 44

Log of cases seen during ENT Placement (Mandatory)........................................................................... 45


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Log of cases seen during Medicine evening duties (Mandatory) ............................................................. 46

Log of Clinical Experience during attachment with Hospice Malta ........................................................ 47

Problem Cases Log .................................................................................................................................. 48

Clinical Diary for Reflective Practice...................................................................................................... 49

Significant Event Analysis (SEA) ............................................................................................................. 50

Emergencies Dealt With........................................................................................................................... 51

Referrals for Consultant Opinion............................................................................................................. 52

Acute Admissions to Hospital................................................................................................................... 53

Child Health Surveillance at Well Baby Clinics ...................................................................................... 54

Direct Observation of Procedural Skills (DOPS) .................................................................................... 55

Minor Surgical Procedures – Injections & Aspirations........................................................................... 56

Minor Surgical Procedures – Incisions & Excisions ............................................................................... 57

Minor Surgical Procedures – Cryotherapy, Cauterisation and Curettage .............................................. 58

7. CLINICAL EXPERIENCE GAINED IN ACCIDENT & EMERGEN CY DEPARTMENT.......... 59

A1: Managing Acute Conditions: Cardiovascular & Respiratory........................................................... 60

A2: Managing Acute Conditions: Gastrointestinal & Metabolic............................................................. 61

A3: Managing Acute Conditions: Neurology & Psychiatry..................................................................... 62

A4: Managing Acute Conditions: Poisoning & Surgery.......................................................................... 63

A5: Managing Acute Conditions: Trauma............................................................................................... 64

B: Interpretation of data .......................................................................................................................... 65

C1: Performing Procedures – Suturing, incisions & drainage................................................................ 66

C2: Performing Procedures – Joint injections & aspirations.................................................................. 67

C3: Performing Procedures – Relocations, reductions and bandaging................................................... 68

C4: Performing Procedures – Intubation, catheterisation....................................................................... 69

D. Accompanying Ambulance Calls......................................................................................................... 70

8. TRAINEE’S EVALUATION OF POSTS ............................................................................................ 71

Trainee’s Evaluation of Other-Speciality Posts....................................................................................... 72

Trainee’s Evaluation of Family Medicine Posts ...................................................................................... 75

9. ADMINISTRATORS’ CONTACT DETAILS ................. ................................................................... 79

Chief Executive Officer, Department of Primary Health Care, Malta..................................................... 79

Principal General Practitioner, Department of Primary Health Care, Malta......................................... 79

Postgraduate Training Coordinators, Specialist Training Programme in Family Medicine – Malta..... 79


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10. REFERENCES ..................................................................................................................................... 80


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1 . SPECIALIST TRAINING PROGRAMME IN FAMILY MEDICINE

TRAINEE DETAILS

Name

Address

Town

Postal Code

Telephone Number

Medical Registration Number

Click here to return to the table of contents.


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DETAILS OF TRAINING POSTS

Full-time Family Medicine Posts

Name of Trainer Government/Private Practice Dates

Part-time Family Medicine Posts

Name of Trainer Government/Private Practice Dates

Other-Specialty Posts

Specialty Name of Consultant/s Dates



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2. INTRODUCTION

Welcome to Malta’s Specialist Training Programme in Family Medicine which hopefully will be both stimulating and enjoyable.

Two important aims of GP training are that a trainee satisfies all the requirements necessary for certification as having completed specialist training and, in doing so, will become a reflective learner. This objective of this logbook is to help you to achieve these aims.

The logbook provides you with a means of recording learning experiences throughout your training and recording the results of your various assessments, both formative and summative. Formative assessment acts as a stimulus to further learning and as such should be recorded in your learning record.

As well explained in the introduction to the Yorkshire Deanery Log Book (2003), “the only certainty about your career in general practice is that you will face a lot of changes. Change necessitates the learning of new facts and skills and sometimes a change in attitude. In any GP's working week a number of learning needs will be identified. Even if it were possible to memorise the Oxford Textbook of Medicine in its entirety, this would still leave gaps in knowledge, skills and attitudes. This learning record gives you the opportunity to record your "personal gaps" and then, either by yourself, with your trainer or in a group of your peers, to set about "plugging the gaps". Sharing it with others, be it your trainer, your mentor, or your peer group will enhance its value.”



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3. LEARNING RECORD

This section of the logbook includes the following documents:

The Educational Agreement signed by the trainee and trainer

The GP Trainee Self-Rating Scale (separate document - to be inserted)

The GP Trainer – GP Trainee Educational Plans

The GP Trainer – GP Trainee Tutorial Programme

The GP Trainee Educational Plan and Tutorial Programme for Other-Speciality Posts

Video analysis: Consultation Observation Tool (COT)

The number of cases required has been set at twenty-four – four per full-time and part-time attachment in family medicine. The GP trainee records a number of consultations performed in family medicine on video and selects one for assessment and discussion. Prior to recording, consent should be acquired using the consent form in English or Maltese found within this portfolio (unless such consent is videoed). Consultations should be selected from a range of patient contacts including children, mental health, palliative care and older adults. Time is set aside for both GP trainee and trainer to view the consultation together during which time the trainer grades each of the areas indicated. At the end of the assessment a global rating is made. The trainer then formulates and offers formal feedback on the assessment conducted with recommendations for further work and development by the GP trainee. So that the trainee receives another view of his/her performance to complement that given by his/her trainer, the trainee is required to perform one COT from the four required for each of the full-time family medicine placements with another contracted GP trainer of the trainee’s choice.

Case-Based Discussion (CBD) of Selected Cases presented by Trainee

The number of case discussions required has been set at twenty-four – four per full-time and part-time attachment in family medicine. The trainee is responsible for selecting cases performed in family medicine, organising the CBD interview and ensuring the paperwork is properly completed. The GP trainee will select the cases for each CBD interview and present a copy of the clinical entry and relevant records to the GP trainer one week before the discussion. A balance of cases should be presented including children, mental health, palliative care, older adults, etc. and in different contexts i.e. seen in the clinic and during home-visits, both as cold cases and as urgent cases. So that the trainee receives another view of his/her performance to complement that given by his/her trainer, the trainee is required to perform one CBD from the four required for each of the full-time family medicine placements with another contracted GP trainer of the trainee’s choice.



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EDUCATIONAL AGREEMENT BETWEEN THE GP TRAINER AND THE GP TRAINEE

This Agreement sets out the broad educational aims and objectives for the post of GP Trainee in this training practice and specifies the commitment required by the GP trainee and the trainer to meet these objectives. The agreement aims to aid and enhance the educational process. It is an agreement between the following: Name of GP Trainer: ___________________________________________________ Name of GP Trainee: ___________________________________________________ for the period of specialist training in family medicine from (insert month & year) ____________________________ until (insert month & year) ____________________________. The GP trainer and trainee agree to:

• Undertake a learning needs assessment to establish the trainee’s learning objectives using appropriate and agreed rating scales (to establish uniformity between each trainer-trainee team). These scales will include knowledge, skills and attitudes, in clinical and non clinical domains, and will form part of the educational portfolio (see below).

• Produce an educational plan to meet the objectives defined in the needs assessment. The plan will be reviewed at the end of each attachment, with a final assessment of progress made at the end of the programme. The plan will form part of the educational portfolio (see below).

• Through a one-to-one trainer-trainee relationship, organise teaching and formative assessment using adult learning methods, including: o one tutorial a week (at a mutually agreed time) to discuss topics the trainee and trainer have

identified as being important, using different educational methods (including the required case-based discussions and the analysis of videoed consultations during every full-time attachment in family practice). Tutorial topics should be agreed in advance to allow both parties adequate time to prepare.

o practice-based learning with discussion of problems as they arise and short debriefing sessions on problem/random cases at the end of each clinic;

o one-to-one mentoring sessions as required.

• Discuss special course requirements (e.g. European Resuscitation Council (ERC) Basic/AED and Advanced Life Support certificates) and appropriate timing during the training period.

• Plan preparation (including mock exams) for assessments and examinations required for summative assessment.

• Jointly complete and sign the ‘One-to-One Appraisal’ as part of the GP Trainee’s Annual Appraisal Report.

• Formally evaluate training using prescribed feedback forms, at the end of each attachment and at the end of the programme.

• Accept constructive criticism and appraisal of their performance.


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• Discuss at any time possible concerns regarding inappropriate education, experience or development in the trainee-trainer relationship. Should these concerns continue, then it would be appropriate to seek the advice and support of the Coordinators of Training.

The GP trainer agrees to:

• Provide advice, constructive criticism and guidance as needed by the GP trainee, within an appropriate environment for learning General Practice.

• Shall keep up-to-date with medical developments and undergo regular training in teaching, medical education and assessment.

• Hold formative assessments and give feedback regularly through formal appraisal sessions at appropriate intervals (at least at the end of every attachment) throughout the training programme.

• Use formative assessment methods drawn from a wide range of sources (to include video recording as specified above) throughout the training programme.

• Keep a record of all needs assessments, formative assessments and appraisals. These will eventually be used in informing decisions taken in the ‘One-to-One Appraisal’ section of the GP Trainee’s Annual Appraisal Report.

• Provide support for the trainee and his/her career through: o provision of personal counselling, o encouragement of the trainee to participate in a support group of peers, o allowing the trainee to access an independent counselling team of other trainers in the event

of a problem with his/her trainer.

• Help the trainee to develop: o communication skills appropriate to family practice; o teamworking with other health professionals and doctors; o appropriate use of health resources for the benefit of the patient; o knowledge of both private and public health systems;

• Participate in regular Trainers’ Meetings (ideally one evening a month, and two weekends a year).

The GP trainee agrees to:

• Work diligently to achieve his/her learning within the trainer’s practice through a mixture of service provision (including consulting both in the clinic and at home), one-to-one teaching, and participation (where available) in multi-disciplinary learning and practice activities.

• Participate in the half-day release course held weekly between 1 and 5 pm during term times (October to June, with two fortnight breaks – one for Christmas/New Year and another for Easter).

• Record all stages of learning and activities related to training in an educational portfolio required as evidence for completion of the summative assessment process. Portfolio-based learning is a technique of personal learning where a collection of evidence in a log-book emphasises the importance of experience as an opportunity for learning and recognising learning needs, and demonstrates that such personal learning needs have been fulfilled. The portfolio will also serve to prepare the trainee to take responsibility for his/her future life-long learning. The portfolio thus will include: o the educational agreement signed by the GP trainer and trainee; o a list of perceived learning needs using appropriate and agreed rating scales, with

documentation of the process of satisfying those needs on an ongoing basis;


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o the educational plan: learning objectives, the methods chosen to meet them, and the review dates;

o a record of learning/training experiences (trainee logs for GP practice and other-speciality posts, and certificates in ERC basic/AED and advanced life support);

o appraisals and formative assessments undertaken during training (annual appraisal reports, other-speciality supervisors’ reports, GP trainers’ reports, the Coordinator/s of Training’s report on half-day release participation, reports of the required number of video consultations and case discussions in family practice);

o evaluation forms (trainee of GP trainer/other-speciality teacher and of half-day release course).

• Take responsibility for self-directed learning by reading regularly in a planned and programmed manner, identifying and planning to correct weaknesses, and regularly examining his/her own work in a critical manner.

This Educational Agreement has been agreed between the two parties whose signatures appear below. It becomes void without liability if either withdraws as trainer/trainee.

_____________________ _____________________ _____________

Signature of GP Trainer Signature of GP Trainee Date

NB: Three copies should be signed: one held by the GP Trainer, one inserted by the GP Trainee in his/her portfolio, and the third forwarded to the Coordinators of Training.


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THE GP TRAINEE SELF-RATING SCALE

(to be inserted here)

Please download from:

http://www.4shared.com/document/bPnNju63/Wolverhampton_Grid-v3-1999-STP.html



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GP TRAINER – GP TRAINEE EDUCATIONAL PLAN

An educational plan for each full and part-time post in Family Medicine is a mandatory component of the GP trainee’s educational portfolio. This Educational Plan has been drawn up by the following: Name of GP Trainer: ___________________________________________________ Name of GP Trainee: ___________________________________________________ for the period of specialist training in family medicine during ___________________________________. (MONTHS & YEAR) Introduction A trainer-trainee educational plan, together with the aims and objectives, will be drawn up at the beginning of the first attachment in family medicine within the Specialist Training Programme in Family Medicine. This will be reviewed at the end of the attachment when the aims and objectives may change, and a new educational plan will be drawn up for the next attachment. One-to-one teaching makes use of adult learning methods and includes practice-based learning with debriefing after each clinic session and one tutorial a week making use of different and appropriate methods (e.g. video review using consultation observation tool, problem/random case analysis, case-based discussion of selected cases presented by trainee, significant event analysis, role play, scenarios to work through, pre-planned formal or interactive teaching, testing skills). It is the responsibility of the trainer and trainee to identify the most appropriate educational method for the trainee. The content of teaching is to be informed by: (i) the EURACT community competences listed in Section 4.1 of the 2nd Edition of the Specialist

Training Programme in Family Medicine – Malta (https://ehealth.gov.mt/download.aspx?id=4615);

(ii) the trainee’s completion of a self-rating scale (an adaptation of the Wolverhampton Grid); and (iii) 'A Curriculum for Specialist Training in Family Medicine for Malta'

(https://ehealth.gov.mt/download.aspx?id=2992)


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Education Plan Learning/ development needs

Development objectives

Achievement dates

Activities to be used

Outcomes or evidence

What broad areas do you wish to address?

What specific goals are you setting yourself for each need? (Remember to keep them SMART*!)

When do you expect to achieve your objectives?

How will you achieve your objectives?

How will you show that you have achieved your objectives?

*SMART: Specific, Measurable, Attainable, Relevant, Timed The educational plan will form part of the trainee’s educational portfolio. This will be reviewed at the end of the attachment when the aims and objectives may change, and a new educational plan will be drawn up for the next attachment.

_____________________ _____________________ _____________


NB: Two copies should be signed: one held by the GP Trainer, and one inserted by the GP Trainee in his/her portfolio.


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GP TRAINER – GP TRAINEE TUTORIAL PROGRAMME

The following table is used to record an educational programme of mandatory WEEKLY tutorials for each attachment, giving details of dates, subjects, methods (objective/s, material/s used, take-home message/s, any educational need identified) and the identity of the facilitator (trainer or trainee).

METHOD DATE SUBJECT Objective/s Material/s

used Take-home message/s

Identified educ. needs

FACILITATOR

The tutorial timetable should be kept on a 3-monthly basis and forms part of the trainee’s educational portfolio.

_____________________ _____________________ _____________


NB: Three copies should be signed: one held by the GP Trainer, and one inserted by the GP Trainee in his/her portfolio, and the third submitted to the Coordinators (every 3 months).


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GP TRAINEE EDUCATIONAL PLAN AND TUTORIAL PROGRAMME

FOR OTHER-SPECIALITY POSTS

An educational plan and tutorial timetable for each other-speciality post is a recommended (but not mandatory) component of the GP trainee’s educational portfolio. This Educational Plan & Tutorial Programme has been drawn up by the following: Name of Other-Speciality Clinical Supervisor: _____________________________________________ Name of GP Trainee: __________________________________________________________________ for the other-speciality post in (name of speciality): ___________________________________ during (dates): _________________________________________________________________________ Introduction A GP trainee educational plan, together a programme of tutorials, will be drawn up at the beginning of each attachment in a speciality other to family medicine within the Specialist Training Programme in Family Medicine. One-to-one teaching makes use of adult learning methods and includes practice-based learning with debriefing after each clinic session and tutorials making use of different and appropriate methods. The content of teaching may be informed by the indicative lists of competencies to be acquired during other-speciality based training available as follows: (i) the competences to be acquired during hospital-based training listed in Section 4.2 of the 2nd

Edition of the Specialist Training Programme in Family Medicine – Malta (https://ehealth.gov.mt/download.aspx?id=4615);

(ii) the trainee’s completion of a self-rating scale (an adaptation of the Wolverhampton Grid); and (iii) 'A Curriculum for Specialist Training in Family Medicine for Malta'

(https://ehealth.gov.mt/download.aspx?id=2992)


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Education Plan for Other-Speciality Post Learning/ development needs

Development objectives

Achievement dates

Activities to be used

Outcomes or evidence

What broad areas do you wish to address?

What specific goals are you setting yourself for each need? (Remember to keep them SMART*!)

When do you expect to achieve your objectives?

How will you achieve your objectives?

How will you show that you have achieved your objectives?

*SMART: Specific, Measurable, Attainable, Relevant, Timed

__________________________________________ _____________________ _____________

Signature of Other-Speciality Clinical Supervisor Signature of GP Trainee Date

NB: Two copies should be signed: one held by the Other-Speciality Clinical Supervisor, and one inserted by the GP Trainee in his/her portfolio.


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Tutorial Programme for Trainee in Other-Speciality Post The following table is used to keep a record of tutorials undertaken during each other-speciality attachment, giving details of dates, subjects, methods (objective/s, material/s used, take-home message/s, any educational need identified)and the identity of the facilitator (clinical supervisor or trainee).

METHOD DATE SUBJECT Objective/s Material/s

used Take-home message/s

Identified educ. needs

FACILITATOR

The educational plan and tutorial timetable for other-speciality posts are recommended (not mandatory) components of the GP trainee’s educational portfolio.

__________________________________________ _____________________ _____________

Signature of Other-Speciality Clinical Supervisor Signature of GP Trainee Date

NB: Two copies should be signed: one held by the Other-Speciality Clinical Supervisor, and one inserted by the GP Trainee in his/her portfolio.


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CONSENT FORM FOR CONSULTATION VIDEO RECORDING

Place of Video Recording: ……………………………………………….. Date: .........../............./........... Patient’s Name and I.D. Card Number: ………...………………………..………………………………… Name and I.D. Card Number of the person(s) accompanying patient to the consultation: ..................................................................................................... The Specialist Training Programme in Family Medicine requires Family Medicine Trainees to video a number of their patient consultations. Dr…………………………would like to ask for your kind permission to do so. The videotape will ONLY display you and the doctor talking together and will NOT include any intimate procedures. The Family Medicine Trainer/s will watch this video together with trainee doctors to assess the quality of the consultation. The information collected is confidential and in accordance with the ‘Data Protection Act’. The video recording will be erased as soon as it is no longer required. Dr………………… is responsible for its security and confidentiality. Your participation in this exercise would be very much appreciated BUT is entirely voluntary and you may refuse to participate without affecting the medical care you receive. If you wish to consent to this consultation being recorded, please sign below. Thank you very much for your time. TO BE COMPLETED BY PATIENT I have read and understood the above written information and give consent for my consultation to be recorded. ................................................................................................................................. Date ................................. Signature of the patient BEFORE THE CONSULTATION ................................................................................................................................. Date ………….…………. Signature of the person accompanying the patient to the consultation ................................................................................................................................. Date ………….…...…….. Signature of the patient AFTER THE CONSULTATION After seeing the doctor I still wish / no longer wish (please delete one choice) that my consultation be used as explained above. ................................................................................................................................. Date .................................. Signature of the person accompanying the patient to the consultation ................................................................................................................................. Date .................................. Adapted in September 2011 from the form of the Royal College of General Practitioners by Dr Glorianne Bezzina and approved by the Coordinators of the Malta Specialist Training Programme in Family Medicine and the Malta College of Family Doctors.


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TALBA GĦAL KUNSENS GĦAL VIDJO REKORDING TAL-KONSULTA

Post tal-Vidjo Rekording: …………..................................…………………... Data: .........../............./........... Isem u Numru tal-Identita` tal-Pazjent/a: ……………………..……………………………........................... Isem u Numru tal-Identita` tal-persuna/i li qed jakkompanjaw lill-pazjent/a waqt il-konsulta: ........................................................................................ It-taħriā għat-tobba tal-familja jitlob li jināibdu xi vidjos ta’ wħud mill-konsulti. Dr ………………… jixtieq/tixtieq isaqsik/issaqsik għal dan il-permess. Il-vidjo se juri BISS lilek u lit-tabib titkellmu. Mhuwiex se jinkludi proëeduri intimi. It-tobba għalliema se jaraw dan il-vidjo flimkien mat-tobba li qed jingħataw it-taħriā, sabiex jiflu l-kwalità ta’ din il-konsulta. L-informazzjoni miābura hija kunfidenzjali u skond id-‘Data Protection Act’. Il-vidjo jitħassar meta ma jibqax ikun hemm bŜonnu. Dr……………………………….. huwa/hija responsabbli mis-sigurtà u mill-kunfidenzjalità ta’ dan il-vidjo. Is-sehem tiegħek f’dan l-eŜercizzju huwa apprezzat IMMA inti tista’ tirrifjuta li tieħu sehem mingħajr ma taffetwa l-kura medika li inti tirëievi. Jekk tixtieq tagħti kunsens sabiex jittieħed dan il-vidjo, jekk jogħābok iffirma hawn taħt. Grazzi ħafna tal-għajnuna tiegħek. TIMTELA MILL-PAZJENT Jiena qrajt u fhimt l-informazzjoni miktuba u nagħti permess sabiex il-konsulta tiegħi mat-tabib/a tkun irrekordjata. ........................................................................................................... Data ....................................................... Il-firma tal-pazjent/a QABEL IL-KONSULTA ........................................................................................................... Data ……………………….………….. Il-firma tal-persuna li qed takkompanja lill-pazjen t/a ........................................................................................................... Data ……………………….…....…….. Il-firma tal-pazjent/a WARA L-KONSULTA Wara li rajt lit-tabib/a jiena xorta nixtieq / nirrifjuta (aqta’ waħda mill-għaŜliet) li l-konsulta tiegħi tintuŜa kif spjegat ........................................................................................................... Data ....................................................... Il-firma tal-persuna li qed takkompanja lill-pazjen t/a ........................................................................................................... Data ....................................................... Adattata f’Settembru 2011 mill-formola tal- ‘Royal College of General Practitioners’ minn Dr Glorianne Bezzina u approvata mill-Koordinaturi tal-‘Specialist Training Programme in Family Medicine’ ta’ Malta u mill-‘Malta College of Family Doctors’.


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VIDEO ANALYSIS IN FAMILY MEDICINE: CONSULTATION OBSERVATION TOOL (COT)

Doctor's Surname

Forename Medical Registration No.

Title of case: Short summary of case: Please tick under the appropriate column for each of the performance criteria

Insu

ffici

ent

evid

ence

(I)

Nee

ds

furt

her

deve

lopm

ent

(N)

Com

pete

nt

(C)

Exc

elle

nt (

E)

A. Discovers the reasons for the patient’s attendan ce.

1. Encourages the patient’s contribution

2. Responds to cues

3. Places complaint in appropriate psychosocial contexts

4. Explores patient’s health understanding

B. Defines the clinical problem

5. Includes or excludes likely relevant significant condition

6. Appropriate physical or mental state examination

7. Makes an appropriate working diagnosis


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Insu

ffici

ent

evid

ence

Nee

ds fu

rthe

r de

velo

pmen

t

Com

pete

nt

Exc

elle

nt

C. Explains the problem to the patient

8. Explains the problem in appropriate language

D. Addresses the patient’s problem

9. Seeks to confirm patient’s understanding

10. Appropriate management plan

11. Patient is given the opportunity to be involved in significant management decisions

E. Makes effective use of the consultation

12. Makes effective use of resources

13. Conditions and interval for follow up are specified

Overall Assessment: Please tick Feedback and recomm endations for

I N C E further development: Agreed action:

Assessor’s signature: Date

Time taken for discussion Assessor’s name Time taken for feedback


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(I) Insufficient evidence From the available evidence, the doctor’s performance cannot be placed on a higher point of this developmental scale. (N) Needs further development Rigid adherence to taught rules or plans. Superficial grasp of unconnected facts. Unable to apply knowledge. Little situational perception or discretionary judgement. (C) Competent Accesses and applies coherent and appropriate chunks of knowledge. Able to see actions in terms of longer-term goals. Demonstrates conscious and deliberate planning with increased level of efficiency. Copes with crowdedness and able to prioritise. (E) Excellent Intuitive and holistic grasp of situations. No longer relies on rules or maxims. Identifies underlying principles and patterns to define and solve problems. Relates recalled information to the goals of the present situation and is aware of the conditions for application of that knowledge.


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CASE-BASED DISCUSSION (CBD) OF SELECTED CASES IN FAMILY MEDICINE

Doctor's Surname

Forename Medical Registration No.

Title of case: Short summary of case:

Please tick under the appropriate column

for each of the competency areas, referring to the descriptors found at:

http://www.rcgp.org.uk/docs/nMRCGP_12 Competency Areas in detail.doc In

suffi

cien

t ev

iden

ce (

I)

Nee

ds fu

rthe

r de

velo

pmen

t (N

)

Com

pete

nt

(C)

Exc

elle

nt (

E)

Practising holistically

Data gathering and interpretation

Making diagnoses/decisions

Clinical management

Managing medical complexity

Primary care administration / Information Management Technology

Working with colleagues and in teams

Community orientation

Maintaining an ethical approach

Fitness to practise


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Overall assessment: Please tick

Needs further development Competent Excellent

Feedback and recommendations for further development:

Agreed action: Assessor’s signature: Date

Time taken for discussion Assessor’s name Time taken for feedback




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4. FORMATIVE ASSESSMENT

Please use this section of your log to record the following feedback:

� Trainee interim review by GP trainer (to be filled at the end of each interim GP post, full- or part-time)

� Report on GP trainee by other-speciality clinical supervisor (to be filled at the end of each other-speciality post)

� Multi-Source Feedback (MSF). Towards the end of each of the full-time posts in family medicine, the GP Trainer gives a questionnaire to each member of the GP Trainee’s team (i.e. doctor/s, nurse/s, receptionist/s, etc.) for completion and return to the trainer If the evaluator wishes to remain anonymous, s/he need not put down the name or signature but just the post/designation; in such cases the form would need to be signed by the trainer in order to confirm that it is genuine. The trainee will receive feedback (which is anonymous unless permission is provided by the evaluator) from the trainer followed by discussion as appropriate. Finally, each MSF form needs to be endorsed by both trainer and trainee in confirmation that such discussion has taken place.

� Consultation Satisfaction Questionnaire (CSQ). Towards the end of each of the full-time posts in family medicine, the GP Trainer asks the receptionist to give out a questionnaire (one side in English, reverse side in Maltese) to 10 consecutive adult patients who have just been seen by the GP trainee. (NB: The trainee must be unaware of the date when the questionnaire is to be given out.) The patients are asked to fill them in and place them in a box in the waiting room or return them to the receptionist. The trainee will receive anonymous feedback from the trainer followed by discussion as appropriate. Finally, each CSQ form needs to be endorsed by both trainer and trainee in confirmation that such discussion has taken place.



MALTA


TRAINEE INTERIM REVIEW BY GP TRAINER

This Trainee Interim Review has been drawn up by the following: Name of GP Trainer : __________________________________________________________ Name of GP Trainee : __________________________________________________________ for the post of specialist training in family medicine during (dates): ________________________ which took place on a full-time � / part-time basis � (please tick the correct option).

Competency area Grade Competency area Grade Communication and consultation skills

Primary care administration and Info Management Technology

Data gathering & interpretation Working with colleagues and in teams

Practising holistically Community orientation

Making a diagnosis / making decisions

Maintaining performance, learning and teaching

Clinical management Maintaining an ethical approach to practice

Managing medical complexity Fitness to practice

GP

Tra

inee

’s S

elf A

sses

smen

t

Use grade: N C E


Signature of Trainee:

Competency area Grade Competency area Grade Communication and consultation skills

Primary care administration and Info Management Technology

Data gathering & interpretation Working with colleagues and in teams

Practising holistically Community orientation

Making a diagnosis / making decisions

Maintaining performance, learning and teaching

Clinical management Maintaining an ethical approach to practice

Managing medical complexity Fitness to practice

Tra

iner

's A

sses

smen

t

Use grade: N C E


Signature of Trainer:


MALTA


Agreed learning plan

Date GP Trainer

signed

GP Trainee

signed

NEXT REVIEW DATE

NOTES


MALTA


OTHER-SPECIALITY CLINICAL SUPERVISOR’S REPORT OF GP TRAINEE

The purpose of this report is to inform the regular reviews that are conducted of a GP specialty trainee’s progress through structured training. The report should be completed by the clinical supervisor (who may be a consultant / designate consultant / resident specialist) assigned to the trainee for the post. The report must reflect the supervisor’s experience of the trainee’s performance during his/her clinical placement and should be discussed with the trainee before submitting.

The report relates to three main areas:

• Knowledge (relevant to the placement)

• Practical skills

• Professional competencies

Surname

Forename

Date of Birth

Medical Registration No.

The

Tra

inee

Address

Institution

Specialty

Address Months

From ……day…..month……year

To ……day…..month……year

The

Post

or Pla

cem

ent

� The training was full-time Please tick as appropriate � The training was part-time and the ratio of part-time to full-time was one-to-two.



MALTA


1. Knowledge-base relevant to the placement Insufficient Evidence Needs Further

Development Competent Excellent

Feedback on areas for further development

2. Practical Skills relevant to the placement Insufficient Evidence Needs Further

Development Competent Excellent


3. Professional Competencies (kindly refer to notes on next page before completing) Insufficient

Evidence

Needs further development

Competent

Excellent

1. Communication & consultation skillsi

2. Practising holisticallyii

3. Data gathering and interpretationiii

4. Making diagnosis/ making decisionsiv

5. Clinical Managementv

6. Managing medical complexityvi

7. Primary care administration and Info Management Technologyvii

8. Working with colleagues & in teamsviii

9. Community orientationix

10. Maintaining performance, learning and teachingx

11. Maintaining an ethical approach to practisexi

12. Fitness to practisexii

Signature of Clinical Supervisor: Date:


MALTA


Notes to ‘Other-Speciality Clinical Supervisor’s Report of GP Trainee’

i. This competency is about communication with patients and the use of recognised consultation techniques. Behaviours you may wish to consider: listening well, exploring patients ideas, providing good explanations, checking the patient' s understanding, tailoring communication to the patient' s needs.

ii. This competency is about the ability of the doctor to consider physical, psychological, socioeconomic and cultural aspects, taking into account feelings as well as thoughts. Behaviours you may wish to consider: exploring the way in which the problem affects the patient’s life, exploring the impact of the problem on the patient' s family/carers

iii. This competency is about the gathering and use of data for clinical judgement, the choice of examination and investigations and their interpretation. Behaviours you may wish to consider: systematically gathering information, using questions that are appropriately focused, making use of existing information, choosing physical examinations and targeting investigations appropriately, making appropriate inferences from the findings and results.

iv. This competency is about a deliberate, structured approach to decision-making. Behaviours you may wish to consider: clarifying the decision that is required, integrating information to aid pattern recognition, using probability to decide what is likely, revising hypotheses in the light of further information, thinking flexibly around the problem

v. This competency is about the recognition and management of medical conditions. Behaviours you may wish to consider: recognising common presentations, utilising the natural history in management decisions, using simple measures when appropriate, varying management options when required, prescribing appropriately, referring appropriately and coordinating care with other colleagues, responding quickly and skilfully in emergencies.

vi. This competency is about aspects of care beyond managing straightforward problems, including the management of co-morbidity, uncertainty, risk and thinking about health rather than just illness. Behaviours you may wish to consider: simultaneously managing the patients health problems both acute and chronic, tolerating uncertainty where this is unavoidable, explaining risks associated with management to the patients, encouraging patients to have a positive approach to their health.

vii. This competency is about the appropriate use of primary care administration systems, effective record-keeping and information technology for the benefit of patient care. Behaviours you may wish to consider: using administrative and computer systems appropriately, keeping good clinical records (timely, coded, sufficiently comprehensive)

viii. This competency is working effectively with other professionals to ensure patient care, including the sharing of information with colleagues. Behaviours you may wish to consider: being available to colleagues, working cooperatively, sharing information with others involved in the patient's care, using appropriate methods of communication according to the circumstances.

ix. This competency is about the management of the health and social care of patients in the local community. Behaviours you may wish to consider: identifying important characteristics of the local community that might impact upon patient care, particularly the epidemiological, social, economic and ethnic features, using this understanding to improve patient management, identifying resources in the community, encouraging patients to access available resources, using health care resources effectively e.g. through cost-effective prescribing.

x. This competency is about maintaining the performance and effective continuing professional development of oneself and others. Behaviours you may wish to consider: appropriately using evidence-based medicine, keeping up-to-date, identifying and addressing learning needs, participating in audit and significant event reviews, Contributing to the ongoing learning of students and colleagues

xi. This competency is about practising ethically with integrity and a respect for diversity. Behaviours you may wish to consider: Identifying and discussing ethical issues in clinical practice. Treating patients, colleagues and others fairly and with respect for their beliefs, preferences, dignity and rights. Valuing differences between people and avoiding prejudice.

xii. This competency is about the doctor’s awareness of when his/her own performance, conduct or health, or that of others might put patients at risk and the action taken to protect patients. Behaviours you may wish to consider: observing the accepted codes of professional practice, allowing scrutiny and justifying professional behaviour to colleagues, achieving a healthy balance between professional and personal demands, seeking advice and engaging in remedial action where personal performance is an issue.


MALTA



Endorsement by Clinical Supervisor (please sign each completed page individually) I confirm that the above is based on my own observations and the results of workplace-based assessments and has been discussed with the trainee concerned. The GP Trainee (please tick one option only): � has satisfied the necessary requisites regarding knowledge (relevant to the placement),

practical skills and professional competencies listed above; � has not satisfied the necessary requisites regarding knowledge (relevant to the placement),

practical skills and professional competencies listed above, and needs to repeat his/her clinical placement in this speciality.

Comments:

Endors

emen

t

Name Signed Date

NOTE: If the Other-Speciality Clinical Supervisor does not wish to fill in this form in the presence of the GP trainee, he/she is welcome to do so, subsequently sending the completed form to the Postgraduate Training Coordinators at the following address:

Specialist Training Programme in Family Medicine Mtarfa Primary Health Clinic Triq ir-Regimenti Maltin Mtarfa MTF 1540

Click here to return to the table of contents


MALTA


MULTI-SOURCE FEEDBACK (MSF): 360° TEAM ASSESSMENT OF BEHAVIOUR (TAB)

Trainee’s Name: _______________________________ Med. Reg. No: _____________ Current post: __________________________________ Date started present post: __________ Please use the comments boxes to commend good behaviour and to describe any behaviour causing you concern. Give specific examples. On completion, please return this form personally to the GP trainee’s trainer , who may ask you privately to enlarge on any concern behaviour you report. Other forms will also be considered. The trainee will receive private feedback, but you will not be identified in person without advance discussion with you.

ATTITUDE

AND/OR BEHAVIOUR

Insu

ffici

ent e

vide

nce

Nee

ds fu

rthe

r de

velo

pmen

t

Com

pete

nt

Exc

elle

nt

COMMENTS: Anything especially good? If you cannot give an opinion due to lack of knowledge of the trainee say so here. You must specifically comment on any concern behaviour , and this should reflect the trainee’s behaviour over time – not usually just a single incident.

Maintaining trust / Professional relationship with patients Listens. Is polite and caring. Shows respect for patients' opinions, privacy, dignity and confidentiality. Is unprejudiced.

Verbal communication skills Gives understandable information. Speaks at the appropriate level for the patient.

Team-working / Working with colleagues Respects others’ roles, and works constructively in the team. Hands over effectively, and communicates well. Is unprejudiced, supportive and fair.

Accessibility Accessible. Takes proper responsibility. Only delegates appropriately. Does not shirk duty. Responds when called. Arranges cover for absence.

Name of assessor: _________________________________ ___ (please leave blank if you wish to remain anonymous) Post/designation: _________________________________ ____

Signature: ___________________ (leave blank if wish to remain anonymous – will be signed by trainer on your behalf)

Date: ________________________

We the undersigned confirm that we have reviewed an d discussed the feedback given in this form. _____________________ _____________________ ________________ Signature of GP Trainer Signature of GP Trainee Date


MALTA


CONSULTATION SATISFACTION QUESTIONNAIRE (CSQ)

This form contains a list of statements about your views on the visit you have just made to the doctor. Please answer all of them. Your answers are anonymous and are kept entirely confidential, so feel free to say whatever you wish. For each question please circle the answer that is nearest your opinion: “Neutral” means you have no feelings either way. 1 I am totally satisfied with my visit to this doctor . Strongly agree / Agree / Neutral / Disagree / Strongly disagree 2 The doctor told me everything about my treatment . Strongly agree / Agree / Neutral / Disagree / Strongly disagree 3 Some things about my consultation with the doctor c ould have been better . Strongly agree / Agree / Neutral / Disagree / Strongly disagree 4 The doctor examined me very thoroughly . Strongly agree / Agree / Neutral / Disagree / Strongly disagree 5 This doctor was interested in me as a person, not j ust my illness . Strongly agree / Agree / Neutral / Disagree / Strongly disagree 6 I understand my illness much better after seeing th is doctor . Strongly agree / Agree / Neutral / Disagree / Strongly disagree 7 I felt this doctor really knew what I was thinking. Strongly agree / Agree / Neutral / Disagree / Strongly disagree 8 The doctor dedicated enough time to my needs. Strongly agree / Agree / Neutral / Disagree / Strongly disagree 9 I would find it difficult to tell this doctor about some private things . Strongly agree / Agree / Neutral / Disagree / Strongly disagree If you have any further comments, please write them here:

Date: _____________

Thank you for your help. Please place the completed questionnaire in the box in the waiting room or hand it in at reception. ___________________________________For Office Use Only__________________________________



MALTA


KWESTJONARJU DWAR IS-SODISFAZZJON BIL-VISTA TAT-TABIB (KSVT)

Din il-karta fiha lista ta’ ħsibijiet dwar il-vista li għadu kemm għamillek/għamlitlek it-tabib/a. Jekk jogħābok ikkummenta fuq kull ħsieb. Ir-risposti tiegħek jibqgħu anonimi u jinŜammu kompletament konfidenzjali. Għalhekk, tista tgħid dak li tixtieq. Għal kull ħsieb, għamel ëirku madwar r-risposta li l-iŜjed toqrob lejn dak li tħoss. Il-kelma ‘newtrali’ tfisser li m’għandek l-ebda opinjoni dwar dak il-ħsieb. 1 Jiena kompletament sodisfatt/a bil-vista tieg ħi minn dan/din it-tabib/a. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 2 It-tabib/a qalli/qaltli kollox dwar il-kura tieg ħi. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 3 Kien hemm xi affarijiet li setg ħu saru a ħjar waqt il-vista tieg ħi mat-tabib/a. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 4 It-tabib/a e Ŝaminani/e Ŝaminatni tajjeb ħafna. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 5 It-tabib/a interessa/t ru ħu/a fija b ħala persuna, mhux biss fil-marda tieg ħi. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 6 Wara li rajt dan/din it-tabib/a, issa nifhem ħafna aħjar il-marda tieg ħi. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 7 Ħassejt li dan/din it-tabib/a verament fehem/et x’ko nt qed na ħseb. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 8 It-tabib/a ddedika/t bi ŜŜejjed ħin ghall-b Ŝonnijiet tieg ħi. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna 9 Insiba diffi ëli li nitkellem ma’ dan/din it-tabib/a dwar xi affa rijiet privati. Naqbel ħafna / Naqbel / Newtrali / Ma naqbilx / Ma naqbilx ħafna Jekk g ħandhek xi kummenti o ħra, jekk jog ħābok iktibhom hawn:

Data: _____________

Grazzi għall-għajnuna tiegħek. Wara li timla l-kwestjonarju, poāāieh fil-kaxxa li hemm fil-‘waiting room’ jew agħtih l-irrisepxonist. __________________________________Għall-uŜu tal-uffiëju biss________________________________



MALTA


5. EDUCATIONAL ACTIVITIES

The following section is designed for you to maintain a record of your educational activities, which include:

� Teaching and Learning within Half-Day Release Course

� Half-Day Release Course attendance record

� European Resuscitation Council Basic/AED & Advanced Life Support Certificates

� Certificates of attendance to other educational activities

� Teaching and learning at any other educational activities attended

� Any papers published by the trainee

When filling in the details, please remember the acronym ‘KISS’ – keep it short and simple!



MALTA


TEACHING AND LEARNING WITHIN HALF-DAY RELEASE COURSE

This table is to be used to keep a record of topics discussed within the Half-Day Release Course, any learning needs identified, actions proposed, review dates set and if achieved or not.

DATE SUBJECT LEARNING NEEDS

IDENTIFIED

ACTION PROPOSED

REVIEW DATE

AC

HIE

VE

D?

YE

S/N

O

(Please use additional pages as necessary)



MALTA


HALF-DAY RELEASE COURSE ATTENDANCE RECORD

(to be inserted here after being provided by Coordinators at the end of each academic year)



MALTA


EUROPEAN REUSCITATION COUNCIL

BASIC /AED & ADVANCED LIFE SUPPORT CERTIFICATES




MALTA


CERTIFICATES OF ATTENDANCE TO OTHER EDUCATIONAL ACTIVITIES




MALTA


TEACHING AND LEARNING THROUGH OTHER EDUCATIONAL ACTIVITIES

This table is to be used to keep a record of topics discussed during non-HDRC educational activities, any learning needs identified, actions proposed, review dates set and if achieved or not.

DATE SUBJECT LEARNING NEEDS

IDENTIFIED

ACTION PROPOSED

REVIEW DATE

AC

HIE

VE

D?

YE

S/N

O

(Please use additional pages as necessary)



MALTA


ANY PAPERS PUBLISHED BY THE TRAINEE




MALTA


6. CLINICAL EXPERIENCE

Such experience may be gained from different sources:

� Log of cases seen daily during hospital attachments (this is mandatory for the Psychiatry Attachment, and recommended for attachments in other specialities)

� Log of cases seen during ENT placement (Mandatory)

� Log of cases seen during Medicine evening duties (Mandatory)

� Log of Clinical Experience during attachment with Hospice Malta (Mandatory)

� Problem cases log

� Clinical diary for reflective practice

� Significant event analysis (SEA)

� Emergencies dealt with

� Referrals for consultant opinion

� Acute admissions to hospital

� Child health surveillance in Well Baby Clinics (Mandatory)

� Direct Observation of Procedural Skills (DOPS) (Mandatory)

� Minor surgical procedures - various

When filling in the details, please remember the acronym ‘KISS’ – keep it short and simple!



MALTA


LOG OF CASES SEEN DAILY DURING HOSPITAL ATTACHMENTS

Speciality:__________________________________ Date:_________________

Patient Initials,

Age & Sex Cases seen

(ideally including a short summary) Learning Points

-------------------------------------- ----------------------------------------

Signature of Trainee Signature of Clinical Supervisor

Name Name, Grade and Registration Number


MALTA


LOG OF CASES SEEN DURING ENT PLACEMENT (MANDATORY)

Date: _________________

Patient Initials, Age and Sex

Cases seen (ideally including a short summary and learning point/s)

Practice Setting*

* Practice Setting – use one of the following abbreviations according to the setting:

• IW= induction week (1st and 2nd week of placement)

• T = Theatre sessions (2nd week of placement)

• OP = supervised independent practice in Out-Patients clinic (from 3rd week onwards)

• C = supervised independent practice in ENT Casualty (from 3rd week of onwards) The timescale of the placement settings (including the level of practice) are mandatory

____________________________ ____________________________

Signature of Trainee Signature of Clinical Supervisor*

Name, Grade and Registration Number

* The Clinical Supervisor has to be either one of the 2 supervising Consultants or his/her delegate (HST or higher)


MALTA


LOG OF CASES SEEN DURING MEDICINE EVENING DUTIES (MANDATORY)

Date: _________________

Patient Initials, Age and Sex

Cases seen (ideally including a short summary)

Learning Points

-------------------------------------- ----------------------------------------

Signature of Trainee Signature of Clinical Supervisor*

Name Name, Grade and Registration Number

* The Clinical Supervisor has to be either the admitting Consultant or his delegate (HST or higher)

Space for comments on case discussed in further detail with Clinical Supervisor * (Mandatory)


MALTA


LOG OF CLINICAL EXPERIENCE DURING ATTACHMENT WITH HOSPICE MALTA

GP Trainee: __________________________________

Attendance Time (Minimum of 5 hours per

day of attendance)

Date of Attendance

Time in Time out

Educational and Clinical Experience / Activities (Details of all relevant educational activities should be included)

-------------------------------------- ---------------------------------------- Signature of Trainee Signature of Clinical Supervisor

Name, Grade and Registration Number


MALTA


PROBLEM CASES LOG

DATE & POST

PROBLEM OUTCOME FOLLOW-UP

(Please use additional pages if necessary)


MALTA


CLINICAL DIARY FOR REFLECTIVE PRACTICE

Date Patient’s initials, sex and age

Issue Idea for learning



MALTA


SIGNIFICANT EVENT ANALYSIS (SEA)

DATE:

1. WHAT HAPPENED? (Including the role of all individuals directly and indirectly involved, the setting for the event, and any impact or potential impact of the event that is relevant to patient care or the conduct of the practice)

2. WHY DID IT HAPPEN? (Including description and discussion of the main and underlying reasons for the event occurring, where this is possible)

3. WHAT HAVE YOU LEARNED? (Reflect on significant event and highlight personal and, if appropriate, team-based learning)

4. WHAT HAVE YOU CHANGED? (What action has been taken, where this is relevant or feasible, ensuring that all relevant individuals are involved)



MALTA


EMERGENCIES DEALT WITH

DATE DESCRIPTION



MALTA


REFERRALS FOR CONSULTANT OPINION

PATIENT’S INITIALS, SEX & AGE

REASON FOR REFERRAL OUTCOME



MALTA


ACUTE ADMISSIONS TO HOSPITAL

PATIENT’S INITIALS, SEX & AGE

REASON FOR ADMISSION OUTCOME



MALTA


CHILD HEALTH SURVEILLANCE AT WELL BABY CLINICS

Practical Sessions undertaken during Well Baby Clinics visits during Paediatrics post. The GP Trainee is mandated to perform a minimum of 10 – at least 3 seen [S] and 7 performed [P]. Each examination is to be signed by the doctor running the Well Baby Clinic.

SUPERVISOR DATE PATIENT’S INITIALS, SEX &

AGE

[S] OR [P]

NAME MED. REG NO.

SIGNATURE



MALTA


DIRECT OBSERVATION OF PROCEDURAL SKILLS (DOPS)

The trainee is mandated to undertake ONE OF EACH of the following observed encounters, choosing the timing, procedure and observer him/herself when he/she feels competent in the procedure. Some of these procedures may be combined e.g. prostate and rectal examinations. The supervisor has to be either a specialist in Family Medicine or a registered specialist in the speciality relevant to the skill concerned. By signing in the appropriate column, the supervisor confirms not only the supervised encounter but also the competence of the trainee. This may thus imply that more than one encounter may need to be observed before competence is achieved.

PROCEDURE DATE SUPERVISED BY (SIGNATURE, NAME, GRADE AND REGISTRATION NUMBER)

BREAST EXAMINATION: SIGN.:

NAME:

GRADE:

MED. REG. NO.:

FEMALE GENITAL EXAMINATION:

SIGN.:

NAME:

GRADE:

MED. REG. NO.:

CERVICAL CYTOLOGY: SIGN.:

NAME:

GRADE:

MED. REG. NO.:

MALE GENITAL EXAMINATION:

SIGN.:

NAME:

GRADE:

MED. REG. NO.:

PROSTATE EXAMINATION: SIGN.:

NAME:

GRADE:

MED. REG. NO.:

RECTAL EXAMINATION: SIGN.:

NAME:

GRADE:

MED. REG. NO.:


MALTA


MINOR SURGICAL PROCEDURES – INJECTIONS & ASPIRATIONS

The trainee is encouraged to undertake the following observed encounters, choosing the timing, procedure and observer him/herself. The supervisor has to be either a specialist in Family Medicine or a registered specialist in the speciality relevant to the procedure concerned.


INTRA-ARTICULAR INJECTIONS:

KNEE

SHOULDER

PERI-ARTICULAR INJECTIONS:

TENNIS ELBOW

GOLFER’S ELBOW

CARPAL TUNNEL

PLANTAR FASCIITIS

JOINT ASPIRATION: KNEE

SHOULDER

ASPIRATION OF BURSAE:

ASPIRATION OF CYSTS:


MALTA


MINOR SURGICAL PROCEDURES – INCISIONS & EXCISIONS



INCISION & DRAINAGE OF ABSCESSES:

EXCISION OF SEBACEOUS CYSTS:

EXCISION OF LIPOMATA:

EXCISION OF TOE-NAILS:

REMOVAL OF FOREIGN BODIES:


MALTA


MINOR SURGICAL PROCEDURES – CRYOTHERAPY, CAUTERISATION AND CURETTAGE



WARTS, VERRUCAE:

OTHER SKIN LESIONS:

OTHER PROCEDURES:



MALTA


7. CLINICAL EXPERIENCE GAINED IN ACCIDENT & EMERGENCY DEPARTMENT

The following part of the logbook is designed for the GP Trainee to maintain a record of his/her clinical experiences gained while posted to the Accident & Emergency Department. GP Trainees are required to present this record to their Clinical Supervisor to facilitate completion of the ‘Other-Speciality Clinical Supervisor’s Report of GP Trainee’.

� A. Managing Acute Conditions

� B. Interpretation of Data

� C. Performing Procedures

� D. Accompanying Ambulance Calls

Trainees have been advised to remember the acronym ‘KISS’ – keep it short and simple - when filling in details. Clinical Supervisors signing in these records have to be in the Grade of HST in Emergency Medicine or higher.



MALTA


A1: MANAGING ACUTE CONDITIONS: CARDIOVASCULAR & RESPIRATORY

DATA DETAILS DATE SUPERVISED BY (SIGNATURE, NAME,

GRADE AND REGISTRATION

NUMBER)

CHEST PAIN

ARRYTHMIAS

LIMB ISCHAEMIA

DYSPNOEA



MALTA


A2: MANAGING ACUTE CONDITIONS: GASTROINTESTINAL & METABOLIC



NUMBER)

UPPER GI BLEEDING

LOWER GI BLEEDING

DIABETIC EMERGENCIES

ACUTE METABOLIC DISORDERS



MALTA


A3: MANAGING ACUTE CONDITIONS: NEUROLOGY & PSYCHIATRY



NUMBER)

PERSISTING HEADACHE

EPILEPTIC FITS

UNCONSCIOUS PATIENT

CONFUSED PATIENT



MALTA


A4: MANAGING ACUTE CONDITIONS: POISONING & SURGERY



NUMBER)

SUSPECTED OVERDOSE

ACUTE ABDOMEN

UROLOGICAL EMERGENCIES

ACUTE MUSCULOSKELETAL

PAIN



MALTA


A5: MANAGING ACUTE CONDITIONS: TRAUMA

PROCEDURE DETAILS DATE SUPERVISED BY (SIGNATURE, NAME,


NUMBER)

MAJOR TRAUMA

MINOR HEAD INJURIES

FRACTURE/DISLOCATIONS

SOFT TISSUE INJURIES

WOUNDS BURNS



MALTA


B: INTERPRETATION OF DATA

DATA DETAILS DATE SUPERVISED BY (SIGNATURE, NAME, GRADE AND REGISTRATION NUMBER)

ELECTROCARDIOGRAM

BLOOD TEST RESULTS

RADIOGRAPH



MALTA


C1: PERFORMING PROCEDURES – SUTURING, INCISIONS & DRAINAGE

PROCEDURE DETAILS DATE SUPERVISED BY (SIGNATURE, NAME, GRADE AND REGISTRATION NUMBER))

SUTURING

INCISION & DRAINAGE OF ABSCESSES:



MALTA


C2: PERFORMING PROCEDURES – JOINT INJECTIONS & ASPIRATIONS

PROCEDURE DETAILS DATE SUPERVISED BY (SIGNATURE, NAME, GRADE AND REGISTRATION NUMBER)

INTRA-ARTICULAR INJECTIONS:

KNEE

SHOULDER

PERI-ARTICULAR INJECTIONS:

TENNIS ELBOW

GOLFER’S ELBOW

CARPAL TUNNEL

PLANTAR FASCIITIS

JOINT ASPIRATION: KNEE

SHOULDER

ASPIRATION OF BURSAE:

ASPIRATION OF CYSTS:



MALTA


C3: PERFORMING PROCEDURES – RELOCATIONS, REDUCTIONS AND BANDAGING


JOINT RELOCATIONS:

FRACTURE REDUCTIONS:

BANDAGING

BACKSLAB



MALTA


C4: PERFORMING PROCEDURES – INTUBATION, CATHETERISATION


INTUBATION:

CATHETERISATION



MALTA


D. ACCOMPANYING AMBULANCE CALLS

REQUEST DETAILS DATE SUPERVISED BY (SIGNATURE, NAME, GRADE AND REGISTRATION NUMBER)



MALTA


8. TRAINEE’S EVALUATION OF POSTS

The following forms are very important in facilitating the ongoing evaluation of this Specialist Training Programme in Family Medicine. As such, trainees are requested to complete these forms immediately after each post and submit them to the Coordinator of Training.

� Trainee’s evaluation of other-speciality posts

� Trainee’s evaluation of family medicine posts



MALTA


TRAINEE’S EVALUATION OF OTHER-SPECIALITY POSTS

At the end of each of your other-speciality posts, complete the following evaluation form.

Name of Institution

Name of Specialty

Dates

Name of the Supervising Consultant with whom you have been working

1. In your opinion, how effective was the consultant in helping you to understand the Specialty in terms of knowledge and skill relevant to General Practice?

1 2 3 4 5 6 7 8 9 10

Very ineffective Very effective

2. How do you rate the amount of formal teaching you received during this post?

1 2 3 4 5 6 7 8 9 10

Very inadequate Very adequate

3. How do you rate the amount of teaching that took place in clinical situations?

a. Ward round (Not applicable for Accident & Emergency post)

1 2 3 4 5 6 7 8 9 10

Poor Excellent

b. Out-patients (Also applies for Accident & Emergency post)

1 2 3 4 5 6 7 8 9 10

Poor Excellent


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4. How do you rate the workload of your post during the day?

1 2 3 4 5 6 7 8 9 10

Poor Excellent

5. How do you rate the workload of your post out-of-hours? (Not applicable for part-time Minor Speciality posts)

1 2 3 4 5 6 7 8 9 10

Poor Excellent

6. How do you rate the provision made for you to attend the weekly Half-day Release Course?

1 2 3 4 5 6 7 8 9 10

Poor Excellent

7. What major difficulties did you experience in this post?

8. In what ways can the educational value of the post be improved?


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9. How have you found this post in relation to your preparation for a career in General Practice?

10. Any other comments?

IT IS ESSENTIAL THAT A COPY OF THIS FORM IS PASSED TO THE COORDINATOR OF TRAINING



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TRAINEE’S EVALUATION OF FAMILY MEDICINE POSTS

At the end of each of your family medicine posts, please complete the following evaluation form.

Dates (months, year): ________________________________

Name of GP Trainer: ______________________________________________________

1. In your opinion, how effective was your Trainer in teaching?

1 2 3 4 5 6 7 8 9 10

Very ineffective Very effective

2. In your opinion, was sufficient time allocated to the following:

a. Formal teaching

1 2 3 4 5 6 7 8 9 10


b. Teaching in clinical situation

1 2 3 4 5 6 7 8 9 10


c. Teaching of practice management

1 2 3 4 5 6 7 8 9 10



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d. Teaching in the use of the Primary Care Team

1 2 3 4 5 6 7 8 9 10


e. Teaching in the management of chronic disease

1 2 3 4 5 6 7 8 9 10


f. Teaching in preventive disease

1 2 3 4 5 6 7 8 9 10


g. Teaching in audit/performance review

1 2 3 4 5 6 7 8 9 10


h. Teaching in Minor Surgery

1 2 3 4 5 6 7 8 9 10


i. Teaching in Child Health surveillance

1 2 3 4 5 6 7 8 9 10



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j. Teaching of emergency care

1 2 3 4 5 6 7 8 9 10


3. How did you find the workload during the day?

1 2 3 4 5 6 7 8 9 10


4. How did you find your on-duty commitments?

1 2 3 4 5 6 7 8 9 10


5. Can you suggest any way in which you think the Practice could be improved as a teaching unit?


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6. How have you found this post in relation to your preparation for a career in General Practice?

7. Any other comments?

IT IS ESSENTIAL THAT A COPY OF THIS FORM IS PASSED TO THE GP TRAINER AND TO THE COORDINATOR OF TRAINING



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9. ADMINISTRATORS’ CONTACT DETAILS

CHIEF EXECUTIVE OFFICER, DEPARTMENT OF PRIMARY HEALTH CARE, MALTA

Mr Edward Borg, 7, Harper Lane, Floriana FRN 1940.

Telephone number: 21239993. Fax number: 21222856

E Mail: [email protected]

PRINCIPAL GENERAL PRACTITIONER, DEPARTMENT OF PRIMARY HEALTH CARE,

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Dr Stephen West, 7, Harper Lane, Floriana FRN 1940.

Telephone number: 21239993. Fax number: 21222856

E Mail: [email protected]

POSTGRADUATE TRAINING COORDINATORS,

SPECIALIST TRAINING PROGRAMME IN FAMILY MEDICINE – MALTA

Dr Mario R Sammut & Dr Gunther P Abela,

Mtarfa Primary Health Clinic, Triq Ir-Regimenti Maltin, Mtarfa MTF 1540

Telephone number: 21454271, 21450460.

E Mails: [email protected] [email protected]



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10 . REFERENCES

'A Curriculum for Specialist Training in Family Medicine for Malta' (https://ehealth.gov.mt/download.aspx?id=2992)

http://www.bmjlearning.com

http://www.gp-training.net/training/tools/csq.htm

http://www.mmc.nhs.uk/pages/assessment/msf

http://www.rcgp.org.uk/nmrcgp_/nmrcgp/wpba_and_e-portfolio.aspx

National Health Service & Royal College of General Practitioners (2005) nMRCGP Enhanced Trainer’s Report. Draft for piloting only.

Specialist Training Programme in Family Medicine – Malta. 2nd Edition. (https://ehealth.gov.mt/download.aspx?id=4615)

SYSH Deanery (2007) RITA Folder (1st GPR Post). Yorkshire and the Humber.

Yorkshire Deanery Department for NHS Postgraduate Medical and Dental Education (2003) Log Book Learning & Development General Practice Vocational Training.


gp trainee educational portfolio (logbook)€¦ · will formpart of the educational portfolio (see...

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