personal and professional development in the early years of the medical curriculum
TRANSCRIPT
context
Glasgow
• student-centred• integrated• problem based
Vocational studies
• complements the core• acquisition of
professional skills and attitudes
• Years 1, 2, 3, 4, 5
VS themes
• communication skills
• clinical skills
• ‘Right Thing To Do’
• working with others
• information skills
• finding out, research and experiment
• evidence based practice
• systems of care/ clinical context
• understanding people, patients and communities
• personal and professional development
VS sessions
• 8 students meet with the same tutor each week
• 57/60 tutors are GPs
• discrete activities: role play
• links and overlap: clinical visits; chest
examination
• implicit: working with others
It works for VS…
• Interconnectedness
• Reciprocal code of conduct
• Positive role model
• Continuity of contact
…but does it work for PPD?
“Principles of professional practice must
underpin medical education”
• Good clinical care
• Maintaining good medical practice
• Relationships with patients
• Working with colleagues
• Teaching and training
• Probity
• Health
Learning outcomes
(GMC theme: preparing for professional practice) By the end of years 1 and 2 you should have some appreciation of:
• the value of reflection in practice and of being self-aware
• the importance of managing your own learning and what factors drive your
learning
• the importance of self-care and strategies to deal with the demands of busy
professional life
• the value of developing long and short term career aspirations
• your own ability to recognise key personal motivating factors
• how you demonstrate dedication and commitment through adherence to codes
of conduct
Attributes essential to professionalism
• Subordination of your self-interest
• Working to high ethical and moral standards
• Responsive to the needs of the society in which you
work
• Demonstration of core humanistic values
Year 1 sessions
1. introduction to PPD portfolio; professionalism and
codes of practice
2. thought-provoking events and risk management
3. teamwork and peer review
4. completing PPD portfolio; core values and diversity
Professionalism
• The nature of professions
• Codes of practice
• Role of the GMC
• Public and private lives
• How should we teach it?
• Core values
14 slides to go
Year 2 sessions
1. preparing your portfolio
2. careers, stress and coping; and CV preparation
3. role models, peer review and audit.
4. ethics in extremes and at the edges; human rights
and health; and accountability
Consider the attributes, attitudes and characteristics
of role models:
• Clinically competent
• Effective communicators
• Show respect for others
• Involvement in community-based and social responsibility projects
• Ethics and attitudes in bedside teaching• The implications of self-regulation of the profession• The power of clinical audit• Significant event reporting• Cheating• Peer evaluation
Generic skills
• Presentation skills (and meeting skills)
• Facilitation skills
• Time management
• Listening and negotiation
• Written communication
• Group development
Evaluation
• Year 1: 70% of students rated it most highly
• “objectives were well explained”• “dull and lacking in interaction”• “value hearing more of tutor’s
experience of appraisal”
4 slides to go
Past, present and future
• PPD is the 9th domain in VS and was introduced after 5 years of VS
• Tension with clinical skills
• Different leads for PPD in early years and later (clinical) years
• Student-tutor dynamic changes
• Currently PPD is formatively assessed
summative Year 1 Year 2
Coursework OSCE Written Coursework OSCE Written
communication skills
clinical context
clinical skills
finding out
people, patients and communities
EBM
RTTD
PPD
Should PPD be cast free from VS?
• the group and shared understanding of purpose
• variability in quality of experience
• opportunistic
• role of tutor – help or hindrance?
• role of managers, nurses
And the rest…
• VS themes dwindle though they do exist
• How do we continue PPD into Years 3, 4 and 5?
• We have pulled some later year activities forward into the early years (e.g. Ed Super Rat).