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The nMRCGP curriculum

The nMRCGP curriculum. A proposal from the Yorkshire Deanery Curriculum Group Paul Robinson leads from the Deanery. The GPR 3 year programme. 2 years in specialisms: ST1 and ST2 1 year in general practice ST3 Some schemes will have innovative posts half GP/ half specialism.

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The nMRCGP curriculum

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  1. The nMRCGP curriculum A proposal from the Yorkshire Deanery Curriculum Group Paul Robinson leads from the Deanery

  2. The GPR 3 year programme • 2 years in specialisms: ST1 and ST2 • 1 year in general practice ST3 • Some schemes will have innovative posts half GP/ half specialism

  3. ST1and 2: agendas • Orientate new GPR’s to general practice; keep in touch with GP during these years • Preparing the GPR to hit the ground running for the GP year to pass the CSA • Acquiring knowledge and skills relation to the nMRCGP specialism curriculum to take and pass AKT at end ST2

  4. ST1and 2: agendas • Orientate new GPR’s to general practice; keep in touch with GP during these years • Preparing the GPR to hit the ground running for the GP year to pass the CSA • Acquiring knowledge and skills relation to the nMRCGP specialism curriculum to take and pass AKT at end ST2

  5. ST1and 2: agendas • Orientate new GPR’s to general practice; keep in touch with GP during these years • Preparing the GPR to hit the ground running for the GP year to pass the CSA • Acquiring knowledge and skills relation to the nMRCGP specialism curriculum to take and pass AKT at end ST2

  6. ST1and 2: agendas • Provide educational supervision • Predominantly service commitment • Covering the curriculum for the jobs GPR’s will not have in their rotations • Assessment

  7. ST1and 2: agendas • Provide educational supervision • Predominantly service commitment • Covering the curriculum for the jobs GPR’s will not have in their rotations • Assessment

  8. ST1and 2: agendas • Provide educational supervision • Predominantly service commitment • Covering the curriculum for the jobs GPR’s will not have in their rotations • Assessment

  9. ST1and 2: agendas • Provide educational supervision • Predominantly service commitment • Covering the curriculum for the jobs GPR’s will not have in their rotations • Assessment

  10. ST1 and 2 : proposed solutions • Abandon HDR for ST1 and 2 • Have study blocks written into GPR’s contracts: a block every 6 months. • Range of educational events to cover the nMRCGP specialisms curriculum: deanery level organisation, resources from VTS’s

  11. ST1 and 2 : proposed solutions • Abandon HDR for ST1 and 2 • Have study blocks written into GPR’s contracts: a block every 6 months. • Range of educational events to cover the nMRCGP specialisms curriculum: deanery level organisation, resources from VTS’s

  12. ST1 and 2 : proposed solutions • Abandon HDR for ST1 and 2 • Have study blocks written into GPR’s contracts: a block every 6 months. • Range of educational events to cover the nMRCGP specialisms curriculum: deanery level organisation, resources from VTS’s

  13. ST1 and 2 : proposed solutions • One compulsory block on consultations skills to prepare for ST3 • 4-6 weekly facilitated peer group sessions • Each GPR will have an educational supervisor for the 3 years- their trainer in ST3?

  14. ST1 and 2 : proposed solutions • One compulsory block on consultations skills to prepare for ST3 • 4-6 weekly facilitated peer group sessions • Each GPR will have an educational supervisor for the 3 years- their trainer in ST3?

  15. ST1 and 2 : proposed solutions • One compulsory block on consultations skills to prepare for ST3 • 4-6 weekly facilitated peer group sessions • Each GPR will have an educational supervisor for the 3 years- their trainer in ST3?

  16. ST1 and 2: assessment • GPR is responsible for getting their assessments completed • There will be an electronic portfolio • RITA will occur at end 6 mnth posts and completed by hospital specialist supervisor • There should be formal assessment of each piece of learning included in the portfolio

  17. ST1 and 2: assessment • GPR is responsible for getting their assessments completed • There will be an electronic portfolio • RITA will occur at end 6 mnth posts and completed by hospital specialist supervisor • There should be formal assessment of each piece of learning included in the portfolio

  18. ST1 and 2: assessment • GPR is responsible for getting their assessments completed • There will be an electronic portfolio • RITA will occur at end 6 mnth posts and completed by hospital specialist supervisor • There should be formal assessment of each piece of learning included in the portfolio

  19. ST1 and 2: assessment • GPR is responsible for getting their assessments completed • There will be an electronic portfolio • RITA will occur at end 6 mnth posts and completed by hospital specialist supervisor • There should be formal assessment of each piece of learning included in the portfolio

  20. ST3 agenda • Passing CSA • Completing the WPBA • Obtaining a satisfactory trainers report • Preparation for independent practice

  21. ST3 essential attributes to be a GP: integration • Contextual: person, family, community, culture and beliefs • Attitudes: values and ethics • Scientific approach: critical and research based approach, continuing learning and quality improvement

  22. ST3 possible solutions • Weekly HDR in small stable facilitated groups • Emphasis on communication and problem solving skills, attitudes, values and ethics, critical thinking- they will have passed the AKT! • Educational supervision; the electronic portfolio • 3 monthly review in WPBA process

  23. The big changes • GPR will be responsible for their learning and completing their assessments to a clear timetable. No AKT/WPBA/CSA/TR = no job. More will fail. • The electronic portfolio means we will know what happened in other posts • They will arrive in practice with a higher knowledge base • The practice year will be about integration of knowledge, skills and attitudes to be a GP

  24. The big changes • VTS’s through Deaneries could combine to deliver learning opportunities in ST1 and 2 • VTS’s could deliver learning opportunities in a HDR release format in ST3 by organising stable facilitated groups. • Trainers could take on the role of educational supervisors for GPR’s not yet in their practices

  25. The big changes • The assessment role will increase • The teaching role may change: the HDR/ practice teaching roles and responsibilities will have to be more clearly described and allocated • We will have to acquire the skills to manage the tensions of the formative/ summative assessment interface in a creative way to enrich out roles as trainers rather than rip out our enthusiasm

  26. Issues for trainers • Weekly tutorials: what will they be for? What will the practice contribute vs the HDR e.g. consultations skills • Clinical skills emphasis in CSA- are we good enough to teach them? • Trainers as assessors: can we do it?- quality assurance • Trainers as assessors vs trainer as teacher/ coach/mentor/educational supervisor.

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