West of Scotland Deanery Regional Trainers Conference

1. West of Scotland DeaneryRegional Trainers Conference • Hamilton Racecourse • Wednesday 31st October 2012 Quality Education for a Healthier Scotland

2. What is the Curriculum and how should we use it? Quality Education for a Healthier Scotland

3. RCGP definition • ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice’ • Stenhouse 1975, p 4 Quality Education for a Healthier Scotland

4. Curriculum • First developed in 2006 • Describes what it is to be a GP • Not just for training – for life long learning and excellence in practice • Defines professionalism Quality Education for a Healthier Scotland

5. Clarified by PMETB in 2008 • The GP curriculum should define: • the intended aims, objectives, content experiences, outcomes and processes of a programme • a description of the structure and expected methods of learning, teaching, feedback and supervision • the knowledge, skills, attitudes and behaviours the trainee will achieve Quality Education for a Healthier Scotland

6. The curriculum is a process • Can be used as a template for teaching and learning but is not a syllabus • Continually develops to reflect changes in society and feedback from stakeholders • With the trainers as the expert interpreters Quality Education for a Healthier Scotland

7. The spiral of learning • Feedback • Assessment • Instruction • Performance Quality Education for a Healthier Scotland

8. Trainers The spiral of learning • Feedback • Assessment • Instruction • CSA, AKT, WPBA • Trainers • Environment • Teaching strategies • Learning resources • Performance • WPBA Quality Education for a Healthier Scotland

9. The curriculum describes the learning journey of the spiral The education The job Curriculum for training Curriculum for life • Feedback • Feedback • Assessment • Instruction • Assessment • Performance • Assessment • Instruction • Performance Expert Novice Competent Quality Education for a Healthier Scotland

10. How has the Curriculum changed, and why? Quality Education for a Healthier Scotland

11. Feedback from the Birmingham evaluation project • Trainers and trainees find the Curriculum too large, uses outdated language, • Users have not fully understood the structure of the Curriculum, neither the overall structure nor the way it has been laid out in the different statements. • The Academy of Medical Royal Colleges and the NHS Institute for Innovation and Improvement have produced The Medical Leadership Competency Framework (MLCF) that all colleges have to integrate into their Curriculum Quality Education for a Healthier Scotland

12. What’s new? • More user friendly • Illustrative clinical cases added to all statements • Competence areas colour coded to ease navigation • Downloadable to PC, laptop, tablet or smartphone Quality Education for a Healthier Scotland

13. What hasn’t changed? • Learning outcomes unchanged • E portfolio and assessment methods unchanged Quality Education for a Healthier Scotland

14. 2010 – 2012 RCGP Curriculum RevisionBased on the European definition of a GP Quality Education for a Healthier Scotland

15. Essential general practice, e-GP & CPD Blueprinting group (The process evaluation team) The Guardians Patient/lay perspective Quality and standards Assessments COGPED AiT Editor The RCGP Curriculum Development Group E-portfolio group Quality Education for a Healthier Scotland

16. “...open to critical scrutiny” • RCGP • Curriculum guardians • InnovAiT • Chief Executive of assessment • College staff • MEG • Medical Director of Quality Management & Training Standards • E-portfolio • Curriculum feedback website • Deaneries • Postgrad education • GP directors • Course organisers • Trainers &Trainees • Trainee & Trainer surveys • Misc. • Patients/Lay sources • E-learning group • NHS service, PCT • national forum, • NHS Employers • Research • Academic sources • Literature Quality Education for a Healthier Scotland

17. Effectivetranslation into practice?A living dynamic GP curriculum which reflects • the needs • of the • training • community • changes in the society • patients’ • changing • expectations • Current evidence • of best practice • The needs • of the service Quality Education for a Healthier Scotland

18. The structure of the Curriculum Adapted with permission from an original figure drawn by Dr Chantal Simon for InnovAiT (2012) 5(1) p. 56-7 and based on the original concept devised by Professor Justin Allen and the RCGP Curriculum Development Group. Quality Education for a Healthier Scotland

19. Key messages • Case illustration • Reflective questions • Colour coding learning objectives and reflective questions • Cross referencing • Consistent structuring to framework • Less duplication • Less cut and paste from Being a GP Quality Education for a Healthier Scotland

20. Introduction and User Guide • Introduction and overview of the curriculum • Describes link with MRCGP and the assessments • Emphasises the importance of frequent referral to the curriculum throughout training and beyond • Available at www.rcgp.org.uk/curriculum Quality Education for a Healthier Scotland

21. 1. Being a GP – the Core Statement • Full description of • knowledge • skills • attitudes • behaviours required of a GP Quality Education for a Healthier Scotland

22. 1. Being a GP – the Core Statement • Core Statement defines • 6 competences • 3 essential features • Can be linked to the 12 competences of the MRCGP Quality Education for a Healthier Scotland

23. RCGP core curriculum MRCGP competency areas • Competences • 1. Primary care management Clinical management • Working with colleagues and in teams • Primary care administration and IM&T • 2. Person-centred care Communication & consulting skills • 3. Specific problem-solving skills Data gathering and interpretation • Making a diagnosis/making decisions • 4. A comprehensive approach Managing medical complexity • 5. Community orientation Community orientation • 6. A holistic approach Practising holistically • Essential Features • 1. Contextual features Community orientation • 2. Attitudinal features Maintaining an ethical approach to practice • Fitness to practise • 3. Scientific features Maintaining performance, learning and teaching Quality Education for a Healthier Scotland

24. 2. Contextual statements • 2.01 The GP Consultation in Practice • 2.02 Patient Safety and Quality of Care • 2.03 The GP in the Wider Professional Environment • 2.04 Enhancing Professional Knowledge Quality Education for a Healthier Scotland

25. 3. The Clinical Examples • Each example applies the competences of Being a General Practitioner to a specific area • Some are organ/system based (eg Digestive Health) and others are population groups (eg Care of Older Adults) Quality Education for a Healthier Scotland

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27. 3. The Clinical Examples • Common layout structure to each • Key messages • Case illustration and questions for reflection • Learning outcomes • Learning strategies • Learning resources • References • Acknowledgements Quality Education for a Healthier Scotland

28. Working example Quality Education for a Healthier Scotland

29. Find out more atwww.rcgp.org.uk/curriculum Quality Education for a Healthier Scotland