How can we apply the GP Curriculum?

1. How can we apply the GP Curriculum? Bristol GPVTS May-September 2006

2. Work so far. • Bristol team has listed who might cover and teach each part of the new GP Curriculum. • Limitations: can be “best” taught in several locations, by several people. • How do we decide who does what?

3. Involving StakeholdersGuiding Principles. • Involve stakeholders in a “who does what discussion”, to enable ownership. • Involve as many as possible. • Key stakeholders are the Trainers and GP trainees, (SHO/GPR). • …but Hospital Educational supervisors, have an increasingly important role, in a 3 year BST. • Revisit to reinforce: ownership, quality and relevance.

4. Advantages to this Strategy. • GP Curriculum is here to stay and will become increasingly relevant and important. • Gets stakeholders to look at GP Curriculum and hopefully to engage with it. • Gets Trainers and GPRs to discuss how best to cover it in the year. • Therefore generates LNA, to provide a personal and integrated training programme for each GPR.

5. Advantages Gp Curriculum planning • Systematic, therefore less likely to leave important areas out. • Defensible - national (validated) tool. • Evidence based, dynamic(!) well resourced with websites, etc. • Accessible. Backed by national assessment, the nMRCGP. • Comprehensive and detailed.

6. Advantages. • Opportunity to provide efficient and effective use of resources. • Potential to cover more subjects, in more depth, repeatedly if needed, over 3 years. • Bring the Hospital years in from the cold and integrate in a whole. • Allow tailoring to learners needs more effectively, rather than one size fits all. • Might allow a better fit to Adult learning theory and Androgogy.

7. The affect of assessment driving the Curriculum • New CSA and AKT as well as Work based assessment is centred, from the time of it’s creation, by direct mapping onto a part of the new GP Curriculum. • Therefore GP Trainees should be interested in looking at it in order to pass the licensing assessment.

8. Disadvantages of GP Curiculum • Early stages. • Variable in quality and format. • Too large to cover all of it?? • Too detailed and inaccessible. • Not user friendly. • Not dynamic enough. • No guidance on how to cover it.

9. Bristol Trainers AGM WorkshopFeb 2007. Strategies • Spend morning mapping and discussing with Trainers, “who does what” exercise. • ½ hour in the afternoon session of AGM, when others arrive to include as many as possible (usually half to 2/3 trainers attend). Present mornings work. • Generate a menu of possible ways to cover the Curriculum. • This would have flexibility and overlap. • Who/what /when/how.

10. Have GP Curriculum Menu • Could a feasible menu of topics and methods and providers be generated? • If so, could a choice be given to the learners? • The GP trainees could decide each year with their GP educator/Trainer what they will do to cover their needs. • Individually tailored training. • They then tell us what they would like to have on the course instead of vice versa! • Too Radical? Impractical?

11. E.g. Genetics. • In year one or two. Hospital ?Paeds/Obs. • Revisit on VTS, lecture/other format, PBL, when? • Or tutorial linked to a case seen in Practice. • Trainer, Course Organiser, Consultant, Geneticist, Patient group, website etc. • Use learning objectives in GP Curriculum.