1 / 28

Personal and professional development in the early years of the medical curriculum

Personal and professional development in the early years of the medical curriculum. Vocational Studies in Glasgow The nature of PPD The next steps. Glasgow student-centred integrated problem based. Vocational studies complements the core acquisition of professional skills and attitudes

medea
Download Presentation

Personal and professional development in the early years of the medical curriculum

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Personal and professional development in the early years of the medical curriculum

  2. Vocational Studies in Glasgow • The nature of PPD • The next steps

  3. Glasgow student-centred integrated problem based Vocational studies complements the core acquisition of professional skills and attitudes Years 1, 2, 3, 4, 5 context

  4. 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

  5. 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

  6. evaluation

  7. It works for VS… • Interconnectedness • Reciprocal code of conduct • Positive role model • Continuity of contact …but does it work for PPD?

  8. “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

  9. 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

  10. 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

  11. Year 1 sessions • introduction to PPD portfolio; professionalism and codes of practice • thought-provoking events and risk management • teamwork and peer review • completing PPD portfolio; core values and diversity

  12. 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

  13. Year 2 sessions • preparing your portfolio • careers, stress and coping; and CV preparation • role models, peer review and audit. • ethics in extremes and at the edges; human rights and health; and accountability

  14. Consider the attributes, attitudes and characteristics of role models: • Clinically competent • Effective communicators • Show respect for others

  15. 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

  16. Generic skills • Presentation skills (and meeting skills) • Facilitation skills • Time management • Listening and negotiation • Written communication • Group development

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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).

More Related