The complete learner possesses the ability to pass through all the stages with equal facility, but most people have a preferred learning style. The style is preferred or dominant not exclusive. We each enter the circle at the point of our own preference and move according to our needs and circumstances. In some instances, the learner just learns in the one style and sees no need to move. In medicine, this would be difficult, but not impossible. Firstly, the return of appraisal can be looked at as a positive thing, with NHS England and the GMC stating that appraisal this year should be focused on the health and wellbeing of staff, rather than on the usual CPD credits.

Persistent tennis elbow /rotator cuff/plantar fasciitis presents which would benefit from injection. You don’t feel confident to do it and have to temporise/refer/use less effective NSAID. Skill PUN may be met by delegation to partner who does injections for the practice or by fulfilling your own DEN by arranging appropriate training.Consultations that work effectively from a patient's perspective require the doctor to understand that 'health' and 'illness' comprise more than the presence or absence of the signs and symptoms of disease Person-centred consulting includes the choice of responses, both verbal and non-verbal, that you and the patient make Conducts examinations with sensitivity for the patient's feelings, seeking consent where appropriate. Access-restricted-item true Addeddate 2022-07-07 21:04:50 Associated-names Grant, Janet, writer of preface Autocrop_version 0.0.14_books-20220331-0.2 Bookplateleaf 0004 Boxid IA40593904 Camera Sony Alpha-A6300 (Control) Collection_set printdisabled External-identifier The effects of the COVID pandemic on the way that we work in general practice, along with the significant adaptations to our home lives, has meant we have all had to reframe our idea of ‘normal’. For many of us, it has led to increased levels of stress, anxiety, isolation and low mood.

Recognition that personal emotions, lifestyle and ill-health can affect both your consultation performance and the doctor-patient relationship And recognition of deficiencies leads to the discovery of Doctors’ Educational Needs DENs. When you discover Patients’ Unmet Needs you have found your first PUN, leading you on to then construct your DEN. As a GP, you are expected to know some basic statistical terminology, including the terms listed in the table below, and be able to conduct simple calculations for evidence-based practice. Root Cause Analysis (RCA) is the standard risk tool used in secondary care and familiarity with its application can be best observed in this setting. Specialty trainees should be able to describe the particular role of risk managers in acute trusts and this is best appreciated while in this environment.

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The problem is then solved with the new information (the gathering of more or new knowledge does not necessarily mean new learning) Again, there is no expectation that we should have completed our PDP from last year, but we are invited to reflect and discuss if there are areas we have covered, or if there are items we wish to carry forward to next year. As always, we would be expected to complete the sections on significant events and complaints if applicable, which is no bad thing as these discussions can often be helpful. While promoting the benefits, you should assure patients that participation in research and education is voluntary and that declining to participate will not negatively impact on their care. As a GP, you should be able to understand and communicate the results of relevant population-level research, and to decide whether the findings are applicable to your own patients. In particular, you should be able to effectively communicate risk

Believe it or not, this approach is NOT named after me (no matter how much I wish it was). In fact, it has been developed by the Chartered Institute for Personnel and Development (CIPD). Although it was originally devised as an approach to focus analysis on key business outcomes, there is no reason why it cannot be used in the GP training world. It suggests that when we try and tease out learning needs, we remember 3 things… If you consider that a requested prescription would not be of overall benefit, you should explore the reasons for the request with the patient or carer. If you still consider the prescription would not be of overall benefit, or is likely to be harmful, you should not prescribe it and should explain the reasons for your decision. You should also explain what other options are available (including the option for the patient to seek another opinion)

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Learning about the differences between primary and secondary care will help the specialty trainee gain a broader understanding of the principles and practice of clinical governance and how to maximise benefit for patients. There should be opportunities to undertake clinical audits and critical event analysis with hospital colleagues.

This topic overlaps with others and, in particular, should be considered in conjunction with the following RCGP Topic Guides: With the introduction of yearly appraisals and revalidation every general practitioner needs to be armed with a good Personal Development Plan. This book provides the information needed to create just that. Guiding the reader through the consultation looking for Patient's Unmet Needs (PUNs) and the Doctor's Educational Needs (DENs), it focuses on those learning needs that help to provide competent care for patients. All general practitioners will find this book a straightforward, no nonsense, practical approach to help them incorporate their learning needs into the realities of everyday practice."--Provided by publisher Qualitative measurements of health and approaches to qualitative research such as focus groups, Delphi analysis, ethnography

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New district nurse asks advice on the management of an uncomplicated sore throat in a housebound patient with a previous stroke. This area includes gathering and interpreting the patient's information from their narrative, clinical record and biographical data. It also concerns the use of investigations and examination findings and requires proficiency in performing clinical examinations and procedures. A man, newly diagnosed with essential hypertension, asks why the drug he has been prescribed is not recommended as the first line choice in the current guidelines When risks to safety happen, immediate action must be taken (for example, an error in patient diagnosis, inadequate resources or a colleague who is not fit to practice and is putting patients at risk). Where appropriate: