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

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

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

Advantages to this Strategy. GP Curriculum is here to stay and will become increasingly relevant and important. 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 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. 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. Therefore generates LNA, to provide a personal and integrated training programme for each GPR.

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

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

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. 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. Therefore GP Trainees should be interested in looking at it in order to pass the licensing assessment.

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

Bristol Trainers AGM Workshop Feb Strategies Spend morning mapping and discussing with Trainers, “who does what” exercise. 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. 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. Generate a menu of possible ways to cover the Curriculum. This would have flexibility and overlap. This would have flexibility and overlap. Who/what /when/how. Who/what /when/how.

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

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