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

Vocational Studies in Glasgow The nature of PPD The next steps

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

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

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

evaluation

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

“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

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

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

Year 1 sessions 1.introduction to PPD portfolio; professionalism and codes of practice 2.thought-provoking events and risk management 3.teamwork and peer review 4.completing PPD portfolio; core values and diversity

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

Year 2 sessions 1.preparing your portfolio 2.careers, stress and coping; and CV preparation 3.role models, peer review and audit. 4.ethics in extremes and at the edges; human rights and health; and accountability

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

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

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

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

Past, present and future PPD is the 9 th 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

summativeYear 1Year 2 CourseworkOSCEWrittenCourseworkOSCEWritten communication skills clinical context clinical skills finding out people, patients and communities EBM RTTD PPD

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

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).