Quality Education for a Healthier Scotland West of Scotland Deanery Regional Trainers Conference Hamilton Racecourse Wednesday 31 st October 2012

Quality Education for a Healthier Scotland What is the Curriculum and how should we use it?

Quality Education for a Healthier Scotland RCGP definition ‘ A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice’ Stenhouse 1975, p 4

Quality Education for a Healthier Scotland Curriculum First developed in 2006 Describes what it is to be a GP Not just for training – for life long learning and excellence in practice Defines professionalism

Quality Education for a Healthier Scotland Clarified by PMETB in 2008 The GP curriculum should define: the intended aims, objectives, content experiences, outcomes and processes of a programme a description of the structure and expected methods of learning, teaching, feedback and supervision the knowledge, skills, attitudes and behaviours the trainee will achieve

Quality Education for a Healthier Scotland The curriculum is a process Can be used as a template for teaching and learning but is not a syllabus Continually develops to reflect changes in society and feedback from stakeholders With the trainers as the expert interpreters

Quality Education for a Healthier Scotland The spiral of learning Instruction Performance Assessment Feedback

Quality Education for a Healthier Scotland The spiral of learning Instruction Performance Assessment Feedback WPBA Trainers Environment Teaching strategies Learning resources CSA, AKT, WPBA Trainers

Quality Education for a Healthier Scotland The curriculum describes the learning journey of the spiral Assessment Instruction Assessment The jobThe education Feedback NoviceCompetent Expert Feedback Instructio n Performance Assessment Curriculum for trainingCurriculum for life Performance

Quality Education for a Healthier Scotland How has the Curriculum changed, and why?

Quality Education for a Healthier Scotland Feedback from the Birmingham evaluation project Trainers and trainees find the Curriculum too large, uses outdated language, Users have not fully understood the structure of the Curriculum, neither the overall structure nor the way it has been laid out in the different statements. The Academy of Medical Royal Colleges and the NHS Institute for Innovation and Improvement have produced The Medical Leadership Competency Framework (MLCF) that all colleges have to integrate into their Curriculum

Quality Education for a Healthier Scotland What’s new? More user friendly Illustrative clinical cases added to all statements Competence areas colour coded to ease navigation Downloadable to PC, laptop, tablet or smartphone

Quality Education for a Healthier Scotland What hasn’t changed? Learning outcomes unchanged E portfolio and assessment methods unchanged

Quality Education for a Healthier Scotland 2010 – 2012 RCGP Curriculum Revision Based on the European definition of a GP

Quality Education for a Healthier Scotland The RCGP Curriculum Development Group The Guardians Essential general practice, e-GP & CPD (The process evaluation team) AiT Blueprinting group E-portfolio group Quality and standards COGPED Assessments Editor Patient/lay perspective

Quality Education for a Healthier Scotland RCGP Curriculum guardians InnovAiT Chief Executive of assessment College staff MEG Medical Director of Quality Management & Training Standards E-portfolio Curriculum feedback website Deaneries Postgrad education GP directors Course organisers Trainers &Trainees Trainee & Trainer surveys Misc. Patients/Lay sources E-learning group NHS service, PCT national forum, NHS Employers Research Academic sources Literature “...open to critical scrutiny”

Quality Education for a Healthier Scotland Effective translation into practice? A living dynamic GP curriculum which reflects the needs of the training community changes in the society patients’ changing expectations Current evidence of best practice The needs of the service

Quality Education for a Healthier Scotland The structure of the Curriculum Adapted with permission from an original figure drawn by Dr Chantal Simon for InnovAiT (2012) 5(1) p and based on the original concept devised by Professor Justin Allen and the RCGP Curriculum Development Group.

Quality Education for a Healthier Scotland Key messages Case illustration Reflective questions Cross referencing Consistent structuring to framework Less duplication Less cut and paste from Being a GP Colour coding learning objectives and reflective questions

Quality Education for a Healthier Scotland Introduction and User Guide Introduction and overview of the curriculum Describes link with MRCGP and the assessments Emphasises the importance of frequent referral to the curriculum throughout training and beyond Available at

Quality Education for a Healthier Scotland 1. Being a GP – the Core Statement Full description of –knowledge –skills –attitudes –behaviours required of a GP

Quality Education for a Healthier Scotland 1. Being a GP – the Core Statement Core Statement defines –6 competences –3 essential features Can be linked to the 12 competences of the MRCGP

Quality Education for a Healthier Scotland RCGP core curriculum MRCGP competency areas Competences 1. Primary care management Clinical management Working with colleagues and in teams Primary care administration and IM&T 2. Person-centred care Communication & consulting skills 3. Specific problem-solving skills Data gathering and interpretation Making a diagnosis/making decisions 4. A comprehensive approach Managing medical complexity 5. Community orientation Community orientation 6. A holistic approach Practising holistically Essential Features 1. Contextual features Community orientation 2. Attitudinal features Maintaining an ethical approach to practice Fitness to practise 3. Scientific features Maintaining performance, learning and teaching

Quality Education for a Healthier Scotland 2. Contextual statements 2.01 The GP Consultation in Practice 2.02 Patient Safety and Quality of Care 2.03 The GP in the Wider Professional Environment 2.04 Enhancing Professional Knowledge

Quality Education for a Healthier Scotland 3. The Clinical Examples Each example applies the competences of Being a General Practitioner to a specific area Some are organ/system based (eg Digestive Health) and others are population groups (eg Care of Older Adults)

Quality Education for a Healthier Scotland

3. The Clinical Examples Common layout structure to each Key messages Case illustration and questions for reflection Learning outcomes Learning strategies Learning resources References Acknowledgements

Quality Education for a Healthier Scotland Working example

Quality Education for a Healthier Scotland Find out more at