1. Dr Louise Younie Acting Lead for Community Based Medical Education
Business meeting
Post-it notes:
Anything you would like addressed
Key challenges organising placements
Dr Louise Younie
Acting Lead for Community Based Medical Education

2. Team members ACADEMIC ADMIN Year 1 & Year 2 MedSoc
Ms Maria Hayfron-Benjamin
Ms Lorane Smith
Year 2 EPC
Mrs Ayse Biseem
Mrs Esi Amankwah
Year 3
Dr Jenny Blythe
Year 4
Dr Siobhan Cooke
Dr Dev Gadhvi
Ms Kate Scurr
Year 5
Dr Sabir Zaman

3. Review of community based learning
The art of General Practice by Anna Brown

4. Student feedback and satisfaction rate
Unit
Response Rate
Satisfaction Rate
14/15
15/16
16/17¹
MedSoc 1
28%
26% -
96%
86%
MedSoc GEP
70%
33%
77%
100%
EPC
45%
38%
92%
93%
CR3
32%
47%
41%
89%
90%
95%
Met3A
53%
55%
Met3B
34%
48%
88%
Met3B CC
38%*
50%**
65%
65%*
94%**
73% HD
43%
52%
50%
81%
Loco
40%
42%
94%
85%
91%
B&B
63%
54%
79% CC
69%
¹ 2016/17 figures for Term 1 only
* Met3B CC pilot
** Terms 1&2 only

5. Comparison with hospital

6. Student feedback – learning from the team
Nursing team is very strong, and I would like to say how much I enjoyed my time and learned from being with [them]
I was with nurse practitioner H who let me take the lead after observing a few diabetes clinic check ups. We went through the blood results before each patient, she let me lead the consultation, examination, and management plan, and intervened as required / if I was unsure.
Still too much time is spent with the practice nurses watching immunisations and smears.

7. Student-centred learning
All doctors and nurses involved us in taking histories, examining, formulating management plans…When there were signs or symptoms, we'd often be asked (with patient permission) what I think it was… …one of the GPs … allowed us to lead the initial consultation before stepping in when necessary …getting an office and clerking patients. After the clerking of the patients we would discuss the patients with the GP who had already seen them and would get feedback on what we got right, wrong and stuff that we missed

8. Good learning environment
She is kind, patient and knowledgeable. One of the great things about the sessions was that our tutor created a positive learning environment where I was not afraid to ask questions or get questions wrong.

9. BOS Encouraging student feedback Accessing student feedback
Acting on student feedback

10. Enhancing value of feedback process
How do you make time available for students to feedback?
How do you use assessment form to feed back to students?
How can you ensure individual teachers receive the appropriate module feedback?
How do you use feedback to inform changes?
How do you involve the team in teaching developments?
What Is realistic in practice and what are the challenges?

11. Planning for

12. Curriculum changes 2017-18 GEP MedSoc Year 3
Increased from 12 to 14 alternative Thursdays 
Doctor-patient relationship and Professionalism.
Year 3
CR3 & MET3B change to 1 day per week over 7-9 weeks
Met3A no change (4 days in one week block)

13. Finances SIFT 2017-18 GEP MedSoc Year 3 CR3 & Met3B Year 4 Locomotor
has increased from 24 session to 28 sessions
Year 3 CR3 & Met3B
reimbursed as 100% teaching time i.e.
1 day per week over 9 weeks = 18 sessions for 4 students
halved for 2 students
Year 4 Locomotor
6 sessions (3 days teaching)

14. Preference forms On-line form, circulated 23rd Feb Receipt via email

15. QA processes Contact with GPs Asked from GPs FB to GP QA
New practice visit, visit/phone if issues, GP tutor training
Asked from GPs
SLA, GP tutor review*, Lesson plan/timetable
FB to GP
Individual BOS, end of year FB overview, GP prize and poster of comments QA
Negative log, engagement with BOS, return SLA, return GP tutor review, attendance tutor training

16. Admin processes SLA and practice data check New GP tutor review
Sent out July
Expected return within 4 weeks
New GP tutor review
Sent out on WUFOO in October
To be completed within 4 weeks, prior to teaching

17. SLA current agreement The practice will:
provide a role model of clinical and professional excellence
provide support for students in line with current School practice
maintain the commitment and safety of its patients whilst working with students.
appoint a Lead Tutor who will ensure that GP Tutors have appropriate training and teaching skills.
ensure that all teachers undertake a peer review of their teaching at least once in three years and ensure that notification of reviews are forwarded to CBME.
ensure appropriate and robust administrative support for teaching and learning
meet the mandatory commitment that a representative will attend the Annual Business meeting and the GP Tutor Summer Education Day

18. SLA changes Indemnity Requirement to engage with BOS feedback
New paragraph
Student educational agreement
Requirement to engage with BOS feedback
Requirement to engage with GP tutor review and lesson planning

19. GP tutor review Years of teaching
Teacher qualifications in the practice
Tick box
Peer review last 3 years
Patient consent/complaints policy
Learning needs assessment
Course documentation/website
Text response
Provide example of BOS feedback
Lesson planning
Areas of challenge and suggestions for improvement, greater central support

20. Placement planning SLA GP tutor review Lesson planning
Practice induction of students
Learning needs assessment

21. Excellent placements
…every week was so carefully organised ...she clearly spent a lot of time preparing each session, even when we were with other doctors. Dr G stuck to the template timetable provided by the university and I feel that our teaching really supplemented what we were learning in lectures, PBLs and clinical skills”

22. Small group dialogue
How do you induct students coming to the practice?
How much/what is carried out by GP tutor/admin team?
What specific areas are addressed?
How is the whole practice team involved?
How do you use your lesson plan/timetables?
How do you engage in student learning needs assessment?