Focusing on the User : translating the RACGP curriculum into the real world. A/Prof Lyn Clearihan Dr Heather McGarry Dr Melanie So Li Cheng

Transcription

1 Focusing on the User : translating the RACGP curriculum into the real world A/Prof Lyn Clearihan Dr Heather McGarry Dr Melanie So Li Cheng

2 Purpose of this session Recap why we did it Overview of how we got there Describe the outcomes

3 The RACGP Curriculum chapters 1. Aboriginal health 11. Women s health 21. Oncology 2. Aged care 12. Acute & serious illness & trauma 3. Children & Adolescent health 22. Palliative care 13. Chronic care 23. Sexual health 4. Disability 14. Dermatology 24. Sports medicine 5. Doctor s health 15. Drug & Alcohol 25. Critical thinking & research 6. Genetics 16. Eye & Ear 26. Dealing with undifferentiated problems in general practice 7. Men s health 17. Mental health 27. GPs as teachers & mentors 8. Multicultural health 18. Pain management 28. Health Informatics 9. Population & Public health 19. Musculoskeletal 29. Integrative medicine 10. Rural health 20. Occupational health & safety 30. Patient safety 31. Practice management

4 Making the transition

5 Making the journey - The people

6 Making the journey- the process

7 What were we thinking? Provide a framework for the people and the processes by bringing all the topics, tasks, outcomes and evaluation together

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9 Managing the learning objectives Creating priorities: Important to know Essential to teach Important to know Preferable to teach if time permits Important to know Desirable to teach if time/resources allow Coded Learning objectives Ist digit designates the chapter 2nd digit designates the domain 3rd digit designates the learning objective in the chapter Eg = 1st learning objective in the applied knowledge domain in the children and young persons chapter

10 The VMA process Prioritizing Aged Care Experience GPT I SDL Workshop & Experience GPT I IV GPT II GPT II IV GPT III - IV Experience & SDL Workshop, Experience & SDL Experience GPT I II

11 Linking VMA program to RACGP curriculum Priorities - Differentiating between what is important to know and what is essential to teach. Reduce size without losing detail - A number of common concepts were domain independent.

12 Distributing the domains Domain GPT 1 (%) GPT 2 (%) GPT 3&4 (%) Communication skills & the patient-doctor relationship Applied professional knowledge & skills Population health & the context of general practice Professional & ethical role Organization & legal dimension

13 Linking VMA program to RACGP curriculum Priorities - Differentiating between what is important to know and what is essential to teach. Reduce size without losing detail - A number of common concepts were domain independent. - A number of common topic areas appeared across chapters. - Repetition of common tasks or concepts across chapters.

14 Linking learning objectives from Aged care to other chapters Chapter Aged Care No. Linking Chapters 12 Chapters linked to Cross-linked Learning Objectives No. Cross links Informatics Practice Management Critical Thinking & Research Disability 2.5.4, , , Doctor's Health Chronic Diseases Women's Health , Oncology Palliative Care , 2.2.5, Sexual Health Mental Health Men's Health 2.2.2, , Informatics Practice Management 2.5.4, , Total No. Cross-link 20

15 Applying the information Identify how diseases may present differently in the aged compared to younger people, for example, dementia, congestive cardiac failure, Parkinson s disease. Level of Learner GPT 1 (basic) Type of teacher Workshop; in practice; SDL Linking concepts Disability; Women s health; Oncology; Sexual health; Mental health; Men s health.

16 Learning objectives from other chapters that link into Aged Care Chapter linked to No. Linking Chapters Chapter Linked By Sexual Health Chronic Care Disability Sports Medicine Practice Management Mental Health Aged Care 13 Pain Management Palliative Care Multicultural Health Women's Health Dermatology Oncology Children & Young People Sexual Health Cross-linked Learning Objectives No. Cross links , , , , , , , , , 4.3.3, 4.3.6, , , , , , , 8.5.6, , c Total No. Cross-links 9 3 2

17 Outcome of the review Document VMA curriculum blueprint VMA Program content Guide Purpose Resource Planning and teaching Planning and teaching Supervisor guide to formal training in the VMA Gift Registrar education guide and information to training with the VMA Regi Planning and learning

18 Focus on the user Program content guide learning objectives allocated to workshop teaching. Supervisor Guide (GIFT) - learning objectives with a practice based component. Registrar Guide (REGI) details where in the program all the learning objectives appear.

19 Ethos of general practice GP as a profession The business of medicine Ethics in practice GP as teacher and mentor Medico legal concepts Content of general practice Context of general practice Common problems & presentations Health promotion & prevention Challenging patient presentations Doctor s health Prescribing in practice Critical thinking & reasoning Consultation skills Cultural awareness Clinical skills

20 Developing a structure Reduce topic areas to 13 distributed within 3 key concepts Create an Aim for each topic area that is consistent across all guides Convert learning objectives into learning outcomes

21 Developing a structure Detail the key content area for the program guide Detail relevant teaching strategies for the supervisor guides Provide clear and concise maps for the registrar to the program in its entirety, for each level of training.

22 Key concepts for managing content Content is organized into either specific conditions or streams A stream links concepts together from different domains and different RACGP curriculum chapters that have a common direction from a VMA teaching perspective.

23 Linking the program to the curriculum Program level Stream A Structure and processes within general practice VMA coded LOs X-links VMA coded LOs X-links VMA coded LOs X-links Stream B Business principles and employment issues Stream C Professionalism in a GP role

24 Supervisor guides Use the same basic structure : - Aim - Summary of key learning outcomes - Tables linking the learning outcomes with suggested teaching strategies.

25 Linking learning outcomes with suggested teaching and learning strategies Key Learning outcomes Teaching and Learning strategies Structure and process of General practice Practicing as an Australian GP Essential Explain general practice s role within the Australian health care system from both a clinical and public health perspective. Desirable and Preferred The importance of professional networks Patient triage and referral Essential Use appropriate referral methods, which take into consideration of different contexts (including rural locales) or patient presentations (consider special needs of cancer patients). Desirable and Preferred The impact of practice locality, type of patient presentation, time of illness presentation, and cultural/ethnic characteristics of either the patient or the doctor on equity of access to healthcare and health related issues for patients. Encourage the registrar to reflect on the role of primary care and general practice in the wider Australian health care system. Outline the range of security measures required by the government for the practicing GP, such as provider numbers, prescriber numbers etc. Discuss the role and functions of professional networks (including rural networks) and their value and purpose for local doctors eg AMA, Divisions, local Rural Doctors Association, and the rural chapter of the RACGP. Discuss the methods, and problems, when transporting a severely ill patient. Outline your expectations of the process for transferring a seriously ill patient to hospital, for example providing a referral letter to accompany the patient, telephoning the hospital etc. Discuss the impact of the geographic area of the practice on the ease or difficulties when transferring patients, especially if the practice is in a rural area. Outline the practice method used for communicating with the practice nurse eg written instructions.

26 Registrar guides