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Medical Licensing Assessment

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Teaching General Practice

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Learning General Practice

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GMC - Good Medical Practice 2024

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Doctors as teachers

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Teaching in a clinical setting

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Planning a teaching episode

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Teaching with patients

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Teaching a skill

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Determining competence

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Effective use of questions

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Assessment and appraisal

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In-training assessment

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Giving feedback

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the junior doctor in difficulty

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Planning for learning during clinical attachments

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Being a good supervisor

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Teaching in ambulatory care

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Iona Heath

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I love this paper because of its great title as well as practical point made about how do you tell the difference between sham and real reflection. This is even more pertinent since AI and the potential to submit an AI generated reflection. It makes us think about what is the value of reflection, how do we enable meaningful learning through reflection etc

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https://www.interaction-design.org/literature/article/what-is-design-thinking-and-why-is-it-so-popular

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Generalism in Clinical Practice and Education

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Generalism in Clinical Practice and Education

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Sophie Park (Editor), Kay Leedham-Green (Editor), John Launer (Foreword)

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List of figures
List of tables
List of contributors
Foreword by John Launer
Acknowledgements
About this book

1 What is generalism and why is it important?
Sophie Park, Kay Leedham-Green and Tanya Cohen

2 Generalism across disciplines
Martina Kelly, Rupal Shah, Nicola Clarke and Jens Foell

3 Patient priorities and perspectives
Anya de Iongh and Fiona McKenzie

4 Researching generalism
Lindsey Pope, Helen Reid, Nigel Hart, Emily Owen and Sophie Park

5 Implementing generalist knowledge
Sophie Park, Claire Duddy and Kamal Mahtani
Part II: Educational approaches
6 Education for clinical generalism
Sophie Park, Kay Leedham Green and Ben Jackson

7 Generalism and assessment
Eleanor Hothersall and Eliot Rees
Part III: Systems approaches
8 Organisation and design of healthcare for generalism
Stewart Mercer, John Gillies and Clare MacRae

9 Collaborative and integrated working
Emily Owen, Charles Coombs and Sophie Park

10 Supporting generalism through health justice partnerships
Hazel Genn and Sophie Park

11 Generalist approaches to community health needs Jane Myat, Jane Riddiford, Sadie Lawes-Wickwar and Henry Aughterson

12 Making general practice and clinical education socially accountable
Sadie Lawes-Wickwar and Jane Hopkins

13 Sustainability, health and healthcare
Alice Clack, Frances Mortimer and Kay Leedham-Green

14 Generalist approaches to quality improvement
Rebecca Mackenzie and Nitisha Nahata
Part IV: Generalist interactions
15 Interactional knowledge
Graham Easton

16 Prescribing and de-prescribing: the generalist's script
Deborah Swinglehurst and Nina Fudge

17 Embedding health and wellbeing into clinical practice and education
Jessica Xie, Kay Leedham-Green and Sara Thompson

18 Addressing multimorbidity through personalised care
Danielle Nimmons, Emma Hyde and Kay Leedham-Green

Index

DOI: 10.14324/111.9781800085428

Number of illustrations: 68

Publication date: 25 July 2024

PDF ISBN: 9781800085428

EPUB ISBN: 9781800085459

Hardback ISBN: 9781800085442

Paperback ISBN: 9781800085435

Sophie Park (Editor)

Sophie Park is Professor of Primary Care and Clinical Education at the University of Oxford and a General Practitioner in Hertfordshire.

Kay Leedham-Green (Editor)

Kay Leedham-Green is a Senior Research Fellow in the Medical Education Research Unit at Imperial College London.

John Launer ()

'As countries around the globe tackle meaningful reforms of their struggling health systems, a focus on the benefits of generalism in healthcare delivery is essential. This wonderful new book shares insights on how to strengthen generalism across all aspects of health care, to the benefit of individuals and communities (and health systems) everywhere.'
Professor Michael Kidd, University New South Wales and University of Oxford and Past President of WONCA (World Organisation of Family Doctors)

'The clinical generalist is in danger of becoming extinct. This book explains, from both theoretical and practical perspectives, why we should not let that happen.'
Professor Trisha Greenhalgh, University of Oxford

'This book extends the discourse about the importance of generalism in healthcare to a new depth and breadth. It is an extensive and scholarly application of the concept into practical action across the educational and healthcare system. Whether taking a formal academic approach to curriculum and outcomes of training, or flipping to the perspective of the community and its empowerment, this text has something new to offer. Its contents add impact to a crucial set of choices, and will help its application at many levels. Well done to all involved.'
Professor Amanda Howe, University of East Anglia; Past President of the Royal College of General Practice; Past President WONCA (World Organisation of Family Doctors)

'This wonderful book is a veritable festival of generalism and education. The passion, principles and expertise of the authors radiates out from the pages. It is a perfect stimulus to enthuse and sustain a new generation of generalists, educators and scholars (ideally all three, together).'
Karen Mattick, University of Exeter and President of the Association for the Study of Medical Education (ASME), as well as Deputy Editor for the Journal of Medical Education

'An authoritative and comprehensive guide to Generalism for clinicians and educators. This book will help the movement of Generalism into everyday clinical practice. The emphasis on Generalism being for all clinicians in all disciplines is well made throughout.'
Professor Steve Turner, Royal Aberdeen Children's Hospital

"This book is a celebration of generalism in medicine, a vitally important concept that the medical profession loses at its peril. The advances in specialty medicine have been spectacular over the years, but I, for one continue to be proud to call myself a general physician with a specialty interest. Most of the people we see and support have more than one condition, and benefit hugely from a generalist approach. Congratulations to Sophie Park and colleagues for reminding us".
Professor Dame Jane Dacre, General Physician and Rheumatologist and Past President of the Royal College of Physicians.
'To become a generalist doctor is to open yourself up to an endlessly fascinating and rewarding career. It's a privilege to get to know your patients whatever their problem, using medical science in the service of kindness, and understanding patients' social context. UK primary care manages 90% of NHS encounters with patients with only 9% of the funding - G eneralism in Clinical Practice and Education shows that with just a little more funding, General Practice could transform the health of the nation.'
Gavin Francis, GP and author

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Generalism in Clinical Practice and Education

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Generalism is a key approach to healthcare organisation and delivery that enables person-centred, dynamic and cost-effective patient care. With its emphasis on adaptability, generalism requires expansive, nurturing and personalised approaches to clinical education in which a generalist attends to and explores patient priorities when problem-setting and co-creating management plans.

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Learning and teaching in the clinical environment

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Creative enquiry and person-centred care

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Creative enquiry and person-centred care

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Guidance on undergraduate clinical placements

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This paper is easy to read and gives some great practical examples of how to get the most out of questions

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12 tips for effective questioning in medical education

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This paper highlights some of the issues around how reflection is taught, role modelled, assessed and utilised in modern medical education and indeed in medical practice. It resonated with my experiences teaching in the undergraduate setting where reflection can be seen as an administrative burden rather than a developmental process. Its overall conclusion about how to guide and nurture reflection emphasise how one-size-fits-all efforts, particularly when assessing reflection (in our current era of standardisation) really limit its potential and I am always thinking about how I can respond to this call more creatively!

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https://www.bmh.manchester.ac.uk/about/equality/addressing-differential-attainment/

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Professionalism How to identify  address and report students  unprofessional behaviour in medical school (1)