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E-grāmata: GP Trainer's Handbook: An Educational Guide for Trainers by Trainers

  • Formāts: 186 pages
  • Izdošanas datums: 13-Aug-2021
  • Izdevniecība: CRC Press
  • Valoda: eng
  • ISBN-13: 9780429533297
  • Formāts - EPUB+DRM
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  • Bibliotēkām
  • Formāts: 186 pages
  • Izdošanas datums: 13-Aug-2021
  • Izdevniecība: CRC Press
  • Valoda: eng
  • ISBN-13: 9780429533297

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The ten years since the First Edition of this book have witnessed revolutionary changes in GP training: appraisal, the new MRCGP exam and competence-based assessments to name but three. Greater availability of information has also transformed the social context of General Practice as a profession. Despite this, the one-to-one relationship between trainer and trainee remains the lynchpin of GP education, and this manual's key principle - that GP trainers are the key source of expertise in this field, and that their experiences and ideas are a vital and still-underused resource - is as important as ever. This new edition, fully revised and updated to reflect the latest changes in both GP training and the profession, remains an essential, comprehensive manual of useful advice for GP trainers written by their peers. Outlining educational methods, training philosophies and reflections from practitioners experienced in the entire spectrum of GP education, it provides a tool box of resources to cover the practicalities of training, including e-portfolios, teaching consultation skills, and numerous tips and tricks. It is now augmented with an array of supporting material that includes checklists, forms and evaluation tools, accessed electronically via a code supplied with the book. This book is vital reading for GP tutors and GP trainers as well as those considering such roles, and for all those who manage and oversee the training of GP registrars. 'The next generation of GPs will face even more changes in the landscape of primary care and it has become even more imperative that we provide high-quality training. This manual will support this process.' - from the Foreword by Steve Field
Web-based resources vi
About the authors viii
Foreword ix
Preface x
1 Bare essentials: how do you become a trainer?
1(5)
Why do you want to be a trainer?
1(1)
The approval process
1(3)
Attracting a trainee
4(1)
Summary
5(1)
2 Induction: how do trainers settle a trainee into the practice?
6(9)
Introduction
6(2)
The appointment of GP trainees
8(1)
What information do trainers prepare for trainees?
9(2)
What do trainers plan in an introductory course?
11(1)
Structural components
11(2)
Process elements
13(1)
Summary
14(1)
3 Assessment of learning: how do trainers assess learning needs?
15(29)
Workplace-based assessment (WPBA) and the MRCGP
15(13)
The Applied Knowledge Test (AKT)
28(4)
The Clinical Skills Assessment (CSA)
32(4)
What does the ARCP Panel think about the e-portfolio?
36(4)
Summary
40(1)
Appendix 1 GP clinical strategies form
41(1)
Appendix 2 The 19-point guide to educational supeivision
42(2)
4 The e-portfolio and other curricular tools: how do trainers use curricular tools?
44(19)
Introduction
44(1)
What is curriculum?
44(1)
What curriculum resources have we got?
45(1)
Practical tools
46(4)
Other RCGP resources
50(1)
Other curricular resources
51(6)
What tips can trainers offer on how to make the portfolio effective in training?
57(1)
The personal development plan
58(1)
Summary
59(3)
Appendix: Personal development plan assessment tool
62(1)
5 Tutorials: how do trainers plan tutorials?
63(19)
Introduction
63(1)
Tutorial structure
64(1)
Style
65(3)
Theory
68(9)
Planning the tutorial: a skeleton guide
77(2)
Summary
79(3)
6 Management and change: how do trainers use these concepts?
82(25)
Introduction
82(1)
The `why' of management
82(1)
The `how'of management
83(11)
The `what' of management
94(9)
Summary
103(1)
Appendix: The `what'of management
104(3)
7 The consultation: how do trainers teach consultation skills?
107(12)
Introduction
107(1)
Patient contact-related methods
107(1)
Consultation mapping
108(1)
Consultation modelling
108(5)
Constructive feedback methods
113(1)
Examination-based methods
114(1)
Video-based methods
115(1)
Joint surgeries/visits
115(1)
Role play
116(1)
Tutorial-based exercises
117(1)
Summary
118(1)
8 Resources: what resources do trainers use?
119(17)
What information technology, books and reference sources are trainers using?
119(1)
Books
120(7)
Websites
127(4)
References for trainees
131(1)
References for trainers
132(1)
Other resources
133(1)
Summary
134(2)
9 Education gems: trainers' `tips and tricks'
136(14)
What other ideas did trainers have to share?
136(1)
Trainers' educational gems
136(13)
Summary
149(1)
10 Quality issues: how am I driving?
150(7)
Why evaluate your teaching?
150(1)
How can I evaluate the teaching I provide?
151(1)
Summary
152(5)
11 The `difficult' trainee: how do trainers deal with challenging trainees?
157(6)
Introduction
157(1)
Can we predict the challenging trainee?
157(2)
How do I approach the problematic trainee?
159(2)
Who should be informed, and when?
161(1)
What do I document and where?
161(1)
What about me?
161(1)
Summary
162(1)
References 163(4)
Index 167
Paul Middleton (Author) , Maurice Price (Author)