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nMRCGP
Curriculum |
The three year
training program is based on the Royal College
of General Practitioners Curriculum for General Practice
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The full
RCGP curriculum can be viewed by clicking
"RCGP
Curriculum for General Practice"
The RCGP
WPBA website can be viewed by clicking "RCGP
WPBA" |
Clinical psychomotor skills from the
Curriculum statements have been collated into one document under the DOPS
section of WBA.
Click here to view
The Core Curriculum statement
[Being a GP]
[Communication and Consultation Skills]
[Practising Holistically]
[Data Gathering and Interpretation]
[Making a Diagnosis/Making Decisions]
[Clinical Management]
[Managing Medical Complexity]
[Primary Care Administration and Information Management
and Technology]
[Working with Colleagues and in Teams]
[Community Orientation]
[Maintaining Performance, Learning and Teaching]
[Maintaining an Ethical Approach to Practise]
[Fitness to Practise]
[Being a GP]
[The
GP consultation] [Clinical
Ethics and Values] [Evidence
based health care] [Clinical
Governance] [Equality
and diversity]
[Management in
primary care] [Information
technology] [Research
and academic activity]
[Patient
Safety Management] [Healthy
living] [Genetics]
[Acutely ill People]
[Children & Young People] [Older
Adults] [Women's health]
[Men's health]
[Sexual
Health] [Cancer &
Palliative Care] [Mental
Health Problems] [Drugs
and Alcohol] [Learning
Disabilities] [Respiratory]
[Cardiovascular] [Gastroenterology]
[Ophthalmology] [Neurology]
[ENT & Facial] [Rheumatology
and Trauma] [Dermatology]
[Metabolic]
[Teaching,
mentorship and clinical supervision]
Patient
safety
Direct link to the Patient safety
reference material
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Patient
safety management |
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Be aware
of the existing training tools available for SEAs from the Being Open
Policy , defence associations, NPSA and
www.saferhealthcare.org.uk
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Contribute
to the regular significant event audit (SEA) meetings and observe the
benefits of a multidisciplinary team. |
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Be able to
make contact with the local Patient Advocacy Liaison Service (PALS) or
equivalent support team and be aware of the current pattern of patient
comments. |
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Demonstrate an awareness of the all-encompassing approach to patient
safety; for example, by keeping a log diary of consecutive consultations
for at least one day per month and comment on any actual or potential
PSIs within those consultations. |
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Participate in and write up an SEA from a patient seen during the
general practice period of training. |
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Describe
the elements that contribute to an appropriate infrastructure for risk
management, such as: the essential features of a practice that create a
culture that is open and fair; policies that commit the organisation to
being open about serious incidents that involve permanent harm or death;
policies that state the actions that staff should take following an
incident; individual roles and accountability; the mechanism of
investigation; support that should be given to patients, family and
staff; staff training. |
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Describe
the risks to patient safety by considering an illness pathway/journey in
which a variety of health-care professionals have been involved. In
particular, to reflect on the interface issues arising from the cur-rent
multitude of such providers and be able to comment on the ways in which,
as a GP, you can work to minimise these |
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Describe
how patient groups may be put at increased risk of mishap by virtue of
their particular characteristics, such as language, literacy, culture
and health beliefs. |
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Describe
how to share lessons from the analysis of PSIs within the team. |
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Scientific
aspects of patient safety |
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Describe
the tools that can be applied in risk management and patient safety
issues accessible from sites such as
www.saferhealthcare.org.uk
and medical indemnity sites |
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Describe
the basic principles of human error. |
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Describe
the basic principles of risk assessment |
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Demonstrate how to compile a simple risk matrix |
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