bringing together the community campus€¦ · bringing together the community campus dates for...
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Page 2 ISSUE 34, 2014
KUMEC - King’s Undergraduate Medical Education in the Community www.kcl.ac.uk/kumec, Follow us on Twitter @KUMEC4KCL
KUMEC News Bringing together the Community Campus
DATES FOR YOUR DIARY
“How did you decide that?” Exploring clinical decision-
making with students
April 15th 1.00-4.30pm
Shepherd’s House Guy’s Campus
Facilitating and assessing reflective
practice
May 20th 1.00-4.30pm
Shepherd’s House Guy’s campus
KUMEC Annual Teachers’ Conference
2015
“Developing resilient and happy clinicians"
June 10th 8.45am-5.30pm Franklin Wilkins
Building Waterloo campus
As you may know, GKT School of Medical Education is introducing a new “Curriculum 2020”, with the first changes taking place in 2016-17 for students entering Stage 1 (Year 1) and moving into the new Stage 3 (Year 4). For one year we will have both existing and new GP placements running, so plenty of opportunities for you to be involved with teaching!
The new curriculum is based on a triple-helix structure of
“Science and Discovery” “Clinical Practice” “Population Science & Quality Improvement”
These strands will be woven through the 3 stages of the curriculum:
Stage 1 will focus on biomedical science and genetics, with longitudinal SSCs and and introduction to clinical communication and clinical skills.
Stage 2 will integrate earlier clinical practice with classroom-based sessions, with a focus on linking basic science knowledge with applied clinical practice. There will be a longitudinal GP component in Year 2, with students having regular GP sessions either in practice or doing GP focused supporting activities on campus.
Stage 3 will comprise student attachments in different clinical blocks. GP blocks will be in Year 4 or the first term of Year 5 and is likely to be broadly similar to the current Phase 5 GP attachments, with students attending GP for up to 8 weeks.
In addition to the main GP components of the longitudinal Year 2 attachment and the Stage 3 GP block, there should be opportunities for GPs to be involved in teaching in other clinical blocks, such as the “Long Term Conditions” theme.
Tutor input is very important to us, so we will hold an hour-long information/Q&A session at the Annual Teachers’ conference on 10th June, so we will be able to discuss plans and implications in more detail and will be seeking your opinions on how best to deliver the GP content in a forthcoming survey.
ISSUE 34 APRIL 2015
Curriculum changes for 2016
Stage 1 (Y1) Foundations of science
Stage 2 (Y2 & 3) From science to clinical practice
Stage 3 (Y4 & 5) Integrated clinical practice
Page 2 ISSUE 34, 2014
KUMEC - King’s Undergraduate Medical Education in the Community www.kcl.ac.uk/kumec, Follow us on Twitter @KUMEC4KCL
We would like to offer our congratulations to Dr Kamran Khan, a GP tutor at Stovell House Surgery, who was awarded his Fellowship of the Royal College of General Practitioners in November 2014.
Congratulations also to former student Lucia Chen and GP tutor Laurence Leaver for their
recently published BMJ article “Investigating young adults with chronic diarrhoea”.
This article arose from Lucia’s Phase 5 SSC looking at the role of faecal calprotectin in investigation of chronic diarrhoea.
Chapman, T. P., et al. (2015). Investigating young adults with chronic diarrhoea in primary care.
The article can be accessed at http://www.bmj.com/content/350/bmj.h573
As GPs, we rarely stop (long) for lunch, but the gap between surgeries can often seem like time not well used by students.
In an article in Education for Primary Care, Dr Pip Fisher, of the Community Based Medical Education team at Manchester, suggests some student boredom-busters and good learning opportinuties:
1. Data interpretation: Print some of your pathology results and ask students to look at the patient notes and decide what action they would recommend
2. Prescribing: ask students to look at repeat medication requests and make a note of drug action, indications, contraindications, side-effects and monitoring requirements in order to build their own formulary of common medications
3. Referrals: ask students to write referral letters for patients they have seen, what information do they consider important to include?
4. Discharge summaries: Ask students to critique discharge summaries received and code
relevant information. How might they write the letter as an FY1?
5. Other team members: Ask students to use this time to find out what other members of the team do and how a surgery runs
Summarised from: Fisher, P. (2014). "Teaching Exchange - How to keep students learning between surgeries." Education for Primary Care 25: 281-293.
Do let us know if you have other good teaching tips - email [email protected]
Teaching Tips: How to keep students learning between surgeries
Do you have patients with clinical signs who would like to be more involved with the teaching of GKT medical students? We are recruiting patients for OSCEs. at the Guy’s campus.
Patients receive remuneration, refreshments all day, lunch and either travel expenses or a taxi to collect and return them.
Patients need to have good, stable, clinical signs, be mobile, lucid and amenable to being examined by multiple students
If your patients would like further information, or to register an interest, please ask them to contact Susan Widdows – the patient co-ordinator, at [email protected]
Patients needed to help with OSCEs
Congratulations