Non-urgent advice: Case-based discussion (CBD)
Most useful when considering one or more of the following FPCs:
1. Clinical assessment: assess patient needs in a variety of clinical settings including acute, non-acute and community.
2. Clinical prioritisation: recognise and, where appropriate, initiate urgent treatment of deterioration in physical and mental health.
3. Holistic planning: diagnose and formulate treatment plans (with appropriate supervision) that include ethical consideration of the physical, psychological and social needs of the patient.
4. Communication and care: provide clear explanations to patients/carers, agree a plan and deliver healthcare advice and treatment where appropriate.
5. Continuity of care: contribute to safe ongoing care, both in and out of hours.
6. Sharing the vision: work confidently within the multiprofessional team and, where appropriate, guide the team to deliver a consistently high standard of patient care based on sound ethical principles.
8. Upholding values: act as a responsible employee, including speaking up when others do not act in accordance with the values of the healthcare system.
11. Ethics and law: demonstrate professional practice in line with the curriculum, GMC and other statutory requirements, through development of a professional portfolio.
While CBDs are a useful learning tool, their use as evidence of capability in summative assessment should not be considered equivalent to feedback provided by direct observation of the FD in the clinical setting.
Non-urgent advice: Developing the clinical teacher (DCT)
Areas to consider:
Set – layout of space/use of technology, introduction, clear goals for session
Dialogue – clear delivery, appropriate use of text/images/media, engagement, understanding of topics, interaction with learners
Closure – ability to answer questions, clear summary
Most useful when considering the following FPC:
10: Teaching the teacher: teach and present effectively.
Note: When used as evidence in summative assessment, the DCT can be supplemented by feedback obtained by the learners who took part in the session.
Non-urgent advice: Direct observation of procedural skills (DOPS)
The procedure chosen may be one of the GMC’s ‘practical skills and procedures’ (Outcomes for graduates) or a more advanced/specialist procedure. Doctors with limited exposure to the GMC’s procedures may choose to use a DOPS to consolidate their skills. The focus of DOPS should usually be the doctor-patient encounter, rather than the procedure itself.
DOPS can be used to obtain feedback on one or more of the following generic areas:
– demonstrates understanding of indications/anatomy/technique
– appropriate analgesia or safe sedation
– technical ability
– aseptic technique
– seeks help where appropriate
– post procedure management
– communication skills
– consideration of patient/professionalism
Most useful when considering one or more of the following FPCs:
2: Clinical prioritisation: recognise and, where appropriate, initiate urgent treatment of deterioration in physical and mental health.
4: Communication and care: provide clear explanations to patients/carers, agree a plan and deliver healthcare advice and treatment where appropriate.
Non-urgent advice: LEADER
Areas to consider:
– Leadership
– Effective services
– Acting in the team
– Direction setting
– Enabling improvement
– Reflection
Most useful when considering one or more of the following FPCs:
6: Sharing the vision: work confidently within the multiprofessional team and, where appropriate, guide the team to deliver a consistently high standard of patient care based on sound ethical principles.
7: Fitness for practise: develop the skills necessary to manage own personal wellbeing.
8: Upholding values: act as a responsible employee, including speaking up when others do not act in accordance with the values of the healthcare system.
9: Quality improvement: take an active part in processes to improve the quality of care.
Non-urgent advice: Learning encounter and reflection note (LEARN)
LEARN can be used for any of the FPCs mentioned for the other SLEs, as well as to reflect on experiences such as simulation.
Non-urgent advice: Mini-clinical evaluation exercise (mini-CEX)
Most useful when considering one or more of the following FPCs:
1. Clinical assessment: assess patient needs in a variety of clinical settings including acute, non- acute and community.
2. Clinical prioritisation: recognise and, where appropriate, initiate urgent treatment of deterioration in physical and mental health.
3. Holistic planning: diagnose and formulate treatment plans (with appropriate supervision) that include ethical consideration of the physical, psychological and social needs of the patient.
4. Communication and care: provide clear explanations to patients/carers, agree a plan and deliver healthcare advice and treatment where appropriate.
5. Continuity of care: contribute to safe ongoing care, both in and out of hours.