a. how to use the workbook · how to use the workbook a.1 a. how to use the workbook ... aim of the...

How to Use the Workbook

A.1

A. How to Use the Workbook

Please read these notes first before using the workbook.

This workbook has four introductory sections and twenty Tutorials.

It is recommended that pre-registration pharmacists complete the introductory sections A, B, C andD, and Tutorials numbered 1 to 7. Pre-registration pharmacists should spend a minimum of 4 weeksin an MI centre.

Junior rotational pharmacists who have completed the above are advised to attempt at least the nextseven Tutorials. The final six Tutorials are optional. Junior rotational pharmacists who are new to MIwill probably need to start at the beginning of the workbook and complete the pre-registrationsections described above first, as deemed appropriate by their MI tutor. More experiencedpharmacists working in MI would be expected to complete all twenty Tutorials in due course.

Various sections of the workbook are recommended for technicians working in MI, clinicalpharmacists, PCT advisers and others. All of these recommendations are summarised in Table 1 onpage A.4.

Throughout the workbook you will see prompts for you to refer to the computer-aided learningpackage MiCAL, if available. This is complementary to the training workbook and enables you topractice enquiry answering via an interactive CD ROM. If you wish to purchase this, please contactyour regional MI centre for more details.

Changes to this Edition

The most important changes to this version of the workbook are the addition of two new Tutorials onChildren and Medicines, and Psychiatry. We are particularly proud that the Neonatal and PaediatricPharmacists Group have co-authored the Tutorial on children, and will be shared between theirmembers and the MI community.

To make room for these, we’ve moved the Tutorials on Product Availability and Clinical Trials andLicensing to the UKMi website, and the Pharmacokinetics Tutorial towards the back of the workbook.

© Wessex MI, Southampton University Hospitals NHS Trust 2009


Section A

This section contains the aims and objectives of this workbook.

It also contains a checklist for you and your tutor to keep track of the Tutorials you havecompleted (See Table 2). It is recommended that after completion of each Tutorial you completeat least two relevant enquiries from your base hospital. There is space on the checklist for youto write the titles of the enquiries you have answered. Copies of the enquiries you havecompleted can be stored in your CPD file.

This section also contains generic assessment forms for pre-registration and junior rotationalpharmacists that you and your MI tutor may like to use during your appraisals. However yourMI tutor may wish to continue using assessment forms developed locally.

For pre-registration pharmacists the generic assessment form lists the Royal PharmaceuticalSociety of Great Britain (RPSGB) performance standards that relate to Medicines Information,together with ideas for learning activities to help you gain evidence and suggested methods ofassessment for your MI tutor (See Table 3).

Similarly for junior rotational pharmacists, the assessment form lists the relevant competencystatements taken from the UKMi Competency Framework, with ideas for learning activitiesand example methods of assessment for your MI tutor (See Table 4). Other competencyframeworks do exist (e.g. Knowledge and Skills Framework, General Level Framework) socheck with your tutor how you will be assessed.

Section B

Section B is about the UK Medicines Information network (UKMi). It describes the structure ofUKMi, who the users of our service are and the type of work we do.

Section C

Section C is about enquiry answering. It includes details of how to receive enquiries aboutmedicines, how and why to document them and how to answer them.

Section D

Section D is about the resources used in Medicines Information. It describes how to use themost frequently used books and web-based resources.

A.2© Wessex MI, Southampton University Hospitals NHS Trust 2009


A.3

Tutorials

The workbook includes twenty Tutorials that aim to teach you about common enquiry themesthat you will encounter during your work in MI. They cover a variety of topics, some that youmay have come across working in other areas (e.g. drug interactions, adverse drug reactions)and some that are more specific to MI (e.g. travel medicine, breast-feeding).

As mentioned above, it is recommended that you complete at least two enquiries from yourbase hospital with each Tutorial. For example if you are reading the Drugs in PregnancyTutorial, ask your tutor to refer the next two real enquiries about prescribing in pregnancy toyou, as appropriate.

Each Tutorial has a similar structure:

1. Background

At the beginning of each Tutorial the general principles of a particular topic aresummarised, including all of the key points you need to know.

2. Questions to Ask an Enquirer, Example Sources, Further Reading

The common questions you need to ask an enquirer are listed, followed by examplesources you can use to find the answer. Suggested references for further reading areincluded to increase your understanding of a topic.

3. Test Yourself!

As the title suggests the ‘Test Yourself’ questions are for you to check yourunderstanding of the Tutorial after you have finished reading the above sections. Ifyou think that you already know a subject well, you may want to do this section firstas a pre-Tutorial test. The answers are included at the back of the workbook. It’s upto you to decide whether you want to ‘cheat’ by just copying the answers - hopefullyyou won’t. Remember this is an adult learning tool, not a school test: there is no passand fail. Use this section to highlight any problem areas and talk them through withyour MI tutor.

4. MiCAL

Look out for the links to MiCAL throughout the Tutorials. If you have access toMiCAL, attempt the relevant example enquiries.

5. Example Enquiry

Most of the Tutorials have an example enquiry, read through this and think aboutwhere you would have looked for the answers and how you may have answered theenquiry differently. Some of these may have a humorous content.

6. Real Enquiries

Finally the ‘Real Enquiries’ section describes several real scenarios and asks you tothink about the questions you need to ask the enquirer and the resources you woulduse to answer the question. If you want to, you can research a full answer using yourlocal enquiry form to document it and then discuss the answer with your MI tutor.However, many of these enquiries may not contain enough information inthemselves for you to do this. The MiCAL training package or queries alreadycompleted by your local MI centre are a better guide to seeing the detail of howenquiries are answered in practice.




Tabl

e 1:

Rec

omm

ende

d W

orkb

ook

Com

plet

ion

Prof

ile

Sect

ion

of W

orkb

ook

Pre-

regi

stra

tion

Juni

or r

otat

iona

lM

I Ph

arm

acis

tM

I Te

chni

cian

sCl

inic

alPC

T Ad

vise

rsph

arm

acis

tsph

arm

acis

ts(b

and

6/7)

Phar

mac

ists

A.

How

to U

se th

e W

orkb

ook

++

++

++

B.

Wha

t is

Med

icin

es I

nfor

mat

ion?

++

++

++

C.

Enq

uiry

Ans

wer

ing

++

++

++

D.

Sour

ces

of I

nfor

mat

ion

++

++

++

1.A

dm

inis

trat

ion

of M

edic

ines

++

++

+2.

Ad

vers

e D

rug

Rea

ctio

ns+

++

++

+3.

Dru

g In

tera

ctio

ns+

++

++

+4.

Dru

gs in

Pre

gnan

cy+

++

o+

5.C

riti

cal E

valu

atio

n+

++

o6.

Com

pati

bilit

y of

Par

ente

ral D

rugs

++

+o

+7.

Eth

ical

Dile

mm

as+

++

o+

8.D

rugs

in R

enal

Dis

ease

o+

+o

+9.

Dru

gs in

Liv

er D

isea

seo

++

o+

10.

Dru

gs in

Bre

ast-

feed

ing

++

o+

+11

.C

hild

ren

and

Med

icin

es+

+o

++

12.

Alt

erna

tive

Med

icin

e+

++

++

13.

Subs

tanc

e M

isus

e+

+o

++

14.

Trav

el M

edic

ine

++

++

15.

Imm

unis

atio

no

+o

+16

.Pa

lliat

ive

Car

eo

+o

+17

.H

orm

onal

Con

trac

epti

ono

+o

+18

.Ps

ychi

atry

o+

o+

19.

Phar

mac

okin

etic

so

+o

+20

.Ph

arm

aceu

tica

l Exc

ipie

nts

o+

o

21.

Prod

uct A

vaila

bilit

y*o

++

22.

Clin

ical

Tri

als

and

Lic

ensi

ng*

o+

o+

*Ava

ilabl

e on

line

at w

ww

.ukm

i.nhs

.uk

+ =

rec

omm

end

ed m

inim

um f

or u

ser

grou

po

= d

esir

able

, but

opt

iona

l. (F

or M

I te

chni

cian

s on

ly th

ese

mar

ked

wit

h a

‘+’ a

re p

art o

f th

e U

KM

i nat

iona

l tra

inin

g sc

hem

e.)

A.4



Aim of the Workbook

The aim of this workbook is to support your training in Medicines Information, teaching youabout the information sources used and how to answer enquiries. For pre-registrationpharmacists it will help you to meet the relevant performance standards required by theRPSGB. For junior rotational pharmacists, it will help you work towards the relevantcompetency statements identified from the UKMi Competency Framework.

This workbook will also act as a portable record of evidence of your experience in MI, enablingyou to move between MI centres more easily.

Objectives of the Workbook

Upon completion of this workbook you should be able to:

� Describe the Medicines Information network in the UK.

� Receive Medicines Information enquiries and obtain all of the relevant backgroundinformation from the enquirer.

� Obtain information from sources within your MI centre and from external sources (e.g.pharmaceutical industry, specialist MI centres).

� Evaluate information in order to answer enquires and communicate the answer clearly tothe enquirer.

� Appreciate the legal and ethical issues relating to MI.

� Demonstrate an understanding of the quality assurance measures in MedicinesInformation.

Please Note

All the exercises within each Tutorial are optional. You do not need to work through everysingle exercise in all twenty Tutorials. Use them to supplement your ‘hands on’ experience.



Tabl

e 2:

Che

cklis

t fo

r W

orkb

ook

and

MiC

AL C

ompl

etio

n

Tute

e an

d tu

tor

to in

itia

l and

dat

e w

hen

rele

vant

sec

tion

s ha

ve b

een

com

plet

ed.

Wor

kboo

k se

ctio

nW

orkb

ook

sect

ion

MiC

AL e

xam

ple

Title

s of

tw

o re

leva

nt e

nqui

ries

com

plet

ed,

com

plet

edco

mpl

eted

com

plet

edpl

us e

nqui

ry n

umbe

r an

d da

te

A.

How

to U

se th

e W

orkb

ook

N/

AN

/A

N/

A

B.

Wha

t is

Med

icin

es I

nfor

mat

ion?

N/

AN

/A

C.

Enq

uiry

Ans

wer

ing

N/

AN

/A

D.

Sour

ces

of I

nfor

mat

ion

N/

AN

/A

1.A

dm

inis

trat

ion

of M

edic

ines

2.A

dve

rse

Dru

g R

eact

ions

3.D

rug

Inte

ract

ions

4.D

rugs

in P

regn

ancy

5.C

riti

cal E

valu

atio

n

A.6



A.7

6.C

ompa

tibi

lity

of P

aren

tera

l Dru

gs

7.E

thic

al D

ilem

mas

8.D

rugs

in R

enal

Dis

ease

9.D

rugs

in L

iver

Dis

ease

10.D

rugs

in B

reas

t-fe

edin

g

11.C

hild

ren

and

Med

icin

es

12.A

lter

nati

ve M

edic

ine

13.S

ubst

ance

Mis

use

N/

A

14.T

rave

l Med

icin

e

15.I

mm

unis

atio

n

16.P

allia

tive

Car

eN

/A



A.8

17.H

orm

onal

Con

trac

epti

on

18.P

sych

iatr

y

19.P

harm

acok

inet

ics

20.P

harm

aceu

tica

l Exc

ipie

nts

21.P

rod

uct A

vaila

bilit

y*

22.C

linic

al T

rial

s an

d L

icen

sing

*N

/A

23.M

isce

llane

ous*

*

*Ava

ilabl

e on

line

at w

ww

.ukm

i.nhs

.uk

** U

se t

his

spac

e to

rec

ord

exam

ples

of en

quirie

s co

mpl

eted

tha

t do

not

fal

l w

ithin

the

Tut

oria

l to

pics

.



A.9

Tabl

e 3:

RPS

GB P

erfo

rman

ce S

tand

ards

for

Pre

-reg

istrat

ion

Phar

mac

ists

Unit

A Pe

rson

al E

ffec

tiven

ess

Man

age

Self

(Per

form

ance

sta

ndar

d A1

)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts

A1.

1 B

ehav

e in

a m

anne

r co

nsis

tent

wit

h m

embe

rshi

p of

the

prof

essi

on

A1.

2 M

anag

e yo

ur ti

me

effe

ctiv

ely

A1.

3 R

ecog

nise

you

r pe

rson

al a

ndpr

ofes

sion

al li

mit

atio

ns a

ndre

fer

appr

opri

atel

y

A1.

6M

ake

dec

isio

ns w

hich

dem

onst

rate

cle

ar a

nd lo

gica

lth

ough

t

A1.

7Ta

ke r

espo

nsib

ility

for

, and

acce

pt o

utco

mes

of,

your

ow

nd

ecis

ions

Feed

back

fro

m o

bser

vati

on

Perf

orm

ing

an in

-tra

ypr

iori

tisa

tion

exe

rcis

e

Wor

k sh

adow

ing

a se

nior

colle

ague

Wor

kboo

k an

d M

iCA

L

Peer

rev

iew

mee

ting

s

Rol

e pl

ay

Rea

l enq

uiri

es in

clud

ing

thos

eth

at a

re h

igh-

risk

and

/or

urge

nt.

Ref

lect

ion

on c

riti

cal i

ncid

ents

Obs

erva

tion

Peer

rev

iew

of

answ

ered

enqu

irie

s

Feed

back

fro

m e

xper

ienc

edco

lleag

ues

and

enq

uire

rs

Rol

e pl

ay

Ass

essm

ent

1

Ass

essm

ent

2


Man

age

Wor

k (P

erfo

rman

ce s

tand

ard

A2)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts


A2.

1 C

arry

out

task

s ef

fect

ivel

y

A2.

2A

ppro

ach

task

s an

d s

itua

tion

sin

acc

ord

ance

wit

h th

e la

w a

ndth

e R

PSG

B c

ode

of e

thic

s

A2.

3Fo

llow

wor

k sy

stem

s co

rrec

tly

A2.

4U

se r

esou

rces

eff

ecti

vely

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Rea

l enq

uiri

es

One

-to-

one

trai

ning

on

how

tous

e ea

ch o

f th

e re

sour

ces

on th

em

inim

um r

esou

rce

list

Rol

e pl

ay

Obs

erva

tion

Feed

back

fro

m e

xper

ienc

edco

lleag

ues

Peer

rev

iew

of

answ

ered

enqu

irie

s

Rol

e pl

ay

Dis

cuss

ion

wit

h tr

aine

e

Ass

essm

ent

1

Ass

essm

ent

2


A.11

Man

age

Prob

lem

s (P

erfo

rman

ce s

tand

ard

A3)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts


A3.

1R

ecog

nise

and

def

ine

actu

al o

rpo

tent

ial p

robl

ems

A3.

2Id

enti

fy w

orka

ble

opti

ons

tore

solv

e th

e pr

oble

m

A3.

3Se

lect

the

best

sol

utio

n, b

ased

on s

ound

ana

lysi

s an

dap

prop

riat

e ev

iden

ce

A3.

4Su

gges

t and

, if

appr

opri

ate,

impl

emen

t sol

utio

ns to

prob

lem

s

A3.

5E

valu

ate

the

outc

ome

of th

eso

luti

on a

fter

impl

emen

tati

on,

and

if n

eces

sary

red

efin

e th

epr

oble

m (

see

A3.

1)

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Rea

l enq

uiri

es

Rol

e pl

ay

One

-to-

one

trai

ning

on

crit

ical

eval

uati

on

Obs

erva

tion

Feed

back

fro

m e

xper

ienc

edco

lleag

ues

Peer

rev

iew

of

answ

ered

enqu

irie

s

Rol

e pl

ay

Dis

cuss

ion

wit

h tr

aine

e

Ass

essm

ent

1

Ass

essm

ent

2


Dem

onst

rate

a c

omm

itmen

t to

qua

lity

(Per

form

ance

sta

ndar

d A4

)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts


A4.

6B

ase

your

act

ions

, ad

vice

and

dec

isio

ns o

n ev

iden

ce

A4.

7O

btai

n an

d p

roce

ss th

e ev

iden

ceyo

u ne

ed to

mee

t A4.

6

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Rea

l enq

uiri

es

One

-to-

one

trai

ning

on

crit

ical

eval

uati

on a

nd e

vid

ence

bas

edm

edic

ine

Obs

erva

tion

Feed

back

fro

m e

xper

ienc

edco

lleag

ues

Peer

rev

iew

of

enqu

irie

s

Dis

cuss

ion

wit

h tr

aine

e

Ass

essm

ent

1

Ass

essm

ent

2


A.13

Dem

onst

rate

ong

oing

lea

rnin

g an

d de

velo

pmen

t (P

erfo

rman

ce s

tand

ard

A5)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts


A5.

1Id

enti

fy a

nd p

rior

itis

e yo

ur o

wn

lear

ning

and

dev

elop

men

tne

eds

A5.

2D

evel

op y

our

own

plan

s to

mee

t id

enti

fied

nee

ds,

usi

ngSM

AR

T le

arni

ng o

bjec

tive

s

A5.

3M

ake

full

use

of le

arni

ng a

ndd

evel

opm

ent o

ppor

tuni

ties

A5.

4E

valu

ate

whe

ther

you

r le

arni

ngob

ject

ives

hav

e be

en m

et

A5.

5Id

enti

fy y

our

furt

her

lear

ning

need

s

A5.

6R

ecor

d y

our

own

lear

ning

and

dev

elop

men

t pro

cess

es a

ndou

tcom

es

A5.

7A

pply

ing

lear

ning

to p

ract

ice

Tim

etab

le p

rote

cted

CPD

tim

e

Att

end

in-h

ouse

MI

and

clin

ical

trai

ning

ses

sion

s

Att

end

MI

CPD

ses

sion

s

Use

an

enqu

iry

as a

CPD

star

ting

poi

nt

Rea

l enq

uiri

es

Rol

e pl

ay

CPD

Por

tfol

io

Dis

cuss

ion

wit

h tr

aine

e

Peer

rev

iew

of

enqu

irie

s

Feed

back

fro

m e

xper

ienc

edco

lleag

ues

Rol

e pl

ay

Dis

cuss

ion

wit

h tr

aine

e

Ass

essm

ent

1

Ass

essm

ent

2


Unit

B Int

erpe

rson

al S

kills

Com

mun

icat

e ef

fect

ivel

y (P

erfo

rman

ce s

tand

ard

B1)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts


B1.

1C

omm

unic

ate

effe

ctiv

ely

inE

nglis

h

B1.

2B

ehav

e in

a p

olit

e an

d h

elpf

ulm

anne

r

B1.

4E

licit

all

rele

vant

info

rmat

ion

byth

e us

e of

app

ropr

iate

que

stio

ns

B1.

5L

iste

n ef

fect

ivel

y to

the

who

lem

essa

ge

B1.

8B

ehav

e in

a m

anne

r w

hich

inst

ils c

onfi

den

ce

B1.

11Pr

ovid

e in

form

atio

n an

d a

dvi

ceap

prop

riat

e to

the

need

s of

the

reci

pien

t

Wor

kboo

k an

d M

iCA

Lin

trod

ucto

ry s

ecti

ons

Rea

l enq

uiri

es

Rol

e pl

ay

Com

mun

icat

ion

skill

s co

urse

s

Obs

erva

tion

Peer

rev

iew

of

answ

ered

enqu

ires

Rol

e pl

ay

Dis

cuss

ion

wit

h tr

aine

e

Feed

back

fro

m e

xper

ienc

edco

lleag

ues

and

enq

uire

rs

Ass

essm

ent

1

Ass

essm

ent

2


A.15

Wor

k ef

fect

ivel

y (P

erfo

rman

ce s

tand

ard

B2)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts


B2.

2Pr

esen

t you

r ow

n id

eas

and

opin

ions

app

ropr

iate

ly w

hen

spea

king

and

in w

riti

ng

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Rea

l enq

uiri

es r

equi

ring

ver

bal

and

wri

tten

ans

wer

s.

Con

trib

utio

n to

bul

leti

ns a

ndot

her

acti

ve w

ork

Obs

erva

tion

Peer

rev

iew

of

answ

ered

enqu

irie

s

Feed

back

fro

m e

nqui

rers

and

expe

rien

ced

col

leag

ues

Con

trib

utio

n to

bul

leti

ns a

ndot

her

acti

ve w

ork

Ass

essm

ent

1

Ass

essm

ent

2


Unit

C M

edic

ines

and

Hea

lth

Prov

ide

addi

tiona

l cl

inic

al a

nd p

harm

aceu

tical

ser

vice

s (P

erfo

rman

ce s

tand

ard

C2)

Com

pete

ncy

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts


C2.

1Pr

ovid

e co

nsid

ered

and

cor

rect

answ

ers

to q

ueri

es, f

ound

ed o

nre

sear

ch b

ased

evi

den

ce

C2.

4A

ctiv

ely

prov

ide

info

rmat

ion

and

ad

vice

to h

ealt

hcar

epr

ofes

sion

als

C2.

7R

ecog

nise

pos

sibl

e ad

vers

e d

rug

reac

tion

s, e

valu

ate

risk

s an

dta

ke a

ctio

n ac

cord

ingl

y

C2.

11

Ref

er, o

r d

irec

t the

per

son,

to a

mor

e su

itab

le s

ourc

e of

hel

p or

info

rmat

ion

whe

n ne

cess

ary

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Rea

l enq

uiri

es

Rol

e pl

ay

One

-to-

one

trai

ning

on

crit

ical

eval

uati

on a

nd e

vid

ence

bas

edm

edic

ine

Con

trib

utio

n to

bul

leti

ns a

ndot

her

acti

ve w

ork

Obs

erva

tion

Peer

rev

iew

of

answ

ered

enqu

irie

s

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back

fro

m e

xper

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lleag

ues

and

enq

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rs

Rol

e pl

ay

Ass

essm

ent

1

Ass

essm

ent

2



Tabl

e 4:

UKM

i Co

mpe

tenc

y As

sess

men

t fo

r Ju

nior

Rot

atio

nal Ph

arm

acis

ts

1.Del

iver

ing

the

MI Se

rvic

e

Beh

avio

ural

Sta

tem

ents

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts

Del

iver

s w

ork

wit

hin

agre

edd

ead

lines

Prio

riti

ses

own

wor

k an

dad

just

s pr

iori

ties

in r

espo

nse

toch

angi

ng c

ircu

mst

ance

s

Seek

s qu

alit

y re

view

of

own

wor

k fr

om e

xper

ienc

edco

lleag

ues,

act

s up

on a

dvi

cegi

ven

Mak

es e

ffec

tive

use

of

IT

(e.g

. dat

abas

es)

Perf

orm

ing

an in

-tra

ypr

iori

tisa

tion

exe

rcis

e

Wor

k sh

adow

ing

a se

nior

colle

ague

Taki

ng c

harg

e of

the

dep

artm

ent

Rea

l enq

uire

s

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Peer

rev

iew

mee

ting

s

One

-to-

one

trai

ning

on

IT u

sed

in M

I

Obs

erva

tion

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rev

iew

of

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ered

enqu

irie

s

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back

fro

m e

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ienc

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lleag

ues

and

enq

uire

rs

Rol

e pl

ay

Dis

cuss

ion

wit

h tr

aine

e

Ass

essm

ent

1

Ass

essm

ent

2

How to Use the Workbo0k


2.W

orki

ng w

ith P

eopl

e

Beh

avio

ural

Sta

tem

ents

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts

Acc

epts

res

pons

ibili

ty f

or o

wn

wor

k (a

nd f

or th

ose

in tr

aini

ngw

here

app

ropr

iate

)

Kno

ws

whe

n to

ask

for

hel

p

Is p

olit

e an

d h

elpf

ul

Use

s qu

esti

onin

g ef

fect

ivel

y to

esta

blis

h an

d u

nder

stan

d th

equ

ery

Und

erst

and

s th

e ne

eds

and

prio

riti

es o

f en

quir

ers,

exp

lain

sw

hen

the

quer

y w

ill b

ean

swer

ed

Rea

l hig

h-ri

sk, u

rgen

t enq

uiri

es

Trai

ning

sta

ff e

.g. p

re-

regi

stra

tion

pha

rmac

ists

Ref

lect

ion

on c

riti

cal i

ncid

ents

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Rea

l enq

uiri

es

Rol

e pl

ay

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back

fro

m o

bser

vati

on

One

-to-

one

trai

ning

on

asse

ssin

gpr

iori

ties

and

neg

otia

ting

dea

dlin

es

Obs

erva

tion

Feed

back

fro

m e

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ienc

edco

lleag

ues

Dis

cuss

ion

wit

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aine

e

Peer

rev

iew

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answ

ered

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irie

s

Rol

e pl

ay

Ass

essm

ent

1

Ass

essm

ent

2



3.W

orki

ng w

ith Inf

orm

atio

n

Beh

avio

ural

Sta

tem

ents

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts

Plan

s an

d r

ecor

ds

a se

arch

stra

tegy

app

ropr

iate

to th

e ta

sk

Kno

ws

how

(an

d w

hen)

to u

seal

l inf

orm

atio

n so

urce

s on

the

UK

Mi m

inim

um r

esou

rce

list

Follo

ws

a lo

gica

l app

roac

h to

prob

lem

def

init

ion

and

sol

ving

Iden

tifi

es r

elev

ant i

nfor

mat

ion

and

dis

rega

rds

irre

leva

ntin

form

atio

n in

a s

yste

mat

ic w

ay

Com

mun

icat

es e

ffec

tive

ly in

verb

al, e

lect

roni

c an

d w

ritt

enfo

rm

Wor

kboo

k an

d M

iCA

Lin

trod

ucto

ry s

ecti

ons

and

exer

cise

s

Rea

l enq

uiri

es

One

-to-

one

trai

ning

on

sear

chst

rate

gies

and

how

to u

se e

ach

of th

e re

sour

ces,

incl

udin

g th

ead

vant

ages

and

dis

adva

ntag

esof

eac

h

One

-to-

one

trai

ning

on

crit

ical

appr

aisa

l

Rol

e pl

ay

Com

mun

icat

ion

skill

s co

urse

s

Obs

erva

tion

Peer

rev

iew

of

answ

ered

enqu

irie

s

Dis

cuss

ion

wit

h tr

aine

e

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e pl

ay

Ass

essm

ent

1

Ass

essm

ent

2

How to Use the Workbo0k


4.Se

eing

the

Wid

er C

onte

xt

Beh

avio

ural

Sta

tem

ents

Idea

s fo

r Le

arni

ng A

ctiv

ities

Met

hods

of As

sess

men

tAs

sess

men

ts

Take

s pe

rson

al r

espo

nsib

ility

for

Con

tinu

ing

Prof

essi

onal

Dev

elop

men

t

Mai

ntai

ns a

bro

ad b

ackg

roun

dcl

inic

al k

now

led

ge

Kno

ws

prof

essi

onal

and

pers

onal

lim

itat

ions

, see

ksad

vice

whe

n ne

cess

ary

Wor

ks w

ithi

n th

e pr

ofes

sion

alco

de

of e

thic

s an

d U

KM

i cod

e of

pra

ctic

e

Dem

onst

rate

s se

nsit

ive,

com

pass

iona

te, e

mpa

thic

use

of

info

rmat

ion

in p

atie

nt-c

entr

edca

re

Is a

war

e of

and

take

s st

eps

tom

inim

ise

risk

Tim

etab

le p

rote

cted

CPD

tim

e

In-h

ouse

CPD

ses

sion

s

Use

an

enqu

iry

as a

CPD

star

ting

poi

nt

Mai

ntai

n a

regu

lar

clin

ical

com

mit

men

t and

att

end

in-

hous

e cl

inic

al tr

aini

ng s

essi

ons

Form

al p

ostg

rad

uate

clin

ical

cert

ific

ates

/d

iplo

mas

Wor

kboo

k an

d M

iCA

L ex

erci

ses

Rea

l enq

uiri

es a

nd r

ole

play

Seri

es o

f et

hics

bul

leti

ns a

t: w

ww

.ukm

i.nhs

.uk/

One

-to-

one

trai

ning

on

stan

dar

dop

erat

ing

proc

edur

es a

nd o

ther

met

hod

s to

red

uce

risk

Rea

l hig

h-ri

sk, u

rgen

t enq

uire

s(e

.g. u

nlic

ense

d d

rugs

, leg

alpr

ocee

din

gs e

tc.)

CPD

por

tfol

io

Dis

cuss

ion

wit

h tr

aine

e

Obs

erva

tion

Peer

rev

iew

of

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ered

enqu

irie

s

Acc

ompa

nied

war

d v

isit

s w

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or c

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al p

harm

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ts

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back

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Dis

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ion

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aine

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Ass

essm

ent

1

Ass

essm

ent

2

a. how to use the workbook · how to use the workbook a.1 a. how to use the workbook ... aim of the...

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