cbme newsletter issue 14
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1
Community – Based
Medical Education
(CBME) Newsletter for
General Practice
Inside This Issue
Top tips from the GP tutor training 2
Year 3 student feedback 3
Key points from Year 3 Workshops 4
Structuring feedback giving 5
Feedback and planning workshop – student
comments 6
Year 4 – Ethics in General Practice 7
Year 5 Workshops 9
Business Meeting 06.02.13 11
Puzzle Corner 12
Dates & Information for 2013 13
Top tips from the GP tutor
training 6.3.13
Welcome to our summer newsletter and thank you
very much to all those who have contributed to it,
it is very much appreciated. This edition includes
top tips from the GP tutor training day 6th
March
2013.
www.gptutorbartsandthelondon.org
www.qmul.ac.uk
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 2
Issue 14 2013
Dear GP tutors
Our training event for clinical years was well
attended and seemed well received, rated as
excellent by 41% of participants and good by
59% (86% feedback rate).
We invited students from clinical years 3-5 to
kick off the day in a joint plenary session as well
as to offer their perspectives in the workshops.
From your feedback, GPs overwhelmingly found
the student presence and voice helpful and
noted the benefit of sharing educational
practice. Suggestions for future training
included ‘how to plan a session’ and
‘timetabling’, with the idea of actually bringing
in timetables and discussing them.
Another request was contextualising the
student learning in the community with the rest
of their learning and assessment – this will be
achieved through our new Online Learning
Environment ‘Moodle’.
This newsletter shares best practice ideas which
emerged through this afternoon, written by
faculty and students. Thanks to all who were
involved in the day, including Kate Scurr and the
admin team, the teaching team, the students
and yourselves. Dr Louise Younie
Dementia by Freya
Yoward (medical student,
Bristol, 2011)
I was inspired to create this
piece after meeting a lady with
early stages of Dementia...She
described entering a “new
world”, a “frightening and
confusing” world...
Her insight into her disease
really touched me, she was
clearly extremely anxious and
frightened about “the switch in
her mind turning off” causing
her to forget the way home that
she has walked for the last 20
years...I was led into imagining
this terrifying prospect...
I have drawn an analogy
between the mind and a jigsaw,
each piece of my jigsaw
represents sections of the mind.
The tree creating the
background of the jigsaw
represents her life, the
complexity of the tree and the
branches, the responsibilities,
relationships and fullness of her
life. When the jigsaw pieces are
taken apart this represents ...
things not fitting together and
making sense as they used to.
GPs enjoyed
• Student presence
• Sharing educational experiences
GP requests for future training
• How to plan a session
• Sharing timetables
Student requests
• Feedback, feedback, feedback
• Timetable
• Learner needs assessment
Engaging the Right Brain
A new section in the news letter offering a creative-reflective
approach to clinical practice
The largest piece of the jigsaw, the man and woman holding hands
represents the loving dependence that she has on her husband.
Therefore I have chosen to make the hands, showing the love and
dependence, one piece of jigsaw, the piece that can never be broken
apart and become confused. (Published with patient and student
permission).
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 3
Issue 14 2013
Year 3 student feedback
from GP tutor training:
Cat Kemeny and I, Sarah Ali are both 3rd
year medics
students at Barts and The London School of Medicine and
Dentistry and SSLC (Student Staff Liaison Committee)
representatives of Year 3. When presenting to the GPs at
the training day, we incorporated the feedback about GP
placements that we received from fellow students. The
experiences of students at GP placements identified that
what made a good placement included organisation and
good use of time, putting into practice skills we have
learnt in relation to history taking and presentation and
clinical examinations, the use of varied teaching styles and
the provision of constructive and detailed feedback.
The importance of specific feedback is something that we
feel key not only to identify what has been done well but
to identify areas more critically, that could be improved.
From the workshops we attended, giving the student the
opportunity to self-reflect on their own performance
before providing feedback was highlighted as a valuable
process. It was also identified that end of placement
assessments can be used as an opportunity for both
student and tutor to self-reflect while both gaining
feedback.
Third year student’s value:
• Good organisation
• Good use of time
• Observed history taking and examination
• Constructive structured feedback
o Allow the student to self-reflect on
their performance first
• Varied teaching styles
“Overall, we found this training day incredibly
beneficial and enjoyable, being able to offer up
our experiences to a very eager and willing
group of GP tutors with the common aim of
improving GP placements for all.”
Our experience of this GP tutor training event
From the plenary, as students, we were able to better
appreciate the difficulties faced by GP tutors in
providing the best experiences possible taking into
account time constraints and juggling the day to day
activities of a GP practice. This was a useful forum
where student perspectives identified the different
needs of students in different years of study and
afforded information about how to better tailor
placements to the specific needs of the students on a
placement.
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 4
Issue 14 2013
Maria Hayfron-Benjamin
(Year 3 lead)
Key points from Year 3 Workshops
• Tutors felt strongly that the 4 x 1 day per
week format (CR 3/ Met3B) was preferable to the
1x4day format (Met 3A). 4 x 1 day is easier to fit
in with clinical workload, is easier to resource i.e.
easier to get patients in on each day, less stressful
for the tutor. There was acknowledgement that
the 1 x 4 day format allowed students to become
more comfortable in the practice
• The handbook is helpful, the case-based
discussions are very useful - tutors would like
more so they can have some variety, CBDs for
ENT would be very helpful
• Tutors feel that students particularly
value patient contact, and being observed and
given feedback on their history taking and
examination skills.
• General practice is very well placed to
deliver teaching on chronic disease
management, holistic care, recognition of acute
illness, safety netting, consultation skills,
communication skills
• Tutors enjoy contact with students,
particularly students that are motivated and
enthusiastic – ‘because enthusiasm is infectious’,
teaching keeps tutors up to date.
• Tutors would like access to the learning
resources available to students. They feel their
teaching supplements the students’ experience
in hospital.
• ‘Good guidance from Medical School
of what is expected with ability to be
autonomous in the way the teaching is
delivered’
• Tutors and students find benefits in
structured teaching – students can be given
tasks and asked to prepare for the next
session, tutors can balance clinical
commitments with teaching responsibilities
and can book/invite suitable patients to
participate. Students report to practices that
they like having a timetable.
Workshop A – format/delivery of
Year 3 teaching
Workshop D – content of Year
3 teaching
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 5
Issue 14 2013
Structuring feedback
giving
Giving Feedback (Louise Younie)
This involved sharing practice, considering
some of the literature and feedback principles
as well as role-playing feedback giving in small
groups to one of our medical students.
Structuring the feedback conversation – a
suggestion…
Learners self assessment
• Pre GP tutor observation (what are areas of
weakness)
• Post GP tutor observation (what was done
well/could be improved)
GP feedback
• Reinforce important areas and points of specific
feedback
• Review understanding and feeling in response (ask
the student to summarise the feedback)
• Consider together a specific and realistic plan with
clear and direct goals (how will the student put it
into practice)
Challenges: Fear of criticising students, student
emotional response
For constructive vs didactic example of giving medical
student feedback
http://www.youtube.com/watch?v=PRIlnUAKwDY
Gathering data for placement feedback –
suggestions…
• Keeping notes during placement
• Consider Knowledge, Skills, Attitudes
• Learning Needs Assessment – what are students
strengths weaknesses at start of placement, how
have they developed
• Email PHCT for feedback comments mid-way and
end placement
References
CANTILLON, P. & SARGEANT, J. 2008. Giving feedback in
clinical settings. BMJ, 337.
VICKERY, A. W. & LAKE, F. R. 2005. Teaching on the run
tips 10: giving feedback. MJA, 183, 267-268.
Why give feedback
• provides developmental benefit
• strong motivator for behavioural change
• shown to improve confidence and clinical
performance
• Raise self-awareness and self-reflection
• Reinforce good practice, correct poor performance
• Narrow the gap between desired and actual
performance
What is good practice
The GP tutor can create an open environment for giving
and receiving feedback by role-modelling. Asking the
students what worked and what could be improved
with the way the placement was run shows there is
always more to learn and improve on.
The quality of feedback and way it is given determines
student learning from the feedback. Here are some
useful principles:
• Specific, constructive, non personal, timely
feedback
• Based on a students’ level and aspirations
• Focussed on key aspects of performance
• Clear goals and outcomes
• Collaborative tone, use of active listening and open
questions, relaxed body language
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 6
Issue 14 2013
Planning a teaching session (Louise Younie)
This workshop considered Learning Needs Analyses and Session Planning using a
variety of different learning activities e.g. small group discussion, student
presentation, learning with patients, journal article reading and presentation,
role-play etc.
Key Points from Planning a Teaching Session
Workshop by Lisa Elam:
• Learning needs assessment is critical in order to
deliver an effective teaching session – we discussed ways
of finding out student key learning needs as individuals
and the group as well as the importance of reviewing the
placement learning objectives as found in the tutor
guides.
• Possibility of sending an email out to students
before they start the placement to ascertain exactly
which topics within their module they feel that they
would like to focus on.
• Use of a before and after assessment tool i.e.
crossword or short exam-style quiz.
This would allow students to identify what they need to
be focusing on during the placement, and when they
see that they have improved at the end of the
placement (hopefully) this will inspire confidence in
their learning abilities and also in the abilities of the
tutor and the placement itself.
• Being open and approachable as a GP teacher
throughout the placement and during teaching is
paramount and will enable students to feel that they
can ask questions and make suggestions allowing for
maximum outcomes from the teaching.
• Re-evaluating learning needs throughout the
placement as, especially in 5-6 week 5th
year
placements, learning needs may change as the students
sees more patients and gains more experience.
Key Points from Giving Feedback Workshop
written by Lisa Elam (4th
Year medical student):
• Need to create an ‘open environment’ in which
the student feels able to discuss any issues that may
be precluding the student from getting the most out
of their placement. This will hopefully reduce the risk
of the student becoming defensive if asked about
reasons for lateness, absence, not taking part etc.
• Tutors agreed that it was difficult to give
negative feedback. Several ideas about method of
communication were discussed – emailing the
student was one option so that they are not
confronted face to face or in front of their peers. This
also gives them the opportunity to think about the
situation (e.g. unprofessional behaviour) and
formulate a response.
• Use of awareness raising questions such as
‘What impact do you think your tardiness has had
on your colleagues?’ allows the tutor to put the
feedback into the student’s hands and allows them
to self-reflect. It’s also a good way of approaching
negative feedback.
• Not issuing the student with a long list of things
they did wrong after a history-taking or clinical
examination, but instead focusing on a couple of
points that they should consider and learn about for
next time.
• Getting other students to appraise each other
after history taking or examination before tutors
give their own feedback will engage all students and
will give the tutor a feel for the expected medical
school level of performance.
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 7
Issue 14 2013
Key points from Year 4
Teaching Ethics in General Practice
Workshop - Dr Siobhan Cooke
We looked at the place of medical ethics in the context
of medical education reviewing the guidance from
GMC’s Tomorrow’s Doctors (2009) and Medical Student
Fitness to Practise. Ethical issues have been highlighted
as one of the most important areas of concern to be
addressed in undergraduate medical education. This
workshop revised the four principles of medical ethics:
We also considered the scope for health care
professionals to profess a commitment to help their
patients and to do so with minimal harm. Two quite
different ethical dilemmas were presented by GPs,
discussed in two groups and then by the whole group
with students witnessing the discussions. The ethical
dilemmas discussed illustrated the tensions which exist
in ethical decision making when weighing up the four
principles and demonstrated where one principle
might override another.
We agreed that general practice is well placed to teach
ethics because GPs encounter common ethical
dilemmas on a daily basis. From the literature it has
been demonstrated that clinical teachers are the best
guides for dealing with the complex and common
ethical situations that students encounter.
GPs need to be more explicit when they are teaching
ethics to students and discuss how ethics influence
clinical decision making in patient management as part
of teaching on patient consultations.
References
Gillon,R. (1994). Four principles plus attention to
scope. BMJ.309:184
Cigman, R. (2013). How not to think: medical ethics as
negative education. Med Health Care and Philosophy 6
(1) 13-18.
Ethics workshop student comments:
Respect for autonomy
Beneficence
Non-maleficence
Justice
“Ethics teaching in GP placements can be
integrated well into clinical consultations and
doesn't always require a dedicated teaching
session. For example, a common check up for
a patient taking the contraceptive pill can lead
to a quick discussion on the ethical principles
surrounding this.”
“GPs should signpost clearly when they speak
about ethics. Sometimes it might not be
obvious to students, especially in the lower
years how clinical decision-making links in
with the ethics surrounding it.”
Fahim Patel (year 4 medical student)
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 8
Issue 14 2013
Teaching Examination Skills
Workshop- Dr Siobhan Cooke
During the workshop we reviewed BOS feedback from
students and discussed how examination skills are
taught in practice, what are the barriers to teaching
and how might teaching be improved.
Preparation before the placement is essential:
• Make sure that everyone in the practice knows that
students are coming by bringing it up in the
practice meeting
• Prepare a timetable for the students
• Talk to all the staff involved in the teaching about
the learning objectives for their sessions.
• Provide dedicated time for teaching during
surgeries by blocking off some appointment slots
• Advise receptionists to book patients into surgeries
who have problems specific to the teaching for
example booking surgeries only with patients
relevant to the Community Locomotor module.
Careful patient selection
• Patients need to be carefully selected and properly
briefed about the teaching. They are then less likely
not to attend for teaching sessions or not to give
consent for teaching.
• Develop a good sized patient pool/register and ask
in more patients than you need for the session to
ensure there are enough patients to attend
teaching sessions.
Key sessions with students
• Introductory session to discuss learning needs
assessment with students. This avoids mismatch of
students and teachers expectations. It is also
helpful in making sure that the competencies that
need to be signed off in the logbook are identified.
• A session to teach history and examination skills,
before seeing patients is useful especially for the
Community Locomotor module.
• Observed history and examination during the
placement is highly rated by students
• End of placement assessment is a good time to
witness the development of students’ examination
skills and ensure that their logbooks are signed off
and so making sure that their learning needs have
been met.
GP Tutor concerns
• There was concern that we may not be teaching
examination in the “medical school style”
• Students may be taught differently by different
clinicians and will need to develop their own
“ideal examination”. However, tutors would like
more guideance – more will be added to Moodle,
but also see St George’s selection of clinical
examination videos
http://www.youtube.com/sgulcso
• GP tutors thought that attending OSCE training
sessions would be helpful for them and help them
revise how they should be teaching examination
skills.
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 9
Issue 14 2013
These were the two questions that we addressed in this
workshop. To help us address them, we considered some
theory and reviewed student texts for evidence of reflection
in their writing.
Mezirow (1981) equates reflection with learning – ‘new
insight’ from a practical or theoretical experience being the
outcome. In everyday practice this is as familiar to us as it is
obvious. Somehow the concept can seem to be lost on our
students. But is this their fault or ours?
In the year 5 community care unit students are invited to
write a reflective piece on a case example focusing on
principles of Good Medical Practice described in the GMC
Duties of a doctor. The written piece of work forms the basis
of a professional conversation with the tutor and is marked
for part of their unit assessment.
The task involves writing up a brief summary of the case (300
or so words) and choosing 2 principles of practice (Good
clinical care, Maintaining knowledge, Teaching and training,
Relationship with patients, Relationship with colleagues).They
must write a reflective discussion.
Tutor experiences of problems raised with this task
included:
o Poor understanding of the principles of medical practice
o Over complicated and lengthy medical description of
the patient case, missing the patient dynamic and
psychosocial aspects of the patient encounter
o Shallow reflection describing only what should happen
in theory not what might happen in practice
o Marking seems very subjective; how can we judge
someone else’s reflection?
Key points from Year 5 Workshops
How do we encourage our students to be more reflective?
Is what I think is ‘good’ reflection the same as other tutors?
Students are encouraged to “describe interesting,
difficult or uncomfortable experiences. Try to record
both positive and negative elements”
• What made the experience memorable?
• How did it affect you/patient/team?
• What did you learn from this experience and what
(if anything) could you (or others) do differently next
time?” (The COPMeD National Portfolio Management
Group, 2009)
But asking these questions seems sometimes to not be
enough. Our students need to develop the skills needed
to answer these questions applied to their own practice.
We found it helpful to look at what made a good piece of
reflective writing; particularly in the context of students
needing to write such pieces in work place based
assessments at foundation and specialty training level in
the future.
Various reflective frameworks have been used in the
foundation and specialist level portfolios.
From the developmental perspective these rely on skills
needed to successfully formulate and answer reflective
questions.
Borton’s (1970): What? So What? Now What?
Gibbs reflective cycle (1988) Description; Feelings;
Evaluation; Analysis; Conclusion; Action plan.
Atkins and Murphy (1994) Awareness; Describe;
Analyze; Evaluate and Identify learning
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 10
Issue 14 2013
REFLECTION (WPBA Standards Group)
Not Acceptable Acceptable Excellent (in addition to
acceptable)
Information Provided
Entirely descriptive e.g. lists of
learning events... with no evidence
of reflection.
Limited use of other sources of
information to put the event
into context.
Uses a range of sources to
clarify thoughts and feelings.
Critical Analysis
No evidence of analysis (i.e. an
attempt to make sense of
thoughts, perceptions and
emotions).
Some evidence of critical
thinking and analysis, describing
own thought processes.
Demonstrates well-developed
analysis and critical thinking
e.g. using the evidence base
to justify or change behavior.
Self-Awareness
No self-awareness.
Some self-awareness,
demonstrating openness and
honesty about performance
and some consideration of
feelings generated.
Shows insight, seeing
performance in relation to
what might be expected of doctors.
Consideration of the thoughts and
feelings of others as well as
him/herself.
Evidence of Learning
No evidence of learning (i.e.
clarification of what needs to be
learned and why).
Some evidence of learning,
appropriately describing what
needs to be learned, why and how.
Good evidence of learning,
with critical assessment,
prioritisation and planning of
learning.
Richards and Maltby (1995) identify these skills as Information observation
and description; Self-awareness; Critical thinking; Evaluation. The RCGP
publish a useful framework to help supervisors in the ST programme:
We concluded that we often know and recognize good
or poor reflection but find it more difficult to specify
why and therefore give formative feedback. Such tools
as the above ‘grid’ may be helpful at this stage. We also
concluded that setting up this task to address the
common problems student have with it is helpful. For
example helping them pick appropriate case material
and clearly sign posting them to the GMC principles. In
discussing the reflective piece with them we can help by
encouraging them to think about their critical analysis
and self awareness skills.
References
Atkins, S., & Murphy, K. (1994). Reflective Practice.
Nursing Standard , 8 (39), 49-56.
Jasper, M. (2006). Profesional Development,
Reflection and Decision-making. Oxford: Blackwell.
Mezirow, J. (1981). A critical theory of adult learning
and education. Adult Education , 32, 3.
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 11
Issue 14 2013
The business meeting was held in February and was
well attended. Feedback was positive though some
felt that there was not enough business!! We had a
presentation from Dr Viv Cook about workplace
learning. As primary care is an excellent example of a
workplace in which to learn, it highlighted for us the
need for a shift in emphasis in our teaching to make
the greatest use of all opportunities for teaching and
learning for the students on placement. Feedback
from the workshops was extremely useful and I share
key messages with you.
Q1: Opportunities that meet assessment needs yet
provide rich clinical development situations
providing a more rounded clinician.
� Find out from students what their assessment
needs are
� Better planning within the practice to
facilitate teaching
� Encourage deeper learning- variety of
teaching methods; interaction and
involvement
Q2. How do we ensure the expectations of all parties
are met and sustained?
� Combining teaching and patients
time(appropriate clinics planned ahead)
� Valuing skills of the whole team (DNs,
manager, admin, pharmacist/Getting the
whole practice team involved)
� Regular feedback to inform how expectations
are being met/or not
� Discuss tensions + issues with rationing +
patient expectations using cases
Q3. What are the essential arrangements required in
this changing world? What can we learn from each
other?
� Develop hub and spoke model: sharing
teaching expertise/resources
� Practices getting together
� Use all resources around you!
(Registrars/nurses involve the ST3 in teaching)
Q4. Are there aspects of primary care and clinical
practice which students are missing the opportunity
to learn throughout the five years?
� Care pathways
� "The consultation"
� Mental Health and Substance Misuse
� Not just focusing on exams
� Commissioning; Would students be interested?
How could it be encouraged?
� Practice and business management
Q5. How well does your practice afford opportunities
for workplace learning?
� Educational needs assessment for each
student driving the teaching programme
� Feedback from students helps with Practice's
self reflection about workplace learning
� Give opportunity for hands on practice and do
not forget all members of team (HCA/nurses)
� Seeing students' reflections from BOS engages
us in thinking about workplace as learning
context.
� A good library and IT resource
� Timetable and good administration
Please feel free to feed back further comments.
Dr Ann O’Brien
Business Meeting 6 February 2013
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community
ACROSS
2 benign tumor of smooth muscle uterine tissue
5 injectable prophylactic treatment in pregnancy for recurrent miscarriage
6 foetal heart tracing monitor
7 treatment for hirsutism
9 Hormone in IUS
10 metal used in coil
14 Condition where fragments of womb lining are found outside the womb
15 number of weeks for dating scan
17 chemical applied to transformation zone
18 must be ruled out in abdo pain in early pregnancy
19 Screening blood test for ovarian cancer
21 first line class of drug used in overactive bladder (OAB)
23 First line treatment for heavy periods
27 Hypertension and proteinuria in pregnancy
28 common side-effect of antimuscarinic
29 number of weeks for anomaly scan
31 antenatal blood test for women with FH of diabetes
32 painful periods
33 common pattern of bleeding with progesterones
34 invasive investigation for pelvic pain
35 Syndrome of complication of ovulation induction
Puzzle Corner!
Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1
Issue 14
5 injectable prophylactic treatment in pregnancy for recurrent miscarriage
14 Condition where fragments of womb lining are found outside the womb
21 first line class of drug used in overactive bladder (OAB)
31 antenatal blood test for women with FH of diabetes
DOWN
1 First line treatment for painful periods
3 Coil for heavy periods
4 treatment for CIN
6 investigation for CIN
8 bleeding after delivery
11 endoscopic examination of womb
12 First period
13 Heavy periods
16 vaginal delivery after caesarian
20 3 monthly injection for contraception
22 for prevention of neural tube defects
24 Treatment for PCOS
25 chemical used to identify comeplete area of cervical abnormailty
26 hormone only contained in the
30 fever abdo pain and discharge could be caused by this
Crossword created by Dr
Based Medical Education, Garrod Building, Turner Street,
l, E1 2AD.
Page 12
Issue 14 2013
1 First line treatment for painful periods
11 endoscopic examination of womb
16 vaginal delivery after caesarian
20 3 monthly injection for contraception
22 for prevention of neural tube defects
25 chemical used to identify comeplete area of cervical abnormailty
26 hormone only contained in the combined pill
30 fever abdo pain and discharge could be caused by this
Crossword created by Dr Guniyangodage
BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,
Whitechapel, E1 2AD.
Page 13
Issue 14 2013
Contact the Editorial Team
This is your newsletter. If you have any suggestions for
the future content, useful teaching tips, teaching
resources or experiences you would like to share,
please send us your contribution.
Louise Younie
Lynne Magorrian
Jasmine Evans
Academic Unit for Community-Based Medical
Education, Garrod Building, Turner Street,
Whitechapel, London E1 2AD
CBME training dates are:
Summer Education Meeting: 5th
July 2013
Themes for Summer Education Day
• Planning a session
• Student engagement
• Moodle
All years will be represented in this interactive
day. The event will offer the opportunity for
GP Tutors to share best practice and to
receive feedback from medical students.
There will be plenary sessions which will
include updates on the curriculum, our new
online learning environment (Moodle) and
more. There will be year-specific workshops
and generic educational workshops. We will
also be presenting our GP Tutor’s Award.
New outreach ITTPC course
Save the date!!
The outreach ITTPC course will be held on 17th and
18th September 2013 at Postgraduate Medical
Institute, Anglia Ruskin University, Chelmsford.
Suitable as introduction to teaching for those new to
it.
More details to follow, but please feel free to express
initial interest to Kate in the admin team-
Dates and Information
for 2013
RYDAL GROUP PRACTICE
SALARIED DOCTOR REQUIRED FULL OR PART-TIME
Rydal Group Practice are looking for a salaried GP to join our
five partner GMS practice on the edge of Epping Forest with a
short commute to central London.
“We are a friendly team in a well established practice with high
QOF achievement and a list size of 12,500. We are a forward
looking practice, modernising our premises and adopting
innovative ways to provide access and enhanced services. Our
skilled nursing team manages chronic disease and we use
SystmOne. Rydal Group are an undergraduate training practice
working towards registrar training. We participate in
research.”
Please send a CV with a covering letter to Leah Biller, General
Manager, Rydal Group Practice, 375 High Road, Woodford
Green, Essex IG8 9QJ or email leah.biller@ nhs.net. Informal
visits encouraged.
Closing date: 22nd June 2013