PUNs and DENs: Discovering Learning Needs in General Practice (Radcliffe Professional Development)

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Person-centred consulting includes the choice of responses, both verbal and non-verbal, that you and the patient make It is important to apply effective strategies for communicating about and reducing the risk of dependency or addiction to medicines where this may occur (for example, opioids, benzodiazepines, GABA drugs) as well as supporting and managing patients who have become dependent on medications, seeking specialist advice and intervention when appropriate Evaluation of guidelines to determine how suitable they are for clinical practice (including methodology, evidence-base, validity, applicability, authorship and sponsorship) The second stage. which is done later when there is time to reflect, is to define the DEN that arises, or to meet the PUN by other means such as delegation or practice management. Record this in the final column of the log and if it is a DEN use the group classification to decide how it could be fulfilled. This might be by simply asking a colleague, looking it up, or it may need further study, training by attachment to an expert, small group discussion or other forms of learning. You now have a list of personal learning needs which can be compiled along with those derived from other sources and prioritised with the help of your mentor. Observing the systems developed by a practice to manage repeat prescribing and exploring the team's decisions about to manage risk in this process can provide valuable insights. It is also worthwhile considering the variation in impact and uptake of NICE guidance. Likewise, the processes that occur during a consultation when a decision to refer is made, as well as the practical systems in place to achieve the referral, are ideally explored within the primary care setting. Reflecting on cases that illustrate a delay in diagnosis using tools such as Significant Event Analysis (SEA) can help in understanding the complex process of diagnosis, within both the primary and the secondary care setting.

Wherever possible, an agreement with the patient and their carers on the treatment proposed, appropriately explaining: As a GP, you are expected to know some basic statistical terminology, including the terms listed in the table below, and be able to conduct simple calculations for evidence-based practice. This area is about communicating effectively with patients, using recognised consultation techniques, establishing effective patient partnerships, managing challenging consultations, consulting with third parties and using interpreters. Techniques to adjust your own teaching style to suit the individual as well the subject, being aware that not every individual will learn in the same way In response to the impact of a global pandemic, climate change, COP26 and the need to deliver a ‘Net Zero’ NHS, the RCGP felt it was vital that the GP curriculum should be updated to reflect the impact of these

Phone call: a father wants to know why an antibiotic was not prescribed during an earlier consultation for his child, whom now has acute otitis media There are many opportunities for more formal (structured) learning, such as courses on evidence-based practice. These include research and clinical update study days, which could be offered through RCGP or other hosts, such as university departments. Your local training programme will offer updates and workshops tailored for trainees. Academic work in general practice Safe and effective prescribing always involves consideration of the patient and their unique circumstances, for example: As a GP you have a role in sharing knowledge with others. This may include formal or informal teaching, mentoring, supervising colleagues and peers, and education in the wider community. Underpinning this is the need for better patient care. Important principles include: It is important to be aware of each individual’s own capabilities, values, ethics and accountability. There may be ethical tensions inherent in governance processes and resource allocation. Personal health and well-being must be maintained (for example, being immunised against common or serious communicable disease where appropriate). It is important to protect patients and colleagues by managing risk while adhering to GMC fitness to practise guidance.

Learning is a characteristic of our species. We all learn, some better than others, some faster than others. The way in which we learn can vary. Kolb defined four main styles of learning: (Experiential Learning Prentice Hall 1984)Ocr tesseract 5.1.0-1-ge935 Ocr_detected_lang en Ocr_detected_lang_conf 1.0000 Ocr_detected_script Latin Ocr_detected_script_conf 1.0000 Ocr_module_version 0.0.16 Ocr_parameters -l eng Old_pallet IA-NS-0001162 Openlibrary_edition

Portfolio-based learning (for example, the RCGP e-Portfolio) is a useful approach to manage your professional education, serving as a continually updated repository to enable your knowledge, reflections and learning to be recorded and reviewed. Learning entries may arise from a wide range of activities. These include: Leading and managing improvement in healthcare systems is just as important as, and complementary to, acting on behalf of an individual patient. The Balint group 1is a highly developed and tested method of small-group consultation analysis that aims specifically to focus on the emotional content, not just of single consultations but of ongoing doctor–patient relationships. Many doctors who have had the experience of Balint training attest to the lifelong benefits that it can bring in terms of interest in patients' lives, self-knowledge, job satisfaction and prevention of 'burn out'. Learning with other healthcare professionals Role-played consultations, for example during teaching or courses, are valuable in exploring consultation behaviour in a safe environment, especially those using 'standardised patients' (played by actors or role-players who have been trained to react in a consistent or specific manner).The elegance of this model is in its easy adaptation to the problem solving process often used by health care professionals.