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Developing professional competence: The British Model

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Title: Developing professional competence: The British Model Author: David Taylor Last modified by: David Taylor Created Date: 5/7/2006 1:29:06 PM – PowerPoint PPT presentation

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Title: Developing professional competence: The British Model


1
Developing professional competence The British
Model
  • David Taylor
  • School of Medical Education
  • University of Liverpool, UK

2
Centre for Teaching and Learning
  • Professionalism in Medical Students

3
Pellegrino 2002
  • Profession vs. professionalism
  • A profession is a public declaration
  • The Hippocratic Oath
  • The promise to the patient that the physician is
    competent and will use their skills in the best
    interest of the patient.
  • THE MOUNT SINAI JOURNALOF MEDICINE 69378-384
    2002

4
Royal College of Physicians Definition of
professionalism
  • Medical professionalism signifies a set of
    values, behaviours and relationships that
    underpins the trust the public has in doctors

5
Royal College of Physicians Description of
professionalism
  • Medicine is a vocation in which a doctors
    knowledge, clinical skills, and judgement are put
    in the service of protecting and restoring human
    well-being.
  • This purpose is realised through a partnership
    between patient and doctor, one based on mutual
    respect, individual responsibility, and
    appropriate accountability.

6
Royal College of Physicians Day-to-day practice
  • Doctors are committed to
  • Integrity
  • Compassion
  • Altruism
  • Continuous improvement
  • Excellence
  • Working in partnership with members of the wider
    healthcare team

7
Our students
  • Good clinical judgement
  • Competence
  • Responsibility
  • Protect confidential information
  • Honesty

8
It follows
  • That to develop professionalism we need to
    develop the knowledge, skills and attitudes of
    our students.
  • And importantly Knowledge, skills and attitudes
    can not be learnt in a vacuum
  • There must be an element of situated learning.

9
So How?
  • There are as many ways as medical schools but
    the way the medical school treats the student
    will always influence the outcome
  • In traditional medical schools professionalism is
    learnt through apprenticeship, after the basic
    knowledge has been acquired

10
Liverpool
  • We have a PBL-based course with early clinical
    contact.
  • The concepts of professionalism are included and
    discussed in every PBL scenario articulated in
    a small group in the presence of a trained tutor
    (often a practicing clinician).
  • Before the end of the first semester the student
    will have made several entries in their
    electronic log, and will have had their
    professional behaviour assessed and discussed
    with their academic tutor.

11
Year 1 continued
  • Before Easter, each student will be placed with a
    family practitioner and will have been involved
    in a family visit and a baby clinic.
  • Before the end of the academic year they will
    have had a written exam which includes ethical
    and professional dilemmas, and they will have had
    their ethical performance assessed in the
    clinical placements, their PBL groups, and in
    their clinical exams.

12
Later years
  • The general plan continues.
  • There are two crucial points for assessing
    professional competence
  • The PBL facilitator (always a clinician from year
    2 onwards)
  • The community clinical tutor (always a general
    practitioner)
  • These have key roles since they get to know the
    students well (usually only change once a year)
  • Both complete regular evaluations of professional
    performance, every semester.
  • Both model professional performance

13
Also
  • Competence (knowledge and skills) is assessed
    every year, of course.
  • In addition students keep reflective logs
    throughout their clinical experience.
  • In year 3 they complete a written reflection on
    professional practice (theirs or observed)
  • In year 5 they start on a portfolio, which with
    small modifications they will continue to
    complete until the end of their career.

14
Overview of support for professional development
Y1 Y2 Y3 Y4 Y5 F1 F2
PBL PBL PBL PBL
Electronic portfolio/reflection Electronic portfolio/reflection Electronic portfolio/reflection Electronic portfolio/reflection Electronic portfolio/reflection
Why Ethics
Personal tutor educational supervisor Personal tutor educational supervisor Personal tutor educational supervisor Personal tutor educational supervisor Personal tutor educational supervisor Personal tutor educational supervisor Personal tutor educational supervisor
community tutor community tutor community tutor community tutor
Clinical portfolio Clinical portfolio Clinical portfolio Clinical portfolio
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