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  Theory Practice Feedback is integral to the culture and management style. Formal appraisal is a natural part of the relationship between boss and employee. It is a two-way process. Documentation supports the process and assists review and performance management. Appraisal is forward-looking. Appraisal allows a closer link between business needs and individual contribution. The […]

Imagine the lilly plant.   For each of us: The roots of the lily = our beliefs, deeply held The low stalk – our values, based on these beliefs The high stalk – our attitudes towards the world The leaf on the surface – our behaviour, that others see In the workplace We learn the culture when

The 6 stages of human response to change Shock – ‘I don’t believe it!’ Denial – ‘We’ve been through this before – it won’t work’ Blame – ‘It’s all their fault’ Self-Blame – ‘I can’t do this or learn these skills’ Bargaining – ‘What if I try this?’ Resolution – adaptation has taken place, effective

The time management matrix   Urgent Non-urgent Important I Activities Crises Pressing problems Deadline-driven projects Results Stress Burnout Crisis management Always putting out fires II Activities Prevention, PC activities Relationship building Recognising new opportunities Planning Recreation Results Vision, perspective Balance Discipline Control Few crises Not important III Activities Interruptions Some calls, mail, reports, meetings Popular

Communication vs cooperation The 3rd alternative Valuing the differences Force field analysis

Skilful analysis and well considered feedback help to make the best use of the registrar’s videorecorded consultations. Video has become a mandatory part of GP training and assessment since its inclusion in summative assessment and the MRCGP examination. Pendleton and the Oxford group have defined a clear method of analysis and a set of rules

Critical Reading sheet Introduction Aims of study stated? Does study match up to the aims? Method Design of study appropriate? Sample Adequate size? Truly random? Truly blind? Comparable between treatment and control groups? Unchanged during study? Timespan appropriate? Questionnaires avoid bias or ambiguity? Outcome measures “hard” or “soft”? Results Response rate adequate to avoid bias?

Motivation Helping trainees to motivate themselves to learn. How to deal with lack of motivation? How effective am I as a teacher? What is a good teacher/bad teacher? What is a good learner/bad learner? Learning Risk-taking Temporary incompetence Safety “Who to be” in the relationship Counselling needs Unconditional positive regard Empathy= Risk-taking Genuineness = Risk-taking

Home GP training Educational theory Adult learning Teaching practices and Trainers are selected for the educational opportunities they offer to their Trainees. Trainees may learn from experience and example working in a teaching practice teaching from the Trainer, Partners and other members of the practice team the other education resources and opportunities available in the

  Preparation Protected time — planning and tutorial Finding areas Core list Knowledge checks — checklists, PEP, MCQ Hot topics => agreeing needs Agreeing method: formal tutorial may not always be the best approach Hot topics Joint surgery HDR course Peer discussion          ….etc. Set aims / objectives (maximum 4-5) – reflect Registrar’s needs and Trainer’s