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Pages
- About Us
- Appraisal
- 7 steps to appraisal
- Appraisal and PDPs
- Appraisal Process
- Good Medical Practice
- Introducing challenge into appraisal
- Multi-Source Feedback (MSF)
- PPDP – personal professional development plan
- Quick notes for appraisers
- The appraisal interview – notes for the appraiser
- What makes a good FORM 4?
- What makes a good PDP?
- Your Health
- Your Probity
- CBT
- Clinical Pictures
- Communication Skills
- ANALYSING THE CONSULTATION
- Agenda-Led Outcome-Based Analysis (ALOBA)
- Communication skills teaching
- Consultation Satisfaction Questionnaire
- Consultation Videotape Assessment by Cox
- Explaining things
- GP trainee patient-problem-management log
- Illness behaviour questionnaire – why now?
- Leicester Assessment Package for video consultation
- Methods of analysing the consultation
- Rules for discussing video consultations
- Tips on joint consulting
- Use of videotaped consultations in summative assessment of GP trainees
- Video allergy
- Video for consultation teaching & assessment
- BALINT
- CALGARY CAMBRIDGE MODEL
- COMMUNICATION MICROSKILLS
- Beginnings
- Developing rapport
- How to structure a consultation
- Ideas, Concerns and Expectations
- Little words that make a massive difference
- Motivating People
- Motivational Interviewing
- Non-verbal communication
- Open questions
- Reassurance
- Screening for other problems
- Shared Decision Making
- The doctor’s feelings in the consultation
- Understanding the patient’s perspective (ICE)
- VAK and accessing minimal cues
- COMMUNICATION SKILLS THEORY
- Are there problems in communication between doctors and patients?
- Barriers to effective consultations
- Building a supportive climate
- Communication problems between doctors and patients
- Evidence that rapport building skills make a difference
- Evidence to support listening
- Illness behaviour
- Is there evidence that communication skills affect outcomes of care?
- Maslow’s hierarchy of needs
- Narrative Based Medicine
- Narrative in medicine
- Patient-centred consulting
- Patient-centredness – Mead & Bower
- Pattern recognition
- Pattern recognition – more things
- Research evidence on ending the consultation
- The Cycle of Care
- What are your zones of comfort, challenge and fear?
- What is psychodynamic thinking?
- Why patients come in – 10 questions to answer
- Why teach communication skills?
- CONSULTATION MODELS
- PROBLEM BASED INTERVIEWING (PBI)
- SPECIFIC SCENARIOS
- TELEPHONE CONSULTATIONS
- ANALYSING THE CONSULTATION
- Computer in the Consultation
- DISCLAIMER
- EBM, Audit & Statistics
- AUDIT
- EVIDENCE BASED MEDICINE (EBM)
- Appraisal of a study
- Are the recommendations in this guideline valid?
- Are the results of this diagnostic study valid?
- Are the results of this economic analysis valid?
- Are the results of this harm study valid?
- Are the results of this single study valid?
- Are the results of this systematic review valid?
- Critical Reading
- Hierarchy of evidence
- Is this evidence about prognosis valid?
- Medline searching
- Methodological filter grid
- Methodological filters
- The 4 elements of well-built clinical questions
- MEDICAL STATISTICS
- Screening Criteria for a Medical Screening Programme
- The Educational Prescription
- Educational Theory
- ADULT LEARNING
- EDUCATIONAL METHODS
- 2 minute teaching
- Microteaching
- On making sense of ideas
- Random Case Analysis – notes for trainers
- Random Case Analysis – type of questions
- Skill acquisition
- Task-based learning
- Tasks for teaching
- Tasks for teaching
- Teaching skills
- Teaching: philosophies, principles and practices
- The Disney Method
- Using VAK representational systems in teaching
- FUNDAMENTAL EDUCATIONAL THEORY
- Attributes of a good teacher
- Bloom’s taxonomy of learning domains
- Developing Aims and Objectives
- General Guidance for Teaching
- Miller’s pyramid & prism
- Models of Teaching
- Principles of adult learning – Knowles
- The 3d Curriculum Model
- The Johari Window
- The Learning Cycle
- The Learning Cycle
- The Learning Cycle – revisiting
- LEARNING ENVIRONMENTS
- PBL – Problem Based Learning
- Ethics
- Feedback
- Action pack for giving and receiving feedback
- Feedback for learning
- Feedback Proforma (for teaching)
- Feedback resources
- Giving & Receiving feedback
- Giving feedback
- Giving feedback on consultation performance
- Non-judgmental feedback
- Pendleton’s rules
- Rich Bregazzi on feedback
- Tips for giving feedback more effectively
- GP Training
- A view of general practice from 1923
- CLINICAL TOOLS
- CURRICULUM
- GP TRAINEE
- GP TRAINER
- Before the trainee starts
- Formative Assessment
- GP trainee training plan
- GP Trainer development
- How good are you at doing Random Case Analysis
- Ideas and possibilities for education in training practices
- Objectives of training
- Possible issues with new GP trainees who have no experience of general practice in the NHS
- RUNS and TENS
- Sheffield Assessment Instrument for (referral) Letters (SAIL)
- Some Reading for GP training
- Staff Trainee Assessment Rating (STAR)
- Trainer-trainee relationships
- Training tools
- Writing a reference
- Mentoring scheme for GP trainees
- TPD resources – misc
- Why half day release? (HDR)
- Group Games
- Groups
- HOME
- I.T. Systems
- InPS VISION
- MACROS
- 01 Macros for Speed in System 6000
- 02 Macros for Speed
- 02b Macros for Speed
- 03 Why Are They Useful?
- 03b Why Are They Useful?
- 04 Some Examples
- 04b Some Examples
- 05 PPT Slide
- 06 What Software Do I Need?
- 06b What Software Do I Need?
- 09 Macro Express
- 10 Macro Express Slide
- 10b Macro Express
- 11 Macro Express
- 11b Macro Express
- 12 Macro Express
- 12b Macro Express
- 13 PPT Slide
- 14 Macros Express Demonstration
- 15 Macros Express Demonstration
- 15b Macros Express Demonstration
- 16 Macros Express Demonstration
- 16b Macros Express Demonstration
- 17 Macro Express
- 17b Macro Express
- 18 Macros for Speed
- 19 Macros Express Demonstration
- 19b Macros Express Demonstration
- 20 Where Can I Find Out More?
- 20b Where Can I Find Out More?
- 21 Macros for Speed
- Can I Use Them With My Clinical System?
- Can I Use Them With My Clinical System?
- Cut-out Template for Function Keys
- Cut-out Template for Function Keys
- Katie Law’s poems
- Macros for Speed in System 6000
- Ready-made macros
- Read Codes
- S6000 ARCHIVE
- SYNERGY ARCHIVE
- Issues for clinical records
- Moving to Synergy
- Synergy
- iSoft Synergy index
- Starting out with iSOFT Synergy (and other computing issues)
- Synergy downloads index
- Synergy Sophies
- Synergy word templates
- Synergy: general use
- Tips
- Clinic
- Misc
- Reports
- “Patients + notes” reports
- 4 or more repeat prescriptions
- A folder in report manager deleted in error
- An activity report
- BP reports
- Drill back from a spreadsheet
- How to schedule a report to run regularly
- Looking for unlinked drugs
- More than x repeat prescriptions
- PMA report
- Relative dates and date ranges
- Reporting on drugs
- Synergy hints and tips: reports index
- What’s the difference between the patient id and the internal patient id?
- Sophies
- Using 5-byte Read codes
- Synergy Coding
- Cervical smears
- Child health: developmental assessment
- Child health: immunisations
- Coding procedures
- Contraception
- ECG recording
- Hormone replacement therapy
- Housebound patients
- IT security
- Maternity and pregnancy
- Minor surgery
- Other samples and procedures
- Referral letters
- Screening
- Smoking
- Summarising records
- Vaccinations and immunisations
- Synergy Files
- Leadership
- 7 HABITS OF HIGHLY EFFECTIVE PEOPLE
- CHANGE MANAGEMENT
- LEADERSHIP SKILLS
- Empathy
- Hard skill-based questions for would be leaders
- Influencing
- Leadership challenges
- Leadership skills for success
- Life coaching exercise
- Making decisions
- Medical Leadership Competency Framework
- Negotiating skills
- Negotiation models
- Prioritising – the priorities quadrant
- Ten characteristics of the servant leader
- LEADERSHIP THEORY & MODELS
- Looking After Ourselves
- Manchester Rating Scales
- 00a Introduction & History
- 00b At a Glance Guide
- 00c Index
- 01 MRS – History taking: General
- 02 MRS – History taking: Special Skills
- 03 MRS – Physical examination 1: General observation
- 04 MRS – Physical examination 2: Considerateness
- 05 MRS – Physical examination 3: General approach
- 06 MRS – Problem definition 1: “Hypothesis formation”
- 07 MRS – Problem definition 2: “hypothesis testing” (the diagnostic process)
- 08 MRS – Problem definition 3: Coping with complexity
- 09 MRS – Problem definition 4: Practicality
- 10 MRS – Management 1: Coping with uncertainty
- 11 MRS – Management 2: Using community resources
- 12 MRS – Management 3: Prescribing (a) Technical
- 13 MRS – Medical Records
- 14 MRS – Emergency care 1: Initial assessment
- 15 MRS – Emergency care 2: Management
- 16 MRS – Professionalism 1: Availability
- 17 MRS – Professionalism 2: Involvement
- 18 MRS – Professionalism 4: Working with colleagues
- 19 MRS – Personal development
- Appendix A – Professionalism: communication
- Appendix B – Physical examination
- Appendix C – Management: referral
- Appendix D – management: prescribing
- Appendix E – Medical records
- Appendix F – Emergency care
- Mentoring
- Caplan’s crisis model
- Developmental interviewing
- Developmental cycle
- Educational aspects of mentoring
- Egan’s skilled helper model
- Elements of a good action plan: SMART + support
- Ethical issues
- Giving constructive feedback
- Guidelines for co-tutors
- Issues during mentoring
- Listening
- Paired listening and group listening
- Reading list on mentoring in GP
- The positive benefits of mentoring
- What a mentor should NOT do
- MRCGP
- NLP
- About neuro linguistic programming (NLP)
- An overview of NLP
- Building rapport in NLP
- Dealing with difficult people using NLP
- New behaviour generator
- NLP ‘quotes’
- NLP – rules for being human
- NLP in the consulting room
- NLP Outcomes
- NLP Representational systems
- Operating principles
- Resource Anchoring
- Some NLP treatment paradigms
- The ‘Meta-model’
- Personality & Learning
- post
- Practice Management
- 7 questions for practice development
- Critical incidents & Significant events
- Culture & Diversity
- Culture in the Workplace
- Dealing with the Media
- Equality and Diversity – definitions
- How all organisations work
- How to Handle Complaints
- Motivating colleagues in the workplace
- Teamwork
- Time management
- Top tips for managing your new practice manager
- Prescribing & Therapeutics
- Reflection
- SITEMAP
- Test Yourself
- Trainees in Difficulty
- Discipline in general practice
- English language problems in GP Trainees
- Identifying, preventing and tackling trainee problems
- Learner difficulties, issues and problems
- Learners, Students and Trainees in difficulty
- Logical Levels
- Logical Levels to make an educational diagnosis
- Managing Trainees in difficulty
- RDMP model – diagnosing the problem
- Tackling Trainee difficulties
- When trainees struggle – the aetiology of errors
- Transactional Analysis
- Adult vs Parent protection
- Building children
- Conflict
- Do and don’t messages in TA
- Drivers
- Feelings in TA
- Keeping people & Karpman Drama Triangle
- Knowing and doing
- Life positions – I’m okay, you’re okay
- Parent shrinkers
- Parent, Adult & Child ego states
- Parent-stoppers
- Requirements for change
- Staying OK
- Stroking
- TA structure
- Take charge of your time
- The internal dialogue and trackdown
- The OK grid and assertiveness
- Transactional analysis – intro
- Using Transactional Analysis to handle a complaint
- Working with your working style
- Tutorial Theory
- TUTORIALS – clinical
- TUTORIALS – general areas of GP
- Uncertainty, Complexity, Chaos & Risk