Education Flashcards
(18 cards)
Pendleton’s rules
A structured approach to giving feedback, learner centred and conversation based, identifies goals.
Pendleton’s rules
– check wants feedback and ready
– learner give comments
– Learner: what went well?
– observer: what went well
– Learner: what could be improved?
– observer: what could be improved?
– action for improvement
Maslows hierarchy of needs
Framework of needs, hierarchy with basic needs to be met before higher learning can occur
Physiological (rest, food, warm)
Safety (security, employment, health)
Love & belonging (family, friendship, intimacy)
Esteem (self esteem, confidence, respect)
Self actualisation (passion, morality, creativity, problem solving)
Zone of proximal development
space between the actual and potential development level, where learning can occur most effectively with the right guidance
Adding in complex cases to develop skills
Selecting more difficult cases for loans to do with guidance to further develop skill
Millers pyramid - teaching a specific clinical skill
Gradual progression to eventual mastering skill
Knows - knowledge (fact recall, MCQs)

Knows how/understands - competence (clinical problem solving, extended MCQs, case presentation)
Shows how - performance (Direct observation, simulation, OSCE)
Does - action (workplace based assessments, directly observed) 
Bloom’s taxonomy
Framework used to classify educational goals focusing on different levels of cognitive thinking
Remember. Recall basic facts.
Understand. Understand meaning of information.
Apply. Use knowledge – apply facts, rules, concepts.
Analyse. Breakdown information.
Evaluate. Make judgement and decision decisions based on criteria
Create. Generate new ideas, solutions.
Formative assessments
Assessments for learning, provide feedback via supervise learning events
CBD
Mini CEX clinical evaluation exercise
OSATS formative objective structured assessment of technical skills
TO1/TO2/SO team and self observation
DOC
PSQ
Summative assessments
Assessments of learning, demonstrate competence
MFSRH Part 1
MFSRHS Part 2
OSCE (objective structured clinical exam)
OSAT summative (objective structured assessment of technical skill)
LOC
Formative case based discussion
Clinical or non-Clinical
Assess performance in management, clinical reasoning, decision-making and application of medical knowledge.
Should focus on a written record e.g. case notes, OP letter, discharge summary, teaching session, audit)
Mini-CEX
Mini Clinical evaluation exercise
Evaluate Clinical encounter: history taking, examination, clinical reasoning.
Directly observed Clinic
For intermediate-senior trainees (ST3 plus)
Uses Clinic as a basis
Assess working with patients and colleagues
Often combined with PSQ
Multi source feedback/T01
Obtain feedback from range of healthcare professionals
Includes self observation feedback
Trainee needs x10 TO1 forms
Decide with ES who should receive forms
TO2 form generated from the TR ones 
Gibbs reflective cycle
Description – what happened?
Feelings – emotions
Evaluation – what did/didn’t go well?
Analysis – contributing factors
Conclusion – lessons learned
Action plan – next steps
Faculty registered trainer
– Registered with professional body
– hold the FSRH/MFSRH/FFSRH
– work in SRH for at least 12 months
– hold LOC for at least 12 months.
– relevant qualification in med education
GMC in education
– Decide whether or not to approve curricular
– sets requirements for training
– arrange experts to visit Dean
– survey trainees and trainers
Postgraduate Dean
– Organise a RCP
– Liaise with TPD
ARCP outcomes
- Satisfactory
Unsatisfactory 2–5
- Specific competencies, additional training not required.
- Inadequate additional training required.
- Released from training. ? Fitness to practice
- Incomplete evidence, additional training time may be required.
- Gained all requirements, recommended as completing training program.
- Out of program OOPE
- Achieving progress but possible delay due to national emergency
Not assessed-e.g. parental leave 
LOCs
entry requirements
Reg – Reg professional body
– Competent in consultation skills
– BLS and anaphylaxis
– level 3 SG children
– level 2 SG adults
– I am injections
– read guidance
– read 6 principles of care
– speculum for LOC IUC
Find a registered trainer (work within a general training program)
Online theory assessment (OTA)
X50 SBA in 60 minutes open book
No required: DFSRH etc
e LFH modules
– Implants/IUC
– complete within three months of starting training.
Model training
assessments A-E
Loc SDI x2 insertions/removals
LoC IUC x7 insertions inc x2 different mechanisms
FSRH 6 principles of care
Standards in ongoing personal practice 
- Willing and able to discuss pregnancy options/contraception/EC
- Prepared to take personal responsibility for ensuring patient is provided with appropriate care and treatment including prescription if appropriate without delay.
- Treat with kindness and nonjudgemental
- Keep patient fully informed of options/never compromise care
- Open with colleagues/employers about personal beliefs which could compromise care so service provision and planning can accommodate.
- Remain up-to-date in SRH.
