Some Reading for GP training

Aims, objectives, learning contracts and guides

  • Not a Learning contract Prof Phil Race, University of Glamorgan SCED Paper No 71, p 41-51, Learning Contracts : Volume One
  • Learning by reflection in general practice: a study report Al-Shehri A., Education for General Practice (1995), 7, 237-248
  • A learning planner Simmons R., Postgraduate Education for General Practice (1992), 3, 188-197
  • What is ……. A study guide ? Laidlaw J.M., Harden R.M.
  • The Yorkshire Credit Scheme McManus, M., Leeds University Department of Postgraduate Medical Education
  • Learning objectives in general practice: identification of ‘wants’ and ‘needs’ John Pitts and Peter White Most GPs seem to feel that education is about getting new knowledge. Others in the NHS feel that wider issues are much more important. How can these ‘wants’ and ‘needs’ be combined ? Education for General Practice Vol 5, No 1, Pages 1-112
  • Attempting to meet educational needs : can an attractive course be made more Effective? Bob Rivett Detailed research at a general practitioner refresher course confirms that ‘wants’ are easier to satisfy than ‘needs’ Education for General Practice Vol 5, No 2, Pages 107-224
  • Icarus and Daedalus Myths, methods and motivation in vocational training: Paper III – Daedalus Diversified Roger Neighbour Not everything that counts can be counted Postgraduate Education for General Practice Vol 1, No 3, Pages 135-214
  • A learning plan format for use in continuing medical education John Temple GPs can benefit from constructing a simple learning plan. Here’s how to do it Education for General Practice Vol 5, No 3, Pages 225-340
  • Identifying issues through role-play in general practice training Henry Tegner and David Misselbrook Role-play helps to focus discussion of ethical issues Education for General Practice Vol 6, No 3, Pages 187-270

Assessment / Feedback (of trainees)

  • Membership Examination – regulations for 1998 – available from RCGP, 14 Princes Gate, Hyde Park, London, SW7 1
  • Phased Evaluation Project (PEP) computer programmes. Donald, A.G. – a series of computer programmes (with PGEA accreditation) available free of charge from the RCGP Office, 2 Hill Square, Edinburgh, EH8 9DR or Princes Gate
  • Summative Assessment – Regional Guidelines – available from Division for General Practice, Postgraduate Institute for Medicine and Dentistry, 10/12 Framlington Place, NEWCASTLE UPON TYNE, NE2 4AB
  • MRCGP Approaching the New Modular Examination Sanders, J. 1998 Pastest., Knutsford
  • The MRCGP Examination – a guide for candidates and teachers Moore, R., 1996 RCGP, London
  • Competency Based Assessment in the Professions in Australia Gonczi, S. Assessment in Education, Volume 1, No 1, 1994
  • Consensus minimum standards for use in a trainer’s report for Summative Assessment in general practice Johnson, N., Hasler, J., Grant, J., British Journal of General Practice (1996), 46, 140-144
  • Assess Students : An Overview Harden, R.M., Medical Teacher (1979), Volume 1, No. 2, 65-70
  • Examiners examined Newstead, S., Dennis, I., The Psychologist (1994) 216 -219
  • Learner-centred feedback (i) An approach based on the consultation (ii) The wider context of feedback and assessment Cliff Ashton and John Bligh Consultation models can be adapted by the teacher to help in teaching trainees. The teacher can then move on to assessing the trainee in a wider context than is offered by one particular problem Postgraduate Education for General Practice Vol 4, No 3, Pages 161-260
  • Performance based assessment using simulated patients Aly Rashid, Justin Allen, Ron Thew and Gary Aram A novel way of assessing trainees Actors not only play the patients, they also mark the candidates Education for General Practice Vol 5, No 2, Pages 107-224
  • Pastoral assessment : a method of appraising trainees John Claydon How to combine rigour and user-friendliness in educational assessment throughout the three years of vocational training Education for General Practice Vol 5, No 2, Pages 107-224
  • Summative assessment of general practice registrars’ projects: deciding on criteria and developing a marking schedule Alison Evans, Carol Singleton, Philip Nolan, William Hall Here is a useful working schedule for one of the more subjective areas of summative assessment – and it can be used to help learning Education for General Practice Vol 7, No 3, Pages 187-277
  • Summative assessment – towards the trainer’s report Martin Rhodes and William McN Styles Here’s a model of how to do a trainer’s report in the new world. It only needs to test minimal competence
  • Evaluating the trainer’s report in the summative assessment of general practice registrars: a qualitative approach Martin Rhodes The format of the trainer’s report may have far-reaching effects on the content and style of GP training. The present national report form needs revision. Education for General Practice Vol 9, No 4, Pages 387-496

Curriculum-setting

  • Towards a Curriculum for General Practice Training, SAMUEL, 0 (1990), ISBN 850-841-50-X RCGP Occasional Paper 44.
  • What should trainees learn ? Oliver Samuel Defining behavioural objectives is out moded. The core curriculum should develop thinking and feeling Postgraduate Education for General Practice Vol 1, No 3, Pages 135-214
  • From Curriculum to self-directed learning with Vocational trainees ii) Can Trainees generate their own curriculum? A prospective study iii) South East Thames Region Course – Organisers’ assessment of trainee-generated content of a half day release course Education for general practice, 1994, 5 120-134
  • Public health training for general practitioners Jonathan Graffy, Samantha Foster, Bobbie Jacobson and Sarah Layzell A combined post in general practice and public health works well for a GP registrar. Is this the best model of training for the new NHS? Education for General Practice Vol 9, No 4, Pages 387-496

Portfolio-based learning

  • Portfolio-based Learning in General Practice, RCGP Occasional Paper 63.
  • Portfolio-based learning pilot scheme for general practitioner principals in south east Scotland Wilfrid Treasure Volunteer members can greatly help colleagues to build up a portfolio of learning. Mutual learning and support among GPs looks here to stay Education for General Practice Vol 7, No 3, Pages 187-277
  • Portfolio based learning and the role of mentors Roger Pietroni Education for General Practice Vol 6, No 2, Pages 105-185

Self-directed learning

  • Self-Directed Learning by Trainees Sackin, P 1994 Education for General Practice, 1994, 5, 1-3
  • From Curriculum to Self-Directed Learning with Vocational Trainees Savage and Savage, 1995 Education for General Practice, 1994, 5, 120-127 and 128-134
  • Learner-centred feedback (iii) An approach based on the consultation (iv) The wider context of feedback and assessment Cliff Ashton and John Bligh Consultation models can be adapted by the teacher to help in teaching trainees. The teacher can then move on to assessing the trainee in a wider context than is offered by one particular problem Postgraduate Education for General Practice Vol 4, No 3, Pages 161-260
  • From curriculum to self-directed learning with vocational trainees : (i) Facilitating a half day release course Richard Savage and Suzanne Savage In London trainees on a release course are encouraged to take responsibility for their own learning. Does it work ? A review of learner-centred education and its applications in primary care Colin Coles The elements of a learner centred approach are explained and the jargon clarified. There are plenty of useful references for those wanting to know much more Education for General Practice Vol 5, No 1, Pages 1-112
  • From curriculum to self-directed learning with vocational trainees : (ii) Can trainees generate their own curriculum ? A prospective study Richard Savage and Suzanne Savage The St Thomas’ trainees succeeded in choosing topics which were highly relevant to their future careers Education for General Practice Vol 5, No 2, Pages 107-224
  • (iii) South East Thames region course organisers’ assessment of trainee generated content of a half-day release-course Richard Savage and Suzanne Savage A group of course organisers independently rated the topics chosen by the St Thomas’ trainees as highly relevant. The principles of adult learning really seem to work ! Education for General Practice Vol 5, No 2, Pages 107-224
  • The provision of continuing medical education for GPs – the influence of market forces Agnes McKnight and Terry Bradley PGEA meetings are good on quantity but doubtful on quality Education for General Practice Vol 7, No 4, Pages 279-378
  • Learning by reflection in general practice: a study report Ali Al-Shehri Keeping a journal of daily experience helps GPs to learn. Feedback needs to be challenging but supportive. Education for General Practice Vol 7, No 3, Pages 187-277
  • Individual educational plans for GPs Robert Hedley Developing learning plans with the help of a mentor really does seem to improve GPs performance Education for General Practice Vol 7, No 1, Pages 1-93
  • Self-Directed Learning for GPs Supplement to Education for General Practice Vol 9, No 4, November 1988
  • Personal professional learning plans – an evaluation of mentoring and co-tutoring in general practice Arthur Hibble and Robert Berrington. Mutual mentoring is at least as effective as working with an experienced mentor in reducing stress and producing personal learning plans. Education for General Practice Vol 9, No 2, Pages 165-290

Problem-based learning

  • Problem based, self-directed learning Simmons, R., JAMA, 1983, 250, 3077-3080
  • Problem based, small group learning Bligh, J. BMJ (1995), volume 311 p. 342-343
  • Problem-solving skills, solving problems and problem-based learning Norman, G.R., Medical Education (1988), 22, 279-286
  • Problem-based, self-directed learning Barrows, H.S., JAMA (1983) volume 250, No. 22
  • Problem-based medical education in general practice : experience from linkoping, Sweden Foldevi, M., Sommansson, G., Trell. E., British Journal of General Practice (1994), 44, 473-476
  • A taxonomy of problem-based learning methods. Barrows, H.S. Medical Education 1986, 20, 481-486

Practice-based learning

  • The practice library Roger Neighbour Education for General Practice Vol 7, No 4, Pages 279-378
  • Practice-based education meetings – their content, structure and format Stephen Sylvester Many practices in the northern region hold educational meetings. Their content is highly relevant, but how much learning takes place? Education for General Practice Vol 6, No 3, Pages 187-270
  • Practice based education in the northern region of England Stephen Sylvester Practice educational meetings are alive and well in the northern region – at least in bigger practices and training practices. Education for General Practice Vol 6, No 2, Pages 105-185
  • The learning practice: a new model for primary health care teams Yvonne Carter, Neil Jackson and Anna Barnfield Yesterday’s training practice should be tomorrow’s learning practice. Learning and service development involve all members of the team together. Education for General Practice Vol 9, No 2, Pages 165-290
  • A survey of continuing education amongst general practitioners and employed staff of Northumberland practices Michael Dodd Practice-based education for GPs is quite well established but little is on offer for practice staff Education for General Practice Vol 8, No 4, Pages 275-378

Appraisal

  • Appraisal for general practice development: an evaluation of a programme of appraisal courses held in the Northern Region in 1995/6 Hilary Haman and Sally Irvine A course about appraisal fires the enthusiasm of a group of GP educators. A year later most of them are applying what they learnt Education for General Practice Vol 9, No 1, Pages 1-108

Supervising / mentoring

  • Supervision in the Helping Professions Hawkins and Shohet, OUP, 1982
  • Vocational training – teaching or supervision ? Rutt, G., Education for General Practice (1994) 5, 274-276
  • Toward effective mentoring in general practice Freeman, R., British Journal of General Practice (1997). 47, 457-460
  • Peer-supported learning Sackin. P., Barnet, M., Eastaugh, A. O., Paxton. P. British Journal of General Practice (1997) 67-68
  • Supervision Peter Stonnell’s handout
  • Models of Supervision Course work for Relate Supervisors. 1979
  • The doctor. The patient and the supervisor Rutt, G. and Batchellor, H., Education for General Practice (1998), 9., 508 – 11
  • Supervision in the Helping Professions, HAWKINS, P and SHOHET, R (1989), ISBN 0-335-09833-9 Oxford University Press.
  • Vocational Training – Teaching or Supervision, RUTT, G A (1994), Education for General Practice 1995, 5, 274-6.
  • The Triadic Approach to professional education Alex Thomson, Philip Barham and John Bensemann Continuing Education can be more useful if you ask two colleagues to help define your learning needs and assess your progress. This is how they do it in New Zealand Postgraduate Education for General Practice, Vol 4, No 1
  • Vocational training – teaching or supervision ? Graham Rutt A model of training where the trainer is more like a counsellor. Most trainees thrive on it Education for General Practice Vol 5, No 3, Pages 225-340
  • Personal learning in general practice Peter Burrows and Lesley Millard Mentors are a great help in learning. Some training is needed to be a mentor But any enthusiastic GP could do it. Education for General Practice Vol 7, No 4, Pages 279-378
  • Mentoring in general practice Rosslynne Freeman Mentoring is flavour of the month. Is this justified and what is the best way of promoting it for GPs? Education for General Practice Vol 7, No 2, Pages 95-185
  • Personal professional learning plans – an evaluation of mentoring and co-tutoring in general practice Arthur Hibble and Robert Berrington Mutual mentoring is at least as effective as working with an experienced mentor in reducing stress and producing personal learning plans. Education for General Practice Vol 9, No 2, Pages 165-290

Consultation analysis / assessment / skills

  • The use of the video recording in general practice education Stephen Field Here you will find a comprehensive reference list on the use of video recordings together with the latest GMC guidelines Education for General Practice Vol 6, No 1, Pages 1-103
  • Measuring consultation process Richard Hays Objective analysis of problem consultations using consultation mapping Postgraduate Education for General Practice Vol 1, No 3, Pages 135-214
  • The Calgary-Cambridge approach in communication skills teaching 2 : The SET-GO method of descriptive feedback Jonathan Silverman, Juliet Draper and Suzanne M Kurtz This new approach to consultation analysis depends on giving the learners helpful feedback. Here are lots of ideas as to how to do it Education for General Practice Vol 8, No 1, Pages 1-93
  • The Calgary-Cambridge approach to communication skills teaching 1: Agenda-led outcome-based analysis of the consultation Jonathan Silverman, Juliet Draper and Suzanne M Kurtz Communication skills for the next century – a refreshing new Approach to consultation analysis Education for General Practice Vol 7, No 4, Pages 279-378
  • Teaching and learning consulting skills with simulated patients: a pilot study for GP registrars Hasmukh Joshi, Douglas Dare, Gareth Buffett and Chris John Video recorded consultations with simulated patients can provide Education for General Practice Vol 7, No 1, Pages 1-93
  • Ower yagoin mate? – a South Australian approach to teaching about the consultation Robert Moorhead, Elizabeth Farmer, John Connolly and Carol Lloyd Undergraduate and postgraduate teaching are successfully integrated. Courses in the South Australian language may be included. Education for General Practice Vol 9, No 3, Pages 291-386
  • What can general practitioners learn from third party feedback of their consultations? Sarah Radcliffe and Peter Campion Balint style education is much enhanced by included feedback from patients Education for General Practice Vol 8, No 4, Pages 275-378

Tutorial assessment

  • Assessment of the tutorial Michael Ruscoe It should be simple to adapt consultation assessment techniques to assess one to one teaching skills Education for General Practice Vol 5, No 3, Pages 225-340
  • Development of an instrument for assessment of trainer performance in random case analysis Turner, J., Morgan, D., Lambourne, R. and Cleverly, S. Education for General Practice, 1998,9,199-202
  • Pathologies of one-to-one teaching John Pitts As with consultations, analysis and feedback can lead to huge improvements in tutorial teaching Education for General Practice Vol 7, No 2, Pages 95-185
  • Objective evaluation of teaching behaviour: a controlled trial John Pitts and Colin Coles Simulated patients are useful in assessing consultation. Why not a simulated learner to assess tutorials? Education for General Practice Vol 6, No 4, Pages 271-366
  • Development of an instrument for assessment of trainer performance in random case analysis Julian Turner, David Morgan, Robert Lambourne and Sarah Cleverly A trainers’ workshop develops a rating scale for assessing each other’s teaching performance. It could have wider application. Education for General Practice Vol 9, No 2, Pages 165-290
  • Registrar projects Sean Coughlin Education for General Practice Vol 8, No 4, Pages 275-378

Accreditation / re-assessment

  • Making reaccreditation meaningful Nicol, F. British Journal of General Practice (1995), 45, 321-324
  • Recertifying general practitioners Richards, T. BMJ (1995), Volume 310, p.1348-1349.
  • “An Idea Whose Time Has Come?” Neighbour, R., RCGP (1993)
  • Recertification of family physicians in the United States Paul Young The performance of American family physicians declines with successive recertification examinations? Is this sensible? Education for General Practice Vol 6, No 2, Pages 105-185
  • Perfomance-based certification and recertification of general practice trainers: a new direction John Pitts, Colin Coles and David Percy Education for General Practice Vol 9, No 3, Pages 291-386
  • Exploring the introduction of a performance-based component in the certification and recertification of general practice trainers John Pitts, Colin Coles and Peter Thomas Trainers learn a lot from feedback on their videotaped tutorials. The method is not yet reliable enough to be used for trainer re-approval Education for General Practice Vol 9, No 3, Pages 291-386

Stress management / morale

  • The evaluation of stress management strategies in general practice : an evidence – led approach Sims. J., British Journal of General Practice (1997), 47, 577-582
  • Measuring morale – does practice area deprivation affect doctors’ well-being ? Grieve, S., British Journal of General Practice (1997), 47, 547-552
  • Health of Doctors – reference list
  • A Survey of job satisfaction, sources of stress and psychological symptoms among general practitioners in Leeds Appleton, K., House, A., and Dowell, A, BJGP 1998, 48, 1059-1063
  • Investigation of burnout in a sample of British General Practitioners Kirwan, M and Armstrong, D. BJGP 1995, 45, 259-260
  • The emotional diary – a framework for reflective practice John Howard Keeping a diary of feelings can ease isolation and improve performance Education for General Practice Vol 8, No 4, Pages 275-378

Research

  • Bayesian statistical methods Freedman, L., BMJ (1996), volume 313, 569-571
  • Qualitative interviews in medical research Britten, N., BMJ (1995), volume 311, 251-253
  • Qualitative research Henwood, K., Nicholson, P., The Psychologist (1995). 109-110
  • Rigour and qualitative research Mays, N., Pope, C., BMJ (1995), volume 311, 109-112
  • Why do qualitative research ? Jones., Roger, BMJ (1995), volume 311, 2
  • Reaching the parts other methods cannot reach : an introduction to qualitative methods in health and health services research Pope, C., Mays, N., BMJ (1995), volume 311, 42-45
  • The statistical basis of public policy : a paradigm shift is overdue Lilford, R.J., Braunholtz, D., BMJ (1996), volume 313. 603-607
  • Megatrials are based on a methodological mistake Charlton, B.G., British Journal of General Practice (1996), 46, 429-431
  • Publication bias : evidence of delayed publication in a cohort study of clinical research projects Stern, J.M., Simes, R.J., BMJ (1997), volume 315, 640-645
  • Impact of covert duplicate publication on meta-analysis : a case study Tramer, M.R., Reynolds, D.J.M., Moore, R.A., McQuay, H.J., BMJ (1997), volume 315, 635-640
  • Bias in meta-analysis detected by a simple, graphical test Egger, M., Smith, G.D., Schneider, M., Minder, C. BMJ (1997), volume 315, 629-634
  • How long did it take and what did it cost ? A study of the time and costs involved in carrying out a research survey Ruth Chambers Like most good things research is 10%inspiration and 90% perspiration. Is it worth it ? This author has no doubt. Postgraduate Education for General Practice, Vol 4, No 1
  • Designing a questionnaire Sean McAleer Here is a basic description of how to design a questionnaire, along with plenty of references for further information. Keep this paper handy – you never know when you might need it Education for General Practice Vol 5, No 1, Pages 1-112
  • Evaluation in setting up a large scale educational programme – principles and problems Penelope Turton and Andre Tylee Evaluation should be an integral part of course planning. Some of the ideas for evaluating a national educational programme can be applied to smaller events. Education for General Practice Vol 6, No 3, Pages 187-270
  • Course organiser assessment – the West Midlands approach Chris Ball and Shake Seigel Assessment is the name of the Game. Why should course organisers be excluded? Education for General Practice Vol 6, No 3, Pages 187-270
  • The calibre of applicants to the Northumbria Vocational Training Scheme Iain Mungall and Elaine McColl The number of applicants to the largest UK vocational training Scheme continues to decline but their quality does not. Education for General Practice Vol 6, No 3, Pages 187-270
  • Qualitative research for primary care Martin Rhodes Education for General Practice Vol 9, No 4, Pages 387-496

Efficacy of educational interventions

  • Effect of structured postgraduate medical education on the care of patients with diabetes Carney, T., Helliwell, C., British Journal of General Practice (1995), 45, 149-151
  • Do prescribing habits of general practitioners change after an education intervention ? A study of use of non steroidal anti inflammatory drugs Derrick, S.A. Dissertation for Newcastle University PhD.
  • What do general practitioners think changes their clinical behaviour ? Martin Drage, Richard Wakeford and Amanda Wharton GPs are changing the way they do things all the time. Few of these changes appear to be prompted by education. How much does this matter ? Education for General Practice Vol 5, No 1, Pages 1-112
  • Evaluating the outcomes of continuing education for general practice : A coalition of interest Ali Al-Shehri, Ian Stanley and John Bligh Providers and managers, as well as participants, have an interest in the outcome of continuing eduction for general practitioners. This adds an important new dimension to evaluation Education for General Practice Vol 5, No 2, Pages 107-224
  • Persisting change in attitudes to teaching and consulting one year after a general practice trainers course John Pitts Trainers remained more ‘learner-centred’ a year after attending a trainers’ Course Education for General Practice Vol 5, No 2, Pages 107-224

Cognitive psychology – how people think / problem solve

  • Decision-making : A Conceptual Frame of Reference for Counselling Gelatt, H.B., Journal of Counselling Psychology (1962), Volume 9, No. 3, 241-245
  • HONEY AND MUMFORD (1986) Manual of Learning Styles

Political

  • Continuing medical education – is there a crisis ? Mulholland, H., Postgraduate Education for General Practice (1990), 1, 69-72
  • All that is olid melts into air – the implications of community based undergraduate medical education Iliffe, S., British Journal of General Practice (1992), 42, 390-393
  • Medical Education
  • Observer Magazine 9.8.92
  • Medical students learn from Gps Doctor magazine 27/6/91
  • Designing a Doctor – How will medical education change ? McManus, I.C., The Lancet (1991), Volume 337, 1519-1521
  • Why not base clinical education in general practice ? Oswald, N., The Lancet (1989), 148-149
  • Undergraduate medical education : present state and future needs Fraser, R.C., BMJ (1991), volume 303, 41-43
  • The Future of Professional Training for General Practice ; Report of the Proceedings of a Conference 2.9.92. A Supplement to Postgraduate Education for General practice

Miscellaneous / General

  • JACQUES, D (1984) Learning in Groups, London, Croom Helm.
  • BROWN, G (1982) ‘How to Improve Small Group Teaching in Medicine’. In Cox, K. and Ewan, C. (eds.) (1982) The Medical Teacher, Edinburgh, Churchill Livingstone.
  • BEARD, R and HARTLEY, J (1984) Teaching and Learning in Higher Education, London, Harper and Row.
  • NEIGHBOUR, R (1992), ISBN 0-7923-8983-2 The Inner Apprentice, Kluwer Academic.
  • McEVOY, P (1993), ISBN 1-85775-020-9 Educating the Future GP, Radcliffe.
  • SCHON, D A (1987), ISBN 1-55542-220-9 Educating the Reflective Practitioner, Jossey-Bass.
  • BROOKFIELD, S D (1986) Understanding and Facilitating Adult Learning, Open University Press, Buckingham.
  • Lessons from a course on interviewing skills for established GP trainers David Wall, Stephen Kelly, Chris Ball and Dominic Faux If you happen to have some candidates applying for your vocational training scheme, it is worth knowing how to interview them. Maybe it is not a bad idea to know how to interview people anyway Postgraduate Education for General Practice Vol 4, No 3, Pages 161-260
  • Learner-centred feedback (v) An approach based on the consultation (vi) The wider context of feedback and assessment Cliff Ashton and John Bligh Consultation models can be adapted by the teacher to help in teaching trainees. The teacher can then move on to assessing the trainee in a wider context than is offered by one particular problem Postgraduate Education for General Practice Vol 4, No 3, Pages 161-260
  • Summative Assessment of general practice registrars’ projects : Reliability of the Yorkshire schedule Alison Evans, Philip Nolan, Susan Bogle, William Hall and Jamie Bahrami An objective marking schedule is reliable and adaptable to a variety of different projects Education for General Practice Vol 8, No 1, Pages 1-93
  • General practice trainees in the ‘borderline’ zone of competence : The experience of remediation at a regional general practice training and education centre Sanjiv Shah, Sheila Knowlden, Robert Fisher, Mark Harris and Guan Yeo GP Registrars of doubtful competence can be identified early and offered intensive feedback and supervision. It works. Education for General Practice Vol 8, No 2, Pages 95-186
  • A glossary of educational terms John Pitts and David Percy Here at last are explanations of all those jargon words that none of us could admit we didn’t understand Education for General Practice Vol 8, No 2, Pages 95-186

Specific Tools

  • The educational challenge of improving prescribing Tom Walley and John Bligh Changing prescribing habits is a complex activity which requires a carefully planned and integrated educational approach Postgraduate Education for General Practice, Vol 4, No 1
  • The use of the video recording in general practice education Stephen Field Here you will find a comprehensive reference list on the use of video recordings together with the latest GMC guidelines Education for General Practice Vol 6, No 1, Pages 1-103
  • Learning to say ‘no’ : an exercise in learning to decline inappropriate prescription requests Colin Bradley An exercise designed to help doctors negotiate with patients could lead to better consultations as well as savings in the drugs bill Education for General Practice Vol 5, No 2, Pages 107-224
  • Simulated surgery : a method for the assessment of clinical competence Liz Bingham, Peter Burrows, Robert Caird, Neil Jackson, Gareth Holsgrove and Lesley Southgate OSCEs have now turned into MUSCLEs. The jargon is a headache but the Standardised surgeries are an easily understood, practical and useful way of assessing doctors’ competence. Education for General Practice Vol 5, No 2, Pages 107-224
  • Teaching problem-solving on problem patients Justin Allen A system for helping trainees cope with difficult consultations Postgraduate Education for General Practice Vol 1, No 3, Pages 135-214
  • Group project work by general practice trainees Peter Edwards, Brian Wallace and Helen Houston Project work as part of a VTS half day release programme. Five lessons from five projects Postgraduate Education for General Practice Vol 1, No 3, Pages 135-214
  • Peer audit by inter-practice visit Winston Forman Serious training deficiencies are unearthed in a non threatening and constructive way Postgraduate Education for General Practice Vol 1, No 3, Pages 135-214

Groups

  • BRANDES, D and PHILLIPS, H (1977) Canesters Handbook, Stanley Thornes, Cheltenham.
  • DOUGLAS, J, Basic Groupwork.
  • ADAIR, J, Effective Team building.
  • BALINT, E, COURTENAY, M (1993), ELDER, M, HULL, S, JULIAN, P The Doctor, the Patient and the Group, Routledge.
  • Student attitudes to small group teaching Elan Preston-Whyte and Robert Fraser Students perceive many of their small group tutors to be of poor quality. Good educational methods only work if the teachers are trained. Education for General Practice Vol 8, No 2, Pages 95-186

Educational Theory

  • Be your own educational expert Philip Nolan and Alison Evans Modern educational ideas are introduced in an informal and easy going way. Several important clinical topics are covered as well. Education for General Practice Vol 6, No 2, Pages 105-185
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