BEST PRACTICE (BP)

From College of Ophthalmology of Eastern Central and Southern Africa
Revision as of 15:03, 8 December 2020 by Coecsa (talk | contribs) (Created page with "== Learning resources == ==== LEARNING OUTCOME OVERVIEW ==== {| class="wikitable" | colspan="2" |'''BEST PRACTICE (BP)''' |- |'''Learning Outcome''' | '''Learning resources...")
(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)
Jump to navigation Jump to search

Learning resources

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome

Learning resources

Code BP1
Description Trainees must be able to use a variety of learning resources.
Assessment

MSF, portfolio/logbook  and end of year  2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.1.2 below

Learning resource STUDY GUIDE  

Resources:

ONLINE COURSES

·        Cybersight - https://cybersight.org/

·        Future Learn - https://www.futurelearn.com

·        MIXED ELECTRONIC MATERIAL

·        e-learning for Healthcare - http://www.e-lfh.org.uk/home/

·        American Academy of Ophthalmology ONE network (free login via RCOphth) - http://one.aao.org/

·        University of Iowa: Eyerounds.org - http://webeye.ophth.uiowa.edu/eyeforum/index.htm

·        Prof Chua’s mrcophth.com - http://www.mrcophth.com

·        Brien Holden Vision Institute Academy - https://academy.brienholdenvision.org

·        University of Utah – Moran CORE - https://morancore.utah.edu/  (to their main website)

https://youtube.com/channel/UCldQrlI8TxtG0AJ4JLhh1fQ/videos SURGICAL VIDEOS

·        CataractCoach.com    https://cataractcoach.com/

PODCASTS

·        Eyes for Ears Podcasts - www.eyes4ears.com

·        Straight from the Cutter’s Mouth - www.retinapodcast.com

RESIDENTS HANDBOOKS

·        Wills Eye Manual

·        The Massachusetts Eye and Ear Infirmary Illustrated Manual of Ophthalmology

Records

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome Records
Code BP2
Description All trainees must be able to use paper based and electronic methods of recording clinical information.

They must be able to use simple software such as word processors, spreadsheets, databases and statistical packages.

Assessment MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam
Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.2.2 below

Records Study Guide

Think:

  • What is the importance of medical records?
  • What are contents of medical records?
  • What are legal issues related to storage and security of medical records?
  • How can medical records influence your practice?
  • How long medical records should be retained?
  • How should medical records be retained?

Activity:

  • Be aware of Patient  medical record and how they contribute to quality of care
  • Check regularly on what you document on medical records
  • Make sure you have well documentations of patients history and findings

Resources:

·        Local country guidelines on medical records

  • Local medical records
  • http://www.cpso.on.ca/CPSO/media/uploadedfiles/policies/policies/policyitems/medical_records.pdf?ext=.pdf

http://www.cms.gov/MLNGenInfo/

  • http://www.doctors.net.uk -eCME module 'good medical records
  • Components of Medical Records Required By Law – Ontario Regulation 114/94, General, Sections 18, 19, 20 and 21, made under the Medicine Act, 1991, S.O. 1991, c.30


Guidelines

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome

Guidelines

Code BP3
Description All trainees must be aware of and be able to use local, national and regional (COECSA) guidelines.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.3.2 below

Guidelines Study Guide

Think:

  • How are clinical guidelines produced?
  • What levels of evidence contribute to guidelines, and how are they differentially weighted?
  • How can guidelines influence your practice?

Activity:

  • Be aware of Patient confidentiality guidelines at your hospital (Actively seek opportunities to contribute to local and/or national evidence based guidelines
  • Check regularly for new safety guidelines from national organizations

Resources:

Local country t guidelines

  • Local Hospital charter and guidelines
  • Disease specific guidelines
  • COECSA guidelines


Portfolio

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome Portfolio
Code BP4
Description All trainees must maintain a personal portfolio.  This could include logbooks, audits, research projects and papers, appraisal documentation, teaching, exam results and course attendance certificates. 
Assessment MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam
Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide 3.9.4.2 below

Portfolio STUDY GUIDE

Think:

  • Why is maintaining a personal portfolio throughout your career important?

Activity:

  • Look at the College website for what must be included (and properly labelled and assigned) in your portfolio postgraduate guideline
  • You should also include anything else you think is relevant to your training within your portfolio

Resources:

  • General Medical Council guidelines at www.gmc-uk.org
  • Country medical council guidelines
  • COECSA guidelines Portifolio

Information Technology

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome Information Technology
Code BP5
Description All trainees must be able to use information technology in their clinical practice. They must use email and other electronic means of communication effectively.
Assessment MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam
Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.5.2 below

Information Technology Study Guide

Think:

  • Keep in mind email etiquette and protocol
  • Be secure on-line and do not share personal details
  • Is email the most appropriate form of communication for the task?
  • What IT tools and databases can be used in enhancing the effectiveness and safety of my clinical practice? (e.g. clinic lists, prescribing tools, drug databases, medicolegal information etc.)
  • What is meant by "Clinical Coding" and what systems are in common uses?

Activity:

  • Make use of local IT department for training
  • Use PowerPoint or similar software regularly so as to become fully fluent in its use in presentations


Manage patient referrals

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome

Manage patient referrals

Code BP6
Description Trainees must be able to manage patient referrals efficiently and in accordance with local and national guidelines.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.6.2 below

Manage Patient Referrals STUDY GUIDE

Think:

  • About local hospital/national referral guidelines and protocol

Activity:

  • Discuss appropriateness/guidance of referrals initially with Clinical Director/educational supervisor/senior trainee


Waiting list management

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome

Waiting list management

Code BP7
Description Trainees must be able to contribute to appropriate management of surgical waiting lists according to patient needs. They must be able to intervene when clinical care for a patient is put at risk by poor waiting list management.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.7.2 below

3.9.7.2 Waiting list management STUDY GUIDE

Manage waiting lists


Activity:

  • Liaise with Admissions department and theatres
  • Carry out audit to see whether improvements can be made in theatre efficiency


National Databases

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome National Databases
Code BP8
Description Trainees must be actively involved with, and contribute to, national databases.
Assessment MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam
Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.8.2 below

National Databases Study Guide

Think:

  • How can I be actively involved?
  • How should I access reports from the databases and use them to influence my practice?

Resources:

  • COECSA WEBSITE and COECSA JOURNAL
  • National Database
  • Subspecialist societies guidelines
  • National Medical Board guidelines


Critical incident management

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome

Critical incident management

Code BP9
Description Trainees must use appropriate local and national audit to document and record critical incidents to their senior colleagues.  They must participate fully in the follow-up of any critical incidents in which they have been involved.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.9.2 below

Critical incident management Study Guide

Think:

  • What are my responsibilities regarding Critical Incidents in which I am involved?
  • How can I learn about management of Critical Incidents even if I am not directly involved?
  • What can we learn from Critical Incidents to ensure they do not recur?
  • How will serious incidents, critical events and significant events be used in revalidation

Activity:

  • Approach audit and pharmacy department
  • Be aware of critical incident form location, discuss the form with charge nurse/theatre manager
  • Read up on root cause/significant event analysis and the role of human factors
  • Read and ensure that you understand the guidance on
  • Ensure the event and reflection thereon is recorded in your portfolio

Resources:

  • Hospital Standard operating procedures


Compassionate approach to patients

LEARNING OUTCOME OVERVIEW

BEST PRACTICE (BP)
Learning Outcome

Compassionate approach to patients

Code BP10
Description Trainees must be compassionate in how they manage patients. They must express sympathy with the patient.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.10.2 below

Compassionate approach to patient care Study Guide

Think:

  • What approach would I like my doctor to take if I were the patient?
  • How can I tell whether my patient would like me to take that approach?
  • How can I learn to tailor my approach to the patient's needs?
  • How can I ensure that my body language is consistent with what I say?
  • How can I ensure that the patient feels valued and important?
  • How can I ensure that lack of privacy does not adversely affect the consultation?

Activity:

  • Go on a communication course
  • Observe senior staff in their approach to a range of patients
  • Ask yourself (and them!) why they took that approach
  • Decide if it was the right approach - and if not, why?

Resources:

  • Hospital standard operating procedures
  • http://www.patient.co.uk/showdoc/40000020/

Patient autonomy

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Patient autonomy

Code BP11
Description Trainees must involve patients in clinical decision making and ensure that all decisions regarding treatment are centred on the individual patient's requirements and their choices. They must accept that a patient may make a decision about their management that appears to contradict clinical advice. In case of language barriers, appropriate translation should be available.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.11.2 below

Patient autonomy Study Guide

Think:

  • What is in the best interest of my patient?
  • Can I think of any situation in which I should go against this?
  • How am I fulfilling my role as advocate for my patient?
  • What should I do if the best treatment is not available at my hospital?

·        What prejudices may I have which could adversely affect my decision?

·        For what reasons may a patient actively or passively, fail to comply with best advice?

·        How hard should I try to persuade such a patient to change their mind?

·        Can I continue to treat a patient who chooses not to take my advice?

·        What other actions should I take if a patient chooses not to take my advice?

·        How do I empower the patient to take responsibility for their own condition?

·        How should I distinguish between factual knowledge and moral values in guiding a patient to a decision?

Activity:

  • Observe how senior colleagues handle difficult decision-making
  • Ask them afterwards why they handled it in this way
  • Discuss with them how you would have handled the situation
  • Ask colleagues to observe you when you are in such a situation and to give you feedback on how you coped

Resources:

  • http://www.ethics-network.org.uk/ethical-issues/confidentiality/confidentiality

Consideration

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome Consideration
Code BP12
Description Trainees must show consideration, especially when managing a disabled or visually impaired patient.

They must adopt an appropriate method of communication and be able to assist the patient whilst performing an ophthalmic examination.

They must act as an advocate for their patient whenever necessary.

Assessment MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam
Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.12.2 below

Consideration Study Guide  

Think:

  • Have I got any prejudices against those with disabilities?
  • How can I try to correct these?
  • How would I wish to be approached if I had this patient's disability?
  • Am I confident in dealing normally with patients with disfigurements?
  • Can I think of any reason why this patient's wishes may be different from mine? Do I need to ask them what their wishes are?
  • How could the physical environment in our clinic be improved to help those with disabilities?
  • When must I be particularly sensitive with those social, religious or cultural background is different from mine?
  • How should I manage anger and conflict in myself, work colleagues or patients/carers?

Activity:

  • Take opportunities to talk to patients about their problems and how they cope
  • Ask them what particularly annoys them in health professionals

Resources:

  • RNIB literature
  • http://www.rnib.org.uk/xpedio/groups/public/documents/code/Inte rnetHome.hcsp
  • Sinclair A, and Ryan B. Low Vision: The Essential Guide for Ophthalmologists. The Guide Dogs for the Blind Association, Reading, (2008) ISBN 978-0-9559268-0-8


Patient empathy

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Patient empathy

Code BP13
Description Trainees must be able to empathise with and understand the impact of visual impairment on the life of patients and their relatives.

They must be able to make appropriate arrangements for support.

They should be an advocate for those with visual impairment, helping to combat the stigma potentially associated with it.

Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.13.2 below

Empathy with both patients and colleagues STUDY GUIDE

Think:

  • How may a person be stigmatized by their eye condition or disability?
  • How can I show this person that I care without being patronising?
  • How would I feel if I had their problem or if I were their relative/carer?
  • How can I know whether their feelings are different from mine?
  • How can I be an advocate for those with visual impairment, helping to combat the myths and stigma associated with it?

Activity:

  • Talk to those who work regularly with patients with visual and other disabilities (eg members of the local sensory support team)
  • Arrange to go on home visits with the above
  • Take opportunities to strike up informal conversations with visually impaired patients


Patient confidentiality

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Patient confidentiality

Code BP14
Description Trainees must respect patient confidentiality. They must be aware of appropriate circumstances for disclosure of patient information.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.14.2 below

Patient confidentiality and appropriate information disclosure STUDY GUIDE

Think:

  • Why is medical confidentiality so important?
  • How can I ensure it is protected?
  • Can I use my email for patient data?
  • What are the Data Protection Act and Freedom of Information Act and how do they apply
  • What is "Information Governance"?
  • What would be the consequences if any of my electronic devices or memory devices were stolen?
  • Do I carry any temporary patient data on paper? And do I look after this carefully and dispose of this appropriately?
  • Is my logbook appropriately anonymised and secure?
  • When must I obtain my patient's permission to communicate with others about her/him?
  • Are there any situations in which confidentiality should be breached?
  • What should I do if I have a patient whose vision is inadequate for driving but who insists on continuing?

Resources:

  • http://www.gmc-uk.org/guidance/current/library/confidentiality_faq.asp
  • http://www.connectingforhealth.nhs.uk/systemsandservices/infogov http://www.dh.gov.uk/en/Managingyourorganisation/Informationpolicy/Patientconfidentialityandcaldicottguardians/DH_4100563


Insight into limitations

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Insight into limitations

Code BP15
Description Trainees must recognise the limits of their competence and always work within them. They must recognise the level of supervision commensurate with their training. They must improve their competence through further training opportunities. Trainees must maintain an awareness of the limits of their knowledge. They must pursue means of gaining insight into their limitations and feedback on clinical practice in complex situations.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP28 BP30
Other Links Study Guide  3.9.15.2 below

INSIGHT TO LIMITATION Study Guide

Think:

  • How can I get the balance right between acceptance of responsibility and working beyond the limits of my competence?
  • How am I expected to know what I don't know?

Activity:

  • Meet with your supervisor at the start of your attachment, to discuss your strengths and weaknesses and what you should do when you are uncertain how to proceed with a patient
  • If you find you are put into a situation where you feel out of your depth, be willing to discuss with a senior colleague
  • Watch how more-senior colleagues handle uncertainty
  • Make every uncertain situation a learning opportunity - learn from advice you are given, and try to read up about the problem to be better prepared next time
  • Be honest with patients where management is uncertain

Seeking Help

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Seeking Help

Code BP16
Description Trainees must actively seek advice and assistance from other health professionals and senior colleagues when appropriate. They must be prepared to offer and make arrangements for a second opinion
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP28 BP30
Other Links Study Guide  3.9.16.2 below

Prepared to seek help and advice when appropriate STUDY GUIDE  

Think:

  • What sources of help can I call on? - does it always have to be my consultant?
  • If I ask for help too often, will my consultant think I am useless and give me a bad reference?
  • Asking for help should not be seen as a sign of inadequacy
  • Why else might you ask for help?
  • What other benefits are there beyond the care of the patient you are treating?
  • (In any particular clinical situation) Is there any risk to the patient if I proceed with an uncertain management plan?
  • Do I need to ask for help here and now? - is it urgent?

Activity:

  • Discuss in advance with colleagues who can provide what sorts of advice, and what sort of problems are to be regarded as urgent
  • When on-call, ensure you always know how to contact the next most senior member of the team
  • Reflect on the help given to consider in which other situations similar advice might be applicable


Appraisal and 360 degree

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Appraisal and 360 degree

Code BP17
Description All trainees must be involved in regular appraisal. They must prepare a portfolio and use it to reflect upon their training and development as an ophthalmologist.

They must agree and use a personal development plan. They must prepare themselves for the requirements of revalidation.

All trainees must obtain feedback from their colleagues using an appropriate tool such as multi-source feedback.

They must use the information obtained to develop their clinical practice. They must be prepared to contribute to similar feedback for colleagues in a constructive way.

Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.17.2 below

Appraisal And Revalidation Study Guide  

Think:

  • What is the purpose of appraisal?
  • How does it differ from assessment?
  • What is the purpose of revalidation?
  • What can I gain from them which may improve my performance as an ophthalmologist?
  • How can I best prepare for them, so as to gain the most from them?
  • What lessons can I learn from appraisal and revalidation as a trainee which will be useful after I am accredited?

Activity:

  • Ask senior trainees how they prepare - ask them to show you their portfolio, and to advise you on yours after you have started it
  • Ask your trainer what is expected of you in this regard
  • Try to keep up-to-date with your portfolio, don't leave it all until the night before your ARCP!
  • When you are a more-senior trainee go on a course for appraisers and then ask to get involved in the appraisal of others - and seek constructive feedback

Resources:

  • http://www.appraisalsupport.nhs.uk/
  • www.gmc-uk.org


Equality and ethics

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Equality and ethics

Code BP18
Description All trainees must have a basic understanding of medical ethics in relation to clinical practice and the care of patients.

They must approach the use of resources in an ethical way.

They must apply the principles of research ethics.

They must understand and apply the principles of equal opportunities and avoid unfair discrimination in a diverse society.

Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.18.2 below

Equality and ethics Study Guide  

Think:

  • Is there a role for rationing in healthcare?
  • What should I do if the best treatment for my patient if not available at my hospital
  • What conflicts of responsibility may I meet in my practice? (e.g. family versus work)
  • Does research ever conflict with patient care?
  • What prejudices can I identify in myself? - and what can/should I do about them?
  • What prejudices can I identify in "the system", and can I do anything to help solve these?
  • How may my patient be stigmatised by their eye condition?
  • How can I show this patient that I care without being patronising?
  • How would I feel if I had their problem or if I were their relative/carer?
  • How can I know whether their feelings are different from mine?
  • How can I be an advocate for those with visual impairment, helping to combat the myths and stigma associated with it?

Activity:

  • Initiate discussion on these issues with friends and colleagues, both medical and lay
  • Discuss day-to-day rationing issues with your trainer
  • Analyse your own motives from time to time
  • Plan research carefully and always ensure ethical approval is obtained
  • Ensure your assessments and interventions are always patient-centered, and respectful of diversity

Resources:

  • www.gmc-uk.org/guidance/good_medical_practice/index.asp#Rese arch
  • http://www.bma.org.uk/ap.nsf/content/hubequalityanddiversity


Probity

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Probity

Code BP19
Description All trainees must comply with the national guidance on probity.

They must be aware of potential and actual conflicts of interest and declare them appropriately.

Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.19.2 below

Probity and conflict of interest Study Guide

Think:

  • What does "probity" mean?
    • Dictionary definition
    • For me in practice
  • Have I slipped up integrity-wise in the past?
  • Is there anything I do now which could be interpreted as showing dubious probity?
  • What conflicts of interest have I met so far in my career, or might I meet in future?
  • What should I do if ethics and values are compromised, e.g. my patient's interests seem to conflict with the interests of my research, my employer, my colleagues, my family or myself?
  • Am I always honest about my mistakes, with patients and colleagues?

Activity:

  • Talk these issues over with colleagues (both medical & non-medical) and your trainer
  • Take part in ethical discussions and forums
  • Check through your financial interests and ensure there are no conflicts here
  • Ensure that all research is fully "ethics-approved"
  • Ensure mistakes are always treated as learning opportunities

Resources:

  • www.gmc-uk.org/guidance/good_medical_practice/index.asp#Probity

Practice according to national legal requirements

Learning Outcome Oerview

BEST PRACTICE (BP)
Learning Outcome

Practice according to national legal requirements

Code BP20
Description Trainees must apply the national legal requirements for care of patients.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.20.2 below

Practice according to national legal requirements STUDY GUIDE

Think:

  • What actually are the duties of doctor?
  • How do these apply to me in my everyday practice?
  • What duties, rights and responsibilities do I have as an employer (where relevant) or co-worker? (regarding safety of fellow staff as well as patients)

Activity:

  • Think about a doctor you admire. What is it about the way they interpret and fulfil their duties which appeals to you - and how can you best emulate them?
  • Talk these issues over with colleagues (both medical & non-medical) and your trainer
  • What disciplinary processes may be used against me in the event of malpractice either in clinical or medicolegal practice?

Resources:

  • www.gmc-uk.org/guidance/good_medical_practice/index.asp
  • http://qhc.bmjjournals.com/cgi/content/full/9/1/14
  • National medical practitioner council guidelines
  • National health service commission guidelines

Data protection

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Data protection

Code BP21
Description Trainees must be able to apply the principles of data protection and follow the prevailing guidelines and legislation.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.21.2 below

Data protection Study Guide

Think

  • In what circumstances may I be at risk of offending under this law?
  • What sort of data is protected?
  • What should I do if I need to collect personal data?
  • Who can give me advice?

Activity:

  • Discuss the issue with your trainer or a senior member of the IT department
  • Ensure that you always seek ethics committee approval for any research

Resources:

  • http://www.opsi.gov.uk/Acts/Acts1998/ukpga_19980029_en_1
  • http://www.ico.gov.uk/


Human tissue

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Human tissue

Code BP22
Description Trainees must be able to apply the guidelines and prevailing legislation in relation to the use of human tissue.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.22.2 below

Application Of The Law In Relation To The Use Of Human Tissue STUDY GUIDE

Think:                                     

  • In what circumstances may my research ideas put me at risk of breaking the law on human tissue?
  • What are my responsibilities when I am seeking/obtaining/using donor tissue?

Activity:

  • Talk to your local transplant coordinator
  • Always ensure that your research projects are properly approved
  • If you intend to retrieve donor tissue yourself, make sure you go on a suitable course first or are trained by someone who has been on a course

Resources:

  • http://www.mrc.ac.uk/PolicyGuidance/EthicsAndGovernance/UseofHumanTissue/index.htm
  • http://www.uktransplant.org.uk/ukt/default.jsp
  • http://www.hta.gov.uk/
  • http://www.opsi.gov.uk/ACTS/acts2004/ukpga_20040030_en_1
  • Human Tissue Act 2004 Chapter 30
  • National human tissue and organ Act if available

Child protection and safe guarding

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Child protection and safe guarding

Code BP23
Description All trainees must understand and be able to apply the child protection legislation in relation to ophthalmic practice.

They must recognise when a child may require protection and be able to take action using appropriate local measures to secure the child's safety.

Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.32.2 below

3.9.23.2 child protection and safe guarding Study Guide  

Think:

  • Why should I take an interest in this subject?
  • When should I be on the lookout for signs of abuse/neglect?
  • Who can I turn to for urgent help on this matter?
  • What should I do if I am asked to examine a potentially abused patient?

Activity:

  • Read up about safeguarding issues
  • Ensure you comply with mandatory Trust training and certification on safeguarding
  • Invite a senior paediatrician to come and talk to your local postgraduate meetings
  • Talk to your paediatric and general medical colleagues about these issues before you have to deal with them yourself
  • Talk to your medical defence society immediately if you have any concerns which you cannot resolve with local help

Resources:

  • www.nspcc.org.uk/inform/
  • Statement of policy on adult safeguarding: https://www.gov.uk/government/publications/adult-safeguarding-statement-of-government-policy-10-may-2013
  • http://publications.nice.org.uk/when-to-suspect-child-maltreatment-cg89


Time management

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Time management

Code BP24
Description Trainees must be able to manage time effectively and deal with stress, carry out their responsibilities in a timely fashion, organise their work, prioritise tasks, ensuring urgent and important matters are dealt with promptly. Trainees must be able to recognise stress in themselves and others and develop strategies for coping with stress.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.24.2 below

Time management Study Guide

Think:

  • Do I ever waste time?
  • When did I last find it difficult to fit everything I had to do into the time available?
  • How did I cope on that occasion? - Could I have done better, and if so, how?
  • When time is short at work, which activities should I give priority to?
  • How can I avoid offending others when I do not have time for them?
  • What is my reaction when colleagues are too busy to help me?
  • What situations do I find stressful? Why?
  • Is it possible for me to avoid such situations without shirking my responsibilities?
  • When it is not possible what should I do?
  • When is it appropriate to delegate tasks to others, or simply to ask for help?
  • What matters to me most in my life?
  • Do I take enough physical exercise?

Activity:

  • Talk to colleagues and trainers about how they cope with shortage of time and/or stress
  • Watch how they actually cope in such situations
  • Think of a time when you think you coped badly and try to work out what you should have done - discuss with colleagues if necessary
  • Remind yourself from time to time that everyone finds this sort of thing difficult
  • Enroll on a time management course, and/or ask your programme director to arrange one for you and your colleagues

Resources:

  • http://www.mindtools.com/pages/main/newMN_HTE.htm
  • http://www.tsuccess.dircon.co.uk/timemanagementtips.htm
  • http://en.wikipedia.org/wiki/Time_management
  • http://www.mindtools.com/smpage.html
  • http://www.stress.org.uk/

Reflective practice

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Reflective practice

Code BP25
Description Trainees must be able to adopt the principles of reflective practice.

They must maintain a reflective diary as part of their portfolio and use this in their appraisals

Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.25.2 below

Reflective practice Study Guide

All trainees must be able to adopt the principles of reflective practice. They must maintain a reflective diary as part of their portfolio and use this in their appraisals.

Think:

  • What information do I need to keep for my training portfolio?
  • How often should I update the information?
  • Who acts as guarantor of accuracy of the information, apart from me?
  • How often should I arrange a portfolio review with my trainer?
  • Have I got adequate backup information if the portfolio is lost/damaged?

Resources:

  • http://www.hpc-uk.org/registrants/cpd/
  • http://www.gmc-uk.org/education/continuing_professional_development/cpd_guidance.asp

Self learning

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Self-learning

Code BP26
Description Trainees must be able to identify and respond to their learning needs. They must be able to prepare and follow a learning plan. They must utilise all learning opportunities that are made available
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.26.2 below

Self learning Study Guide  

All trainees must be able to identify and respond to their learning needs. They must be able to prepare and follow a learning plan. They must utilize all learning opportunities that are made available.


Think:

  • How do I learn, to best effect?
  • Who will tutor me, and in what kind of learning environment?
  • How do I arrange a programme of learning for any given task?
  • How often should I meet with and discuss my progress with my Educational Supervisor?

Resources:

  • http://www.hpc-uk.org/registrants/cpd/
  • http://www.gmc-uk.org/education/continuing_professional_development/cpd_guidance.asp

Uncertainty

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Uncertainty

Code BP27
Description Trainees must be able to apply their knowledge and skills in a flexible way and practice effectively in an environment of clinical uncertainty.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.27.2 below

Uncertainty Study Guide

All trainees must be able to apply their knowledge and skills in a flexible way and practice effectively in an environment of clinical uncertainty.


Think:

  • What do I do when thinks go unexpectedly wrong?
  • How do I inform the patient/carers of unexpected problems?
  • How do I manage patients where I am unable to provide accurate predictions of clinical outcome/complication risks, etc?

Resources:

  • http://www.hpc-uk.org/registrants/cpd/
  • http://www.gmc-uk.org/education/continuing_professional_development/cpd_guidance.asp


Continuous professional development

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

CONTINOUS PROFESSIONAL DEVELOPMENT(CPD)

Code BP28
Description Trainees must show that they actively participate in continuing professional development throughout their career. They should keep logbook record of procedures and surgeries done.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.28.2 below

3.9.28.2 Continous professional development

All trainees must show that they actively participate in continuing professional development.


Activity:

  • Maintain and keep up to date a clinical and learning activities portfolio
  • Ensure regular, recorded and verified attendance at postgraduate teaching opportunities
  • Ensure reasonable spread of subspecialty specific and non-specialty generic learning activities
  • Ensure that you keep up to date with therapeutic alerts etc.

Resources:

  • http://www.hpc-uk.org/registrants/cpd/
  • http://www.gmc-uk.org/education/continuing_professional_development/cpd_guidance.asp

Career development

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Career development

Code BP29
Description All trainees must take responsibility for their own career development with the support and guidance of their educational supervisors.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes BP1-BP30
Other Links Study Guide  3.9.29.2 below

Career development Study Guide  

All trainees must take responsibility for their own career development with the support and guidance of the educational supervisors.


Think:

  • Is my clinical training delivering the educational targets I need to complete the requirements of Higher Specialist Training?
  • Am I aware of what those targets are and the recommended timing of acquisition of clinical skills
  • Do I need targeted retraining in any specific subspecialty field?

Resources:

  • http://www.hpc-uk.org/registrants/cpd/
  • http://www.gmc-uk.org/education/continuing_professional_development/cpd_guidance.asp


Personal Health

Learning Outcome Overview

BEST PRACTICE (BP)
Learning Outcome

Personal Health

Code BP30
Description All trainees must take responsibility for their own personal health and well-being. They must take appropriate steps to protect patients when their own health is affected by illness or disability.
Assessment

MSF, portfolio/logbook  and  end of year 2-3/4 review/COECSA exam

Target Year of Achievement Year 2 with annual reviews
Related Learning Outcomes PM8,BP28 BP29
Other Links Study Guide  3.9.30.2 below

Responsibility For Personal Health Study Guide

All trainees must take responsibility for their own personal health and well-being. They must take appropriate steps to protect patients when their own health is affected by illness or disability.


Think:

  • Is my personal physical and mental health in any way compromised in such a way that delivery of clinical care to my patients is at risk?
  • Do I need to seek the advice of colleagues, educational supervisors, occupational health, etc., for advice on my fitness to practice?
  • Has my fitness to practice ever been called into question?

Resources:

  • http://www.hpc-uk.org/registrants/cpd/
  • http://www.gmc-uk.org/education/continuing_professional_development/cpd_guidance.asp
Retrieved from "https://curriculum.coecsa.org/index.php?title=BEST_PRACTICE_(BP)&oldid=77"