PUNs and DENs: Discovering Learning Needs in General Practice (Radcliffe Professional Development)

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PUNs and DENs: Discovering Learning Needs in General Practice (Radcliffe Professional Development)

PUNs and DENs: Discovering Learning Needs in General Practice (Radcliffe Professional Development)

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Working with patients and carers and promoting an organisational culture that allows them and all staff to be honest and raise concerns openly is essential. Some patient groups may be more at risk due to characteristics such as language, literacy, culture and health beliefs. Financial aspects of a medical practice (for example, interpreting simple profit and loss accounts, a balance sheet, sources of income and expenditure)

Physical, psychological, socioeconomic, educational, cultural and community dimensions of health are reflected in every consultation A patient is seen with a peptic ulcer, has heard of triple therapy and wants it. You prescribe but wonder if you have given the best prescription — there seem to be several different regimens promoted and should you have insisted on gastroscopy first, or is there a reliable test for the presence of Helicobacter. Here is a Clinical Knowledge PUN and the corresponding DEN is to learn more about triple therapy.PUNs are Patients’ Unmet Needs. They are discovered in consultations simply by asking ourselves at the end, when the patient has gone, ‘How could I have done better?’ During consultations we are commonly aware of gaps in our ability, gaps in the in house systems or attitudinal problems. You need to focus on the patient’s needs to identify these. The doctor, not the patient, will decide whether the patient’s needs have been met.

Equality: providing care that does not vary in quality because of personal characteristics such as gender, ethnicity, geographic location and socioeconomic status Gathers information from history taking, examination and investigation in a systematic and efficient manner The problem is then solved with the new information (the gathering of more or new knowledge does not necessarily mean new learning) Join NASGP’s free three-month trial for access to all your essential appraisal resources. Doctors’ Educational Needs Patients may sometimes prefer to delegate their autonomy to you as their GP, rather than accept this responsibility themselves, particularly at times of illness or distress. While being willing to take on this responsibility when appropriate, it is important to support patients in maximising their capacity for decision-making and encourage self-care.

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This area is about recognising and managing common and important medical conditions in primary care, demonstrating a structured and flexible approach to decision-making, and dealing with multiple problems and co-morbidity while promoting a positive approach to health. Maintain and develop your knowledge and skills in pharmacology, therapeutics and medicines management relevant to your role and prescribing practice There will be new template with nine questions and it’s mainly focussed on wellbeing of doctors. It is expected that it shouldn’t take more than 30 minutes to prepare for the appraisal demonstrating an understanding of why leadership and team working is important in their role as a clinician simple (symmetrical, skewed) distributions, scatter diagrams, box plots, forest plots, funnel plots, statistical process control charts, Cates diagrams, decision aids

The GMC expects all doctors to take part in systems of quality improvement. Quality improvement projects should be led by trainees, supported by their educational supervisor and include working as a team with other members of the practice to create a sustainable change.Knowledge of evidence-based health and care choices so that an informed discussion can occur, taking into account the patient's values and priorities The following three areas have a strong influence on person-centred consulting: Attitudes, feelings and biases

The complete learner possesses the ability to pass through all the stages with equal facility, but most people have a preferred learning style. The style is preferred or dominant not exclusive. We each enter the circle at the point of our own preference and move according to our needs and circumstances. In some instances, the learner just learns in the one style and sees no need to move. In medicine, this would be difficult, but not impossible. Inform the Medicines and Healthcare products Regulatory Agency (MHRA) 12about suspected adverse reactions and incidents using the Yellow Card Scheme 13. Where appropriate, inform the patient's GP and the pharmacy that supplied the medicine Skills to develop a shared understanding of a problem and its management with patients, so that they are empowered to make their own decisions and supported to look after their own healthThe fundamental purpose of clinical leadership is to improve health outcomes and quality of care for your patients, so it is an essential part of being a doctor. Driving regulations – duties in relation to advising patients on fitness to drive and DVLA regulations A good understanding of how you and your colleagues learn will not only help you in your own CPD but also enable you to help develop the whole team through group learning activities. Work-based learning



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