- MRCGP for hospital based trainees (powerpoint)
- GP curriculum divided according to hospital specialties
- An introduction to MRCGP and the competencies for hospital consultants
- What the CBD competencies mean?
- GP specialty training: a brief guide for clinical supervisors
- What all hospital departments should know about GP training
- What all clinical supervisor consultants should know about GP training
If you find anything you feel would be helpful to others, please email me here.
This is what our GP trainees need to achieve during their time at your department. We've classified them under the six main compentency domains for general practice..
1. PRIMARY CARE MANAGEMENT |
• Describe the management of the key medical conditions which affect men.
The knowledge base
Symptoms
Common and/or important conditions
Investigations
Treatment
Emergency care
Prevention
|
2. PERSON CENTRED CARE |
• Recognise that men may be less articulate about their health compared with women, and describe strategies to compensate for this during the consultation. • Understand the impact of gender on individual cognitions and lifestyle, and formulate strategies for responding to this. For example, some men may have limited control over lifestyle choices, such as those from low socio-economic groups, or living with an addiction. • Recognise that men from different cultural backgrounds have widely different attitudes towards health and expectations of the doctor. They may seem more dismissive about their symptoms than women, but be no less concerned. • Describe the particular difficulties that adolescent males have when accessing primary care services. • Detect whether the male patient wishes to see a doctor of the same sex and arrange this where practical and appropriate. • Demonstrate a non-judgmental, caring and professional consulting style to minimise embarrassment of male patients. |
3. PROBLEM SOLVING SKILLS |
The knowledge base
Symptoms
Common and/or important conditions
Investigations
Treatment
Emergency care
Prevention Specific problem-solving skills
|
4. COMPREHENSIVE APPROACH |
• Identify the patient’s health beliefs regarding illness and lifestyle and either reinforce, modify or challenge these beliefs as appropriate. • Educate men about symptoms, and the link between lifestyle and health. • Promote well-being by applying health promotion and disease prevention strategies appropriately. • Use consultations with infrequent attenders opportunistically for health education. |
5. COMMUNITY ORIENTATION |
• Describe the features of a successful men’s health service. • Evaluate the effectiveness of the primary care service you provide from the male patient’s point of view. • Develop practical means of engaging with men more effectively regarding their health. • Appraise the role of well-man clinics in primary care. • Recognise that violence and aggression is more common amongst men, assess the risk of harm to others and intervene when appropriate. • Evaluate the arguments for and against a national PSA screening programme. |
6. HOLISTIC APPROACH |
• Describe the changing gender roles that men are expected to conform with. • Recognise the importance of the parental fathering role in family structures. • Appreciate the psychological, social, cultural and economic problems caused by unemployment amongst men. |
All these 6 domains have a
7. Contextual Aspect |
• Recognise important variations in men’s health according to ethnicity, social class and geography. • Describe the local demography, social deprivation and service provision which may contribute to poor male health. |
8. Attitudinal Aspect |
• Recognise that relationships with male patients will be different depending on the gender of the doctor, and intervene when this is adversely affecting the doctor-patient relationship e.g. sexual advances from the patient. |
9. Scientific Aspect |
• Summarise the key statistical differences between the health of men and women. |