Bradford VTS Online Resources
These resources are designed around the RCGP’s Curriculum. There are additional sections created by Bradford VTS.
Knowing yourself & relating to others
- Consultation & Communication skills
- Data Gathering – history & clinical tips
- Data Gathering – clinical examination
- Data Gathering – Investigations
- Data Gathering – clinical top tips
- Decisions, Diagnosis, Uncertainty & Risk
- Practising Holistically
- Ethics & Values Based Medicine
- Equality & Diversity
- Carers, Relatives & Families
- Team Work
- Understanding Allied Health Care Professionals ***
- Chronic Disease Management
- Practice Management
- Information Management & Technology
- Structure of the NHS & NHS Politics
- Looking After Ourselves
(resilience, burnout & fitness to practice)
Working in systems of care
- 3-02 Genetics
- 3.03 Acute Care
- 3-04 Children & Teenagers
- 3-05 Elderly
- 3-06 Women’s Health
- 3.07 Men’s Health
- 3.08 Sexual Health
- 3.09 End of Life Care
- 3.10 Mental Health
- 3.11 Intellectual Disability
- 3.12 Cardiovascular
- 3.13 Gastroenterology
- 3.14 Drugs & Alcohol
- 3.15 ENT, Oral, Facial Problems
- 3.16 Eyes
- 3.17 Metabolic Problems (Diabetes, Endocrine)
- 3.18 Neuro
- 3.19 Respiratory
- 3.20 MSK & Rheumatology
- 3.21 Dermatology
Have you developed a resource?
Share it with others...
Understanding the Curriculum Headings
Our resources are organised according to the RCGP’s GP curriculum headings. This has 4 contextual statements. This is accompanied by 21 clinical areas in which you are expected to demonstrate the 4 contextual statements.
Think of it this way…
The 4 contextual statements define from a bird’s eye view of what it is to ‘Be a GP’ ( =the ultimate ‘core’ statement of the GP Curriculum). This is demonstrated at ground level via the 21 clinical areas.
We (Bradford VTS) have added a few additional ‘clinical’ sub-folders of our own (see numbers 4-xx above). This is to cater for those items which we found difficult to place elsewhere.
Perhaps this explanation will serve some of you better. Context is what gives something meaning. For example, the word ‘trip’ can have several meanings.
- The trip to India was fab.
- I was tripped out on Ecstasy.
- I banged my head because I tripped over the cable.
- I really tripped up in that CSA exam.
Can you see how in each of these cases, it is the context that defines the word and gives it meaning? Likewise, the 4 contextual statements define what it is ‘to be a GP’ – your ultimate destination. This enables us to map out the areas in which we are expected to perform them ( = the 21 clinical interpretive statements).