Being developed
Our goal here is to make complex educational theory as practical and as accessible as possible for busy medical teachers.
To stimulate you, reduce duplication of work and help add creativity to your educational programme.
The universal GP Training website for everyone, not just Bradford. Created in 2002 by Dr Ramesh Mehay
Nick Price
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Bradford VTS was created by Dr. Ramesh Mehay, a Programme Director for Bradford GP Training Scheme back in 2001. Over the years, it has seen many permutations. At the time, there were very few resources for GP trainees and their trainers so Bradford decided to create one FOR EVERYONE.
So, we see Bradford VTS as the INDEPENDENT vocational training scheme website providing a wealth of free medical resources for GP trainees, their trainers and TPDs everywhere and anywhere. We also welcome other health professionals – as we know the site is used by both those qualified and in training – such as Associate Physicians, ANPs, Medical & Nursing Students.
Our fundamental belief is to openly and freely share knowledge to help learn and develop with each other. Feel free to use the information – as long as it is not for a commercial purpose.
We have a wealth of downloadable resources and we also welcome copyright-free educational material from all our users to help build our rich resource (send to bradfordvts@gmail.com).
Our sections on (medical) COMMUNICATION SKILLS and (medical) TEACHING & LEARNING are perhaps the best and most comprehensive on the world wide web (see white-on-black menu header section on the homepage).
Use of blooms taxonomy to structure the RCAs
Reflecting and being guided by the competencies to direct RCAs
Blooms taxonomy reminder – is three things – KNOWLEDGE, SKILLS and ATTITUDES (KSA)
Bloom defines competency levels within each of this major domains.
In RCA debriefs – you can test K, and/or S, and or A!
It’s a great flexible tool.
Very useful session and gave me structure on doing a random case analysis using blooms taxonomy
Also can use random cases for developing a relflective practice in trainee and further more populate the learning log
Debriefs can be done as part of a group with other Fy2 or registrars so they learn off each other
A good structured approach that allows you to explore a lot of different areas, if needed, from what could be quite a simple case.
shared debriefs may be beneficial for junior trainees
RCA
Useful for reaching johari window of blind spot
‘What if’ questions push the limits of knowledge but RCAs can also be confidence building
Puts learning into context
Raise learning needs rather than address them-Signpost to guidelines/ appropriate resources
Could be themed on knowledge/ competence or topic (ie prescribing)
Blooms: knowledge, skills (consultation, it skills, examination, time management ) and attitudes (ethics, fitness to practice)
? Works better if prior debrief light touch
I will approach RCA in a structured way in future exploring knowledge skills & attitudes.
Helpful for AKT & CSA preparation
My idea behind this was not to use short intervention RCA for all debriefs – because sometimes you are pushed for time. But you could start off with doing it on a few (and doing the rest in your normal way). a+And then as you get used to doing it, doing more of it. The key is to be dynamic and quick, otherwise it becomes exhausting!