If found please return to School of Medicine, University of Liverpool,

Cedar House, Ashton Street, Liverpool L69 3GE

Year 1

Professionalism and

Personal Development

Logbook

2012/2013

Name:

Student ID:

Contact Number:

School of Medicine

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Useful information

Contact Details

Jane Bourchier (Year Clerical Officer)

janebour@liverpool.ac.uk 0151-795-4366

Dr Peter Dangerfield (Year Director)

spine92@liverpool.ac.uk 0151-795-4366

Attendance

All students are reminded that attendance is compulsory at PBL tutorials, Clinical and

Communication teaching sessions and the Community Placements. Students should ensure that,

where required, they sign /swipe in. Missed time, for whatever reason impairs learning, and clinical

contact hours are part of the MBChB programme specification. Recurrent or persistent absence, for

whatever cause, may result in a student being unable to sit the examinations at the end of the year

and being prevented from progressing to the next year of study. In final year this may result in the

student being unable to graduate. Students demonstrate professionalism and their fitness to

practise by appropriate management of absence due to illness or other reason.

Academic Advisors All students on programmes at the University of Liverpool are allocated an Academic Advisor (AA) who is responsible for providing appropriate support in-year to help students to fulfil their academic potential. For students on the MBChB programme, the AA will be the person best placed to fulfil this role, and will change each year. You will be told who your AA is at the start of each academic year.

The schedule of routine meetings will vary with year group but in general, your AA will discuss your academic performance, and provide advice on how it can be improved. Your AA is the first port of call if you are having problems with your academic studies, and may also be able to suggest where else you can obtain help if you are experiencing difficulties with any other aspect of University life.

Pastoral support. In addition to the generic pastoral support services offered by the University (see inside rear cover), available to all students, students on the MBChB programme can also access more targeted/specialist help and support for non-academic issues via the Student Support Administrator (see inside rear cover). Members of the Medical School’s Student Support Team can provide both advice on School level procedures and assist with signposting to central and specialised support services as appropriate.

Falsification of signatures The School of Medicine considers falsification of signatures to be an unprofessional act of forgery. Any suspicion of falsification of signatures within the logbooks will therefore be investigated and may be considered a fitness to practise issue. The GMC also takes falsification of signatures very seriously such that, if forgery is proven, registration with the GMC may be forfeit. The School of Medicine will always listen to cases of genuine difficulty which are supported by evidence.

Term dates

Autumn 24th September 2012 – 14th December 2012

Lent 7th January 2013 – 22rd March 2013

Summer 15th April 2013 – 31st May 2013

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Introduction to Professionalism and Personal Development

As well as knowledge, understanding and clinical skills, becoming a medical professional

requires the development of a range of personal skills and attributes. Professionalism and

personal development encompasses a wide range of skills and attitudes such as respect for

patients, self management, team work and leadership and ethical practice. Although in the

early years of the programme we provide you with structure and guidance for developing

these skills and attributes, you should not see them as a separate part of the course. The

principles of professionalism and good medical practice apply to you when you are in a PBL

group, relating to office staff or attending plenaries as well as when dealing with medical

staff and patients. For example, skills developed in a communication skills session should be

practised in a clinical skills session.

The learning outcomes for PPD are given in Table 1.

Table 1: Year 1 Professionalism and Personal Development Outcomes

Professionalism Domain By the end of year 1, students will be able to:

Patient a) Demonstrate the appropriate communication skills to respond respectfully to patients that they encounter in year 1.

Values b) Understand that becoming a doctor has privileges and responsibilities.

c) Understand that these responsibilities and values are specified by the GMC and that patients expect that medical students will demonstrate these responsibilities and values when they are in a clinical setting.

Demeanour d) Demonstrate adherence to dress codes appropriate to the context they are working in.

e) Understand that how they represent themselves in a range of publicly accessible media (e.g. social networking sites) may have an impact on how they are viewed as professionals.

Leadership f) Reflect on the team dynamics in their PBL group and how this might have an impact on the effectiveness of the group.

Personal g) Develop a learning style appropriate for the PBL curriculum. h) Demonstrate engagement with year 1 career management

activities. i) Make a meaningful reflection on their progress in year 1 and

to reflect on their learning style. j) Develop strategies to manage complex work schedules to

ensure appropriate levels of attendance and participation in programmed activities.

k) Draw up an action plan to facilitate continued development in year 2.

Motivation l) Have the opportunity to discuss the factors that influenced their decision to become a doctor.

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In March (2013) of your first year you will have a student feedback appraisal. Prior to your

feedback appraisal you will submit a folder of evidence demonstrating that you have met

these learning outcomes and this evidence will form the basis of your discussion at your

appraisal.

Some of the evidence will come from this logbook and some of it will come from guided

study that can be found in VITAL in the PPD section.

The purpose of this appraisal is to give you personal feedback on your progress so far and to

help you reflect on how you are developing professionally.

Table 2: Evidence to be submitted for appraisal

Evidence Where further guidance and relevant templates can be found

Learning outcome that evidence supports

Self assessment of performance in PBL Email f), g), j)

Peer assessment of professionalism Email b), f), j)

Tutor assessment of performance in PBL Logbook f), g), j)

Feedback from Clinical Skills Tutor Logbook b), c), d), j)

Feedback from Communication Skills tutor Logbook a), b), j)

Contribution to Communities Studies Logbook j)

You will get further support and guidance on the student feedback appraisal in VITAL and

from a lecture later in the year. In the meantime is it really important that you keep this

log book up to date.

Useful reading The General Medical Council – Good Medical Practice

http://www.gmc-uk.org/guidance/good_medical_practice/index.asp

Professional Values and Fitness to Practise

http://www.gmc-uk.org/static/documents/content/GMC_Medical_Students.pdf

Professional Behaviour and Fitness to Practise http://www.gmc-uk.org/Medical_students_Professional_behaviour_and_ftp.pdf_25397487.pdf

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PBL attendance (Student to complete)

Please initial and date when you attend the session. This may be checked against central register for accuracy.

If you do not attend please indicate why on page 21.

Study Guide Title Session 1 / Date Session 2 / Date Session 3 / Date

Semester 1 – PBL Facilitator’s Name:

Health & Hygiene

Indigestion

Raging Thirst

A Wheezy Adolescent

Cold Feet

Sudden Onset of Weakness

Semester 2 – PBL Facilitator’s Name:

The Positive test

Having a Baby

Ready for Nursery School

A Child in Pain

Taking Health Risks

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PBL Facilitator review (To be completed by PBL facilitator)

Semester 1 review

Date

Name (Block capitals)

Signature

Number of sessions attended (Of 18)

Feedback:

Agreed area of strength:

Agreed area for development:

Overall performance: Poor Not Yet Competent Competent Good Excellent

Student portfolio present at review meeting Student portfolio complete

Semester 2 review

Date

Name (Block capitals)

Signature

Number of sessions attended (Of 15)

Feedback:

Agreed area of strength:

Agreed area for development:

Overall performance: Poor Not Yet Competent Competent Good Excellent

Student portfolio present at review meeting Student portfolio complete

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Definitions for Communication for Clinical Practice (Four point scale)

Attendance and punctuality

(O) Outstanding 100% attendance, always punctual

(G) Good Usually attends, always punctual or Always attends, usually punctual

(C) Cause for concern Usually attends, sometimes punctual No sign of concern if late

(U) Unacceptable Rarely punctual or Unacceptable attendance (< 75%) No sign of concern when late No apology for lateness

History taking and explanation

(O) Outstanding

Comprehensively addresses the patient’s key needs, feelings and concerns. Explanations are very clear and tailored to the patient.

(G) Good

Adequately covers the patient’s main needs, feelings and concerns with relatively minor omissions in history taking and explanations

(C) Cause for concern

A reasonable attempt to explore key needs, feelings and concerns but gathers insufficient detail or provides limited explanations

(U) Unacceptable

Does not meet the patient’s key clinical needs. No exploration of concerns or feeling/provides vague and confusing explanations

Contribution within the session

(O) Outstanding Always participates without prompting Volunteers to start session

(G) Good Usually participates without prompting but may be reticent to be first

(C) Cause for concern Some reluctance to participate Usually has to be prompted

(U) Unacceptable Reluctant to take part even after prompting Disruptive to session

Team working and co-operation

(O) Outstanding Cheerfully and enthusiastically engages with all group tasks Volunteers to go first Volunteers to be practiced upon Encourages others to participate Welcomes feedback from peers

(G) Good Willing to take part May be shy to demonstrate in front of other students but overcomes their own reticence without prompting Will take part in discussions but less happy to initiate them

(C) Cause for concern Lack of enthusiasm Requires tutor prompting Sometimes behaves selfishly - unwilling to let others watch or practice on them

(U) Unacceptable Reluctant to take part even after tutor prompting Disruptive to session

Prepared for session

(O) Outstanding Always prepared Clearly understands the purpose of session due to thorough preparation

(G) Good Usually prepared Appropriate preparation (for example has read the instructions before the session)

(C) Cause for concern Sometimes prepared but usually hasn’t read the instructions beforehand. Poor understanding of purpose of session

(U) Unacceptable Rarely prepared for session No attempt to read instructions beforehand No insight that preparation is necessary No understanding of session’s purpose

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Communication for Clinical Practice feedback

To be completed by Communication for Clinical practice tutor Semester 1

TOPIC OGCU Comment

Attendance and punctuality

History taking and explanation

Contribution within the sessions

Team working and cooperation

Prepared for session

O = Outstanding G = Good C= Cause for concern U = Unacceptable

Other comments

Signature Name (in capitals)

Date

Semester 2

TOPIC OGCU Comment

Attendance and punctuality

History taking and explanation

Contribution within the sessions

Team working and cooperation

Prepared for session

O = Outstanding G = Good C= Cause for concern U = Unacceptable

Other comments

Signature Name (in capitals)

Date

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Definitions for Clinical Skills (Four point scale)

Attendance and punctuality Comment on attendance including number of absences and lateness. Contribution/team working within sessions

A Cheerfully and enthusiastically engages with all group tasks Volunteers to participate during demonstration Encourages others to participate Welcomes/provides feedback from/to peers

B Willing to take part and engages throughout the session Participates during demonstration when asked Participates with others during practice

C Lack of enthusiasm and engagement throughout session Reluctant to take part in demonstration even after tutor prompting Occasionally disruptive to session

D Refuses to take part in demonstration even after tutor prompting Sometimes behaves selfishly - unwilling to let others watch or practice on them Repeatedly disruptive to session

Professionalism*

A Adheres to clinical skills policy on professionalism without prompting. Behaves respectfully at all times to Staff, peers and equipment.

B Usually adheres to clinical skills policy on professionalism. Behaves respectfully at all times to Staff, peers and equipment.

C Repeated reminders regarding clinical skills policy on professionalism / 1 issue regarding respect.

D Completely disregards clinical skills policy on professionalism / More than 1 issue regarding respect.

A is above and beyond our expectations. B is what we expect from all students. C will apply to those students who repeatedly have to be reminded of the departmental rules. D will not be tolerated and will be formally recorded

*Please refer to the clinical skills policy regarding professionalism for all criteria

relating to this point. The policy can be found on VITAL

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Clinical Skills feedback (completed by whole department not by an individual

tutor)

Semester 1 review

TOPIC Comment

Attendance and punctuality Number of sessions missed _____ out of 12

TOPIC ABCD Comments

Contribution/team working within the session

Professionalism

Clinical skills stamp Date

Semester 2 review

TOPIC Comment

Attendance and punctuality Number of sessions missed _____ out of 10

TOPIC ABCD Comments

Contribution/team working within the session

Professionalism

Clinical skills stamp Date

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Clinical Skills attendance (To be completed by clinical skills)

If you miss a session you must indicate why on page 21

Semester One

Study Guide Title Clinical Skills Stamp

Health & Hygiene W/C 24.9.2012

Health & Hygiene W/C 01.10.2012

Indigestion W/C 08.10.2012

Indigestion W/C 15.10.2012

Raging Thirst W/C 22.10.2012

Raging Thirst W/C 29.10.2012

A Wheezy Adolescent W/C 5.11.2012

A Wheezy Adolescent W/C 12.11.2012

Cold Feet W/C 19.11.2012

Cold Feet W/C 26.11.2012

Sudden Onset of Weakness W/C 3.12.2012

Sudden Onset of Weakness W/C 10.12.2012

Semester Two

Study Guide Title Clinical Skills Stamp

The Positive test W/C 18.2.2013

Having a Baby W/C 25.2.2013

Having a Baby W/C 4.3.2013

Ready for Nursery School W/C 11.3.2013

Ready for Nursery School W/C 18.3.2013

A Child in Pain W/C 15.4.2013

A Child in Pain W/C 22.4.2013

Taking Health Risks W/C 29.4.2013

Taking Health Risks / Revision W/C 6.5.2013

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SSM Learning Contract

SSM:

Convenor:

This learning contract is an agreement between the Convenor and the student, outlining the

expectations during the SSM. A timetable of activities should be agreed at the initial SSM

meeting. The student must add this timetable as an appendix to the completed SSM report,

detailing all meetings and activities. The convenor must sign the learning contract to confirm

attendance, planning and compliance during the SSM.

Unsatisfactory completion of the learning contract will lead to a fail for the SSM and

the report will not be marked.

Compliance with the learning contract has been:

Tick as

appropriate

Comments

Satisfactory

Unsatisfactory

Convenor signature: ____________________________ Date: ________________

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Normal Child Development, Community Placement

To be completed by GP or UCCT tutor. If you miss a session you must indicate why on page 21

Activity

Date OGCU * Comments Name Block Letters

Signature

Attendance at placement

Child development case

Attendance CCT

Attendance CCT

Family presentation

*(O) Outstanding Always participates without prompting Volunteers to start session (G) Good Usually participates without prompting but may be reticent to be first (C) Cause for concern Some reluctance to participate Usually has to be prompted (U) Unacceptable Reluctant to take part even after prompting Disruptive to session

Community Placement feedback To be completed by GP or UCCT tutor

TOPIC OGCU Comment

Attendance and Punctuality

Contribution within the sessions

Team working and cooperation

Prepared for session

O = Outstanding G = Good C= Cause for concern U = Unacceptable

Other comments

Signature Name (in capitals)

Date

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Preparatory Knowledge

Speciality: Community Paediatric Placement Introduction: To ensure you gain the most benefit from the programme, ensure that you can identify, define and/or describe the underlying principles or knowledge in the following areas: Please complete the proforma and take it to your first CCT session:

1. List the developmental areas you would use when assessing a child less than 5 years of age.

2. What non-medical factors may affect normal child development?

3. Describe the principles of the science of immunisation.

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4. What reasons would prevent a child being immunised?

5. Consider what might influence breast versus bottle feeding.

6. Who should protect children’s rights, the parent or the state?

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HARC Checklist

You must complete these when you attend your HARC sessions

Module (1&2) Health & Hygiene & Indigestion Station Completed Comment / Reflection

1A – The Human skeleton

1B – Abdominal contents in situ

1C – Models of the digestive tract

1D – Abdominal organs removed

VITAL resources

Module (3) A Raging Thirst Station Completed Comment / Reflection

3A – Anatomical models

3B - Prosection – kidneys in situ

3C –Kidneys isolated

3D – Images of the abdomen and renal tract

VITAL resources

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Module (4) A Wheezy Adolescent Station Completed Comment

4A – Heart and lungs in situ

4B – The respiratory tract & thorax

4C – The lungs

4D – The left and right lungs

VITAL resources

Module (5) Cold Feet Station Completed Comment / Reflection

5A - Surface markings of the heart and lungs in situ

5B - Chambers of the heart – the great vessels

5C – The coronary circulation

5D – The conducting system of the heart

VITAL resources

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Module (6) Sudden Onset of Weakness Station Completed Comment / Reflection

6A - Major areas of the brain and the cranial nerves

6B - Arterial blood supply of the brain

6C – Functional localisation of the cerebral cortex

6D - Spinal cord and corda equina

VITAL resources

Semester 2-Subject to change

Module (7) A Positive Test Station Completed Comment / Reflection

7A – The bony pelvis

7B – The female pelvis

7D – Embryology

VITAL resources

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Module (8) Having a Baby Station Completed Comment

8A – Identifying major cranial bones

8B – Growth of the skull

8C – Cranial nerves & vessels in relation to the skull

8D – Embryology -: gastrulation, neuralation and organisation

VITAL resources

Module (9) Ready for Nursery School Station Completed Comment

9A – The extra-ocular muscles

9B – The ear

9C – The eye

9D – The nose

VITAL resources

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Module (10) A Child in Pain Station Completed Comment / Reflection

10A – Surface anatomy of the liver; the hepatic portal system; the spleen

10B – Liver in situ

10C – Liver isolated

VITAL resources

Module (11) Taking Health Risks Station Completed Comment

11A – Muscles in functional groups

11B – The knee joint

11C – Compare & contrast the hip & shoulder joint

11D – Types of joint

VITAL resources

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Absence Log

You MUST enter details of every missed session or absence and the reason on this page. Ensure

you also inform the School Office and complete the appropriate absence form

First date of absence Date of return Reason

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Academic advisor meetings

Introductory meeting

Academic advisor

Signature

Date of meeting

January / February 2013

Date

Name (Block capitals)

Signature

Feedback

April 2013

Date

Name (Block capitals)

Signature

Feedback