Welcome ST1s in General Practice Tameside 2013. Aims and Intended Learning Outcomes (ILOs) AIM - to...
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Transcript of Welcome ST1s in General Practice Tameside 2013. Aims and Intended Learning Outcomes (ILOs) AIM - to...
Welcome ST1s in General Practice Tameside 2013
Aims and Intended Learning Outcomes
(ILOs)• AIM - to feel comfortable with and understand
- each other, the tutor and the course
• ILOs -
• We shall be able to enjoy and make the most of the diversity of backgrounds of folk who come into GP
• We will be able to start to think about and do some self directed learning
• We will have some ideas for making the most of hospital jobs
• We will know where the curriculum is and have some ideas for how to use it
What we are doing this morning
• Interview your partner and prepare to present your partner to the group
• Who are you? Names, where from, where trained?
• What brought you to GP?
• What special medical knowledge and skills do you have?
• What hobbies, interests and unusual skills do you have?
• Name a FEELING you have about being a GP
What we are going to do this year
•What do you WANT to achieve? (Hopes)
•What do you NEED to achieve? (Any fears)
•What would your trainers (educational supervisors) like you to achieve? (What do you need help with)
•What would I like us to achieve?
•HOW?!?!?!
Enjoying The ST1 Year
• What is an ideal GP?
• What is the opposite of an ideal GP?
• The curriculum
• What is self-directed learning?
• How to cope with hospital jobs?
• What do we need to do?
The GP Curriculum • COMPETENCIES
• Primary care management (clinical management, teams, IM&T)
• Person-centred care (consultation skills)
• Specific problem solving skills (data gathering,making diagnosis/decisions)
• A comprehensive approach (medical complexity)
• Community orientation
• A holistic approach
• ESSENTIAL FEATURES
• Contextual
• Attitudes (ethics and fitness to practice)
• Scientific (maintaining performance, learning and teaching)
Self directed learning
What is it?
What is Self Regulated Learning?
• An active process whereby learners set goals for their learning and monitor, regulate and control their cognition, motivation and behaviour.
(Pintrich 2002)
Performance Phase
Self-ControlImagery
Self-instructionAttention focussing
Task strategies
Self-ObservationSelf-recording
Self-experimentation
Self-Reflection Phase
Self-JudgmentSelf-evaluation
Causal attribution
Self-ReactionSelf-satisfaction/affect
Adaptive/defensive
Forethought Phase
Task AnalysisGoal setting
Strategic planning
Self-Motivation BeliefsSelf-efficacy
Outcome expectationsIntrinsic interest/value
Learning goal orientation
Classes of self-regulated learners
Self-regulatory phases Naïve self-regulators Skillful self-regulators
Forethought Nonspecific distal goalsPerformance goal orientationLow self-efficacyDisinterested
Specific hierarchical goalsLearning goal orientationHigh self-efficacyIntrinsically interested
Performance/Volitional control
Unfocused planSelf-handicapping strategiesOutcome self-monitoring
Focused on performanceSelf-instruction/imageryProcess self-monitoring
Self-reflection Avoid self-evaluationAbility attributionsNegative self-reactionsNonadaptive
Seek self-evaluationStrategy/practice attributionsPositive self-reactionsAdaptive
IN MY LEARNING I CAN GENERALLY:+++
++
+ - - -- - -
Set my own learning goals
Set my own process goals (i.e. determine what tasks/methods are required to achieve my goals)
Identify strategies for achieving my goals
Revise goals when necessary
Am motivated to learn
Can articulate what is expected of me
Document the processes I use when working on tasks
Monitor my progress towards achieving goals
Adjust my actions on my own to achieve goals
Modify or adapt strategies that are unsuccessful
Give constructive feedback to my peers
Constructively use feedback from my clinical supervisors
Constructively use feedback from the course facilitators
Constructively use feedback from my peers
Revise versions of my work to improve them
Reflect on my process of achieving my goals
Evaluate my own work
Know how I am being evaluated
Attribute my success to my efforts
Work well with other students
Have a learning goal orientation
Metacognitive Component Type Terminology
Cognitive knowledge
Knowledge about oneself as a learner and factors affecting
cognition
Person and task knowledge
Self-appraisal
Epistemological understanding
Declarative knowledge
Awareness and management of cognition, including
knowledge about strategies
Procedural knowledge
Strategy knowledge
Knowledge about why and when to use a given strategy
Conditionalknowledge
Cognitive regulation
Identification and selection of appropriate strategies and
allocation of resources
Planning
Attending to and being aware of comprehension and task
performance
Monitoring or regulating
Cognitive experiences
Assessing the processes and products of one’s learning, and revisiting and revising
learning goals
Evaluating
METACOGNITION
Typology of Metacognitive Components
Features of Self Regulated Learning(SRL)
• It is not a generic competency or a fixed ability
• It is not about learning in isolation
• All of us use self regulatory processes in our learning
• Skills of SRL can be learned and taught
• It is a context specific process
On our team
You are GPs now...
You are our spies....
• observers and participants
• observe their behaviour
• level of participation and reflection
• our ethos - where to find this?
Anthropological Study
• How do the other species behave?
• What animals could represent physicians, surgeons, paediatricians, psychiatrists, A and E, O and G,
Discipline and Learning Environment
• RULES OF ENGAGEMENT
• Phones?
• Eating?
• Being late?
• Wondering in and out?
• Openness and honesty?
• Respect and value all perspectives?
• Support and constructive criticism?
• Confidentiality? Anonymised or absolute?
• Preparation and commitment?
• Enjoyment?
• Expressing emotion?
• Attendance? Mandatory - need to email Sam!!!
The course
• Have basic knowledge of subject of the month (NICE)
• Two Thursday mornings per month - one with expert and clinical focus and one with ST3 and actors for communication focus
• Start 9am. Half hour catch up time
• 9.30am Expert presentation on clinical subject in GP
• Including case discussion
• Lots of interaction!!!