| Unit name | Preparing for Professional Practice (Student Assistantships) |
|---|---|
| Unit code | MEDI30025 |
| Credit points | 0 |
| Level of study | H/6 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Professor. Forbes |
| Open unit status | Not open |
| Pre-requisites |
Must have progressed from year 4 of the MB ChB programme |
| Co-requisites |
None |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
During these assistantships the students will work with foundation year doctors, General Practitioners, Consultants and other healthcare professionals. Students will be given supervised responsibility where appropriate.
Aims
There will be three Assistantships:
The ILOs below are mapped against Outcomes for Graduates published by the external regulator the General Medical Council (GMC). http://www.gmcuk.org/education/undergraduate/undergrad_outcomes.asp
Please see the General Medical Council Outcomes for Graduates document for details of learning outcomes. The numbers below relate to these outcomes.
1. Primary and Community Care
Outcomes 1 - Doctor as a Scholar and Scientist – Outcomes 8e, 8f, 9d, 9e, 9f, 10d, 10e.
Outcomes 2 − The doctor as a practitioner – Outcomes 14f, 14g, 14h, 14j.
Outcomes 3 − The doctor as a professional – Outcomes 23b.
2. Medicine and Surgery (Ward-based Care)
Outcomes 1 - Doctor as a Scholar and Scientist – Outcomes
Outcomes 2 − The doctor as a practitioner – Outcomes 13e, 13g, 14c, 14g, 14j, 15d, 15e, 15f, 15g, 15h, 18a, 18b, 18c.
Outcomes 3 − The doctor as a professional – Outcomes 22d, 23b, 23c, 23d, 23e, 23g, 23h.
3. Acute and Critical Care
Outcomes 2 − The doctor as a practitioner – Outcomes 13a, 13c, 13d, 13e, 13g, 14a, 14b, 14c, 14d, 14f, 14j, 16a, 16b, 16d, 16e, 18a, 18b.
Outcomes 3 - The doctor as a professional - Outcomes 23a, 23b.
In principle the teaching and learning methods during these assistantships are that the student will be paired with a foundation programme or more senior doctor, nurse specialist, operating department assistant, paramedic etc. caring for patients to gain experience in the hands-on care of patients, this will include a patient-centred pathway so that students follow the patient through their hospital journey or over a series of consultations in the community. Students will be given supervised responsibility where appropriate.
1. Primary and Community Care
Students will work within a community ‘patch’ of 4-8 practices, and will come together for a teaching session once a week at different GP practices on a rotational basis. This teaching session will provide students with an opportunity to discuss difficult or interesting cases that they have seen with a GP tutor. For 2019/20 students will be asked to complete a small audit/project within their practice. Students will also have the opportunity to gain experience of the GP out of hours (OOH) service.
2. Ward-based Care
Students will spend 3-4 weeks in this assistantship and will complete the Immediate Life Support (ILS) course and simulation teaching of the ‘special circumstances’ relevant to the foundation programme usually covered during the Advanced Life Support Course of the UK Resuscitation Council. During the assistantships students will be paired with foundation programme doctors and be involved in the day-today care of patients. They will be expected to admit patients and follow them up, attend investigations and procedures with patients and be involved in significant conversations with them and their families or carers. In addition students will receive other teaching such as simulation, prescribing and radiology tutorials. They will also attend multidisciplinary, audit and governance meetings and be expected to be involved in patient safety procedures [such as the World Health Organisation (WHO) surgical checklist] and projects, and quality improvement projects. We wish students to consider the home-to-hospital-to-home journey for patients. This will include the use of the ‘my bed’ project, and initiatives such as ‘what one thing could I do to make a difference to your stay?’ They will also be involved in teaching others through the Peer Assisted Learning Scheme.
3. Acute and Critical Care Assistantship
Students will be paired with appropriate level professionals and placed on the rota within the Emergency Department, in Anaesthetics, on Intensive Care, High Dependency and Medical Assessment Units. Appropriate professionals might be foundation programme doctors, senior house officers, specialist registrars, consultants, emergency nurse practitioners, etc. Students will be linked one to one with a relevant professional and expected to work the same hours as they do. We suggest they might be on days for a week, followed by late shifts for a week followed by nights. At all times they would receive appropriate rest days but not necessarily the same as the qualified health care professional would get, since they will be swapping between rotas.
1. Clinical competency assessments
Clinical competency assessments (CCAs) mirroring those that the students will have to undertake within their foundation programme will be used to assess their clinical work.
2. Assessment of clinical skills
Clinical skills will be assessed by completion of the Consultation and Procedural Skills (CAPS) logbook by which the student will demonstrate having their clinical skills observed in practice and signed off by a qualified observer.
3. Entrustable Professional Activities
The use of entrustable professional activities (EPAs) bridges a potential gap between the theory of competency-based education and clinical practice. EPAs reflect those activities that together constitute the profession. Carrying out most of these EPAs requires the possession of several competencies i.e. the observation of concrete clinical activities infers the presence of multiple competencies from several observed activities. Students may then be awarded responsibility for EPAs. We have adopted the American Association of Medical Colleges core entrustable professional activities modified for UK medical practice and mapped to GMC outcomes for graduates. Students will need to gather signatures within their fifth year workbook to show they have engaged in activities mapped against the EPAs.
4. Assessment of professional behaviour
Students will be expected to engage with their assistantships, their clinical assessments and their team assessments of behaviour and nonattendance or other unprofessional behaviours will require student referral forms to be submitted to the Faculty. Students will receive and reflect upon multisource feedback from peers, healthcare professionals and patients that will be discussed with their Unit tutor.
5. Immediate Life Support
All students will take the Immediate Life Support (ILS) course during their final year assistantships and they must pass the assessment as a requirement for graduation.
6. Prescribing Safety Assessment
All students take the UK Prescribing Safety Assessment during their final year assistantships and they must pass the assessment as a requirement for graduation.
7 Medical Licensing Assessment
Clinical experience, teaching and workplace based assessments will all be in place to prepare students to pass the medical licensing exam when it is introduced.
EPAs -
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