General Practice 2 Handbook 2021/22

(2) interact with each other (formally and informally)  

(3) receive support, feedback, and inspiration for GP tutors and their teams.  

Getting started – it is crucial that there is time set aside on the first practice-based day for the GP tutor/s and the students to get to know one another, agree the group ground rules and complete an induction to the practice including the following: 

1. Welcome – Resettling and Risk Reduction [See Appendix 5] 

2. Placement Checklists [See Appendix 2]  

3. Student Learning Agreement [See Appendix 4] 

The online Central days will include role-play, reflective exercises and video analysis supported by discussions and feedback in Tutorials led by a GP facilitator. These days are opportunities to further hone skills and deepen understanding of how to respond to patients’ needs while gathering clinical information that help will them. 

Year 2 students have limited experience of talking to patients – they are novices, beginning their transition to becoming clinicians. They may be anxious and unsure how to structure a conversation without taking control or getting lost. You might remember – listening to the patient while thinking about what to ask next – without interrupting or interrogating - takes a lot of practice! [See Appendix 7] 

MODULE AIMS: 

OVERALL AIMS of the GP2 placement are to support students to: 

• Develop and practise patient-centered clinical method (integrating communication & examination skills)  

• Link their knowledge of biological, medical, and social sciences with clinical experiences  

• Develop their clinical reasoning when seeing patients in primary care 

• Maintain their compassion, curiosity, and humanity – listen to the patient narrative while thinking clinically 

• Learn from patients and their carers/families (see everyone as a potential teacher)  

LEARNING OUTCOMES: 

By the end of this module, students can expect to be able to: 

• Show confidence in initiating conversations with peers, professionals, patients, and their families, 

• Seek consent from patients and their companions - and explain who they are (including how much experience they have)  

• Apply relevant knowledge of biological, medical, and social science to clinical situations as appropriate  

• Use a framework for a clinical conversations with patients that incorporate the patient’s agenda and basic history-taking / information gathering  

• Conduct a simple, focused examination of a patient under adequate supervision (such as the respiratory, cardiovascular, or abdominal system – but not limited to these) 

• Demonstrate ability to reflect on their own strengths and learning needs, and provide constructive feedback to their peers   

GP PRACTICE BASED LEARNING ACTIVITIES: 

GP Tutors are asked to ensure students have: 

• Observed their students initiating conversations with patients and undertaking focused examinations  

• Plenty of opportunities to practise talking to patients,  

• Ensure students are observed and receive feedback from their GP tutor and their peers 

• At least one opportunity to undertake a focused clinical examination, ideally the cardiovascular, respiratory, or abdominal system but not limited to these– depending on patients). This should include pulse and blood pressure measurement in a variety of patients 

• Completed their own learning needs assessment and reviewed their professional development, including using reflective practice  

• Experience of giving and receiving of feedback