4. GP2 TIMETABLE, DATES & THEMES

4.2. PRACTICE–BASED DAY – EXAMPLE TIMETABLE

Generic structure: this is only meant as a suggested template for a day and tutors are of course free to design and run their placement days however they wish to.  

 

9.30 – 10.45 

Intro – Group check-in and outline plans for the day (30 mins) 

 

Activity 1 – e.g., observing consultations with focus on specific consulting skills (45 mins) 

 

10.45 – 12.30 

Tea break (15 mins) 

 

Group debrief on activity 1 – e.g., explore key learning points from observations & planning for activity 2 (45 mins) 

 

Activity 2 - e.g., student-led patient encounters, maybe in pairs (30 mins) and then discuss this as a pair (15 mins) 

 

12.30 - 13.15 

Lunch break (45 mins) 

 

13.15 – 14.00 

Group debrief on activity 2 – e.g.,  students present their patient encounter and discuss what went well/what they found difficult, identify any knowledge gaps and how to address these (45 mins) 

 

14.00 – 14.45 

Activity 3 - e.g., patient encounters, could work alongside HCA to support long term condition checks; GP tutor observes students carrying out relevant clinical examination (45 mins) 

 

14.45 - 15.00  

Tea break (15 mins) 

 

15.00 – 16.00 

Group debrief on activity 3 – e.g., discuss skills they practised, could include feedback from tutor on observed clinical examination skills; highlight main take home learning points from day and agree as a group any areas they wish to focus on for their next practice day; tutors may set homework e.g., bring a relevant media item to discuss (60 mins - could be spilt into 2 separate activites) 

 

 

PRACTICE–BASED DAY – EXAMPLE LEARNING ACTIVITES 

 

These are some suggestions for practice-based learning activities. 

 

Patient encounters: 

  • Observing GPs and other healthcare professionals with guided observations  

  • Observe and participate in different modes of consultation – telemedicine as well as F2F  

  • Student-led patient interviews and clinical examinations - including opportunity for observation and GP tutor/patient feedback; patients do not need to have symptoms/signs, practicing taking consent for examinations and conducting “normal” examinations is very valuable 

  • Student-led or supported clinics e.g., students take lead for new patient checks or LTC checks, do initial assessment including height/weight/BMI, urine dip, BP check and checking patient’s agenda/understanding of conditions. (Some practices have set up student-led BP checks alongside their flu clinics or in the quieter lunchtime period) 

  • Home visits – in pairs or accompanied by GPs and other healthcare professionals e.g., visiting housebound patients for flu jabs/long term condition/palliative reviews 

  • Expert patients - students interview patients in pairs/small groups, promote opportunity for patient to teach as well 

 

Other activities: 

  • Tutorials for group debriefing and discussions 

  • Student research and presentations - perhaps around specific knowledge gaps identified 

  • Reviewing recent journal articles and media publications, especially to discuss current 'hot topics' 

  • Any near-peer teaching opportunities if other medical students/junior doctors on site 

  • Role-plays – assign roles and consider specific observation tasks for feedback and discussion 

  • Case-based presentations & discussions - could include navigating electronic patient records 

  • Interviewing members of primary care team 

  • OSCE-style clinical skills practice – students can practice with each other as well as patients 

  • Joining practice team, or wider MDT, meetings 

  • Community-based activities –encourage students to walk around local area to build their understanding of the local community, attend local community group meeting, any opportunities to go out with allied health professionals e.g., local district nursing team or other MDT members 

 

Please note this list is not exhaustive.  Ideally each day would include mix of activities, prioritising any patient encounters. There may be times when the not all students from the group are completing the same activity, for example if 2 students are meeting a patient onsite and another 2 students are going on a home visit.