Family Medicine
U8UQp U8UQp
World Book of Family Medicine – European Edition 2015 consultation. BJGP 1999; 49 :477-482. The Salzburg statement on shared decision making BMJ 2011;342: d1745. Ziebland, S Coulter A Calabrese J Locock L (Eds) (2013) Understanding and Using Health Experiences: improving patient care. OUP. Oxford Bensing JM et al. Shifts in Doctor-patient communication between 1986 and 2002: a study of videotaped general practice consultations with hypertension patients. BMC Family Practice 2006; 7: 62 Gray DP, White E and Evans P. The importance of continuity of care. BJGP 201464:446. Fugelli P. Trust - in general practice. BJGP 2001;51: 575-579. 84
World Book of Family Medicine – European Edition 2015 Jaime Correia de Sousa, MD, PhD jaimecsousa@gmail.com 26 – How to Deliver a Successful Learning Package for Family Medicine Trainees? Jaime Correia de Sousa, MD, PhD Community Health, School of Health Sciences, University of Minho, Portugal Like most learners, FM trainees are eager to learn to become competent professionals. It is the task of tutors and course organisers to guarantee the quality of learning. In order to be successful, learning programmes require a certain number of features. Family Medicine has been in the front line of innovation in designing learning and teaching programmes to fit the objectives and learning needs of trainees (1). Furthermore, it has published guidance and developed several courses to allow the development of teaching skills of tutors and teachers in family medicine (2,3). What Makes a Teaching Programme Successful? This text will review some of the characteristics of a teaching package that can include in-person learning, such as small group work modules combined with distance learning, mostly using problem based learning and integrating practical work in a real primary care setting. Learning objectives and content can be adapted to work with small groups, individual learning or one-to-one teaching in a residency programme. We will consider the six key features that make such a comprehensive programme effective. Content In most countries, there is already a good syllabus defining the content of learning and teaching in the training phase (4). In the planning stage of each learning package, teachers have to define very clearly the purpose of the module that should be based in the assessment of the training needs, the skills and knowledge deficits of students and the learning objectives (5). The objectives have to be written in a clear way as measurable statements of what participants should know or be able to do. Ideally, the specific training needs of each trainee or group of trainees should be evaluated previously to the design of the programme, so that the teaching and learning package is tailored to the participants’ knowledge or skills gaps (5,6). The Human Factor Training involves different people who agree to participate and need to be aware of their roles and tasks. Trainer and trainee have to be capable to build and maintain a continuing relationship. They should also be able to involve the practice nurses and staff and to obtain the consent from patients, who should be clearly informed of their rights and assured that their voluntary participation is important for the teaching programme and that any inconvenience should be minimised. The Environment 85
- Page 33 and 34: World Book of Family Medicine - Eur
- Page 35 and 36: World Book of Family Medicine - Eur
- Page 37 and 38: World Book of Family Medicine - Eur
- Page 39 and 40: World Book of Family Medicine - Eur
- Page 41 and 42: World Book of Family Medicine - Eur
- Page 43 and 44: World Book of Family Medicine - Eur
- Page 45 and 46: References: World Book of Family Me
- Page 47 and 48: World Book of Family Medicine - Eur
- Page 49 and 50: World Book of Family Medicine - Eur
- Page 51 and 52: Original Abstract World Book of Fam
- Page 53 and 54: World Book of Family Medicine - Eur
- Page 55 and 56: World Book of Family Medicine - Eur
- Page 57 and 58: World Book of Family Medicine - Eur
- Page 59 and 60: World Book of Family Medicine - Eur
- Page 61 and 62: World Book of Family Medicine - Eur
- Page 63 and 64: World Book of Family Medicine - Eur
- Page 65 and 66: World Book of Family Medicine - Eur
- Page 67 and 68: World Book of Family Medicine - Eur
- Page 69 and 70: World Book of Family Medicine - Eur
- Page 71 and 72: World Book of Family Medicine - Eur
- Page 73 and 74: World Book of Family Medicine - Eur
- Page 75 and 76: World Book of Family Medicine - Eur
- Page 77 and 78: World Book of Family Medicine - Eur
- Page 79 and 80: World Book of Family Medicine - Eur
- Page 81 and 82: Original abstract World Book of Fam
- Page 83: World Book of Family Medicine - Eur
- Page 87 and 88: World Book of Family Medicine - Eur
- Page 89 and 90: World Book of Family Medicine - Eur
- Page 91 and 92: World Book of Family Medicine - Eur
- Page 93 and 94: Original Abstract World Book of Fam
- Page 95 and 96: World Book of Family Medicine - Eur
- Page 97 and 98: World Book of Family Medicine - Eur
- Page 99 and 100: World Book of Family Medicine - Eur
- Page 101 and 102: World Book of Family Medicine - Eur
- Page 103 and 104: World Book of Family Medicine - Eur
- Page 105 and 106: World Book of Family Medicine - Eur
- Page 107 and 108: References World Book of Family Med
- Page 109 and 110: World Book of Family Medicine - Eur
- Page 111 and 112: World Book of Family Medicine - Eur
- Page 113 and 114: World Book of Family Medicine - Eur
- Page 115 and 116: World Book of Family Medicine - Eur
- Page 117 and 118: World Book of Family Medicine - Eur
- Page 119 and 120: World Book of Family Medicine - Eur
- Page 121 and 122: World Book of Family Medicine - Eur
- Page 123 and 124: Original Abstract World Book of Fam
- Page 125 and 126: World Book of Family Medicine - Eur
- Page 127 and 128: World Book of Family Medicine - Eur
- Page 129 and 130: World Book of Family Medicine - Eur
- Page 131 and 132: World Book of Family Medicine - Eur
- Page 133 and 134: World Book of Family Medicine - Eur
World Book of <strong>Family</strong> <strong>Medicine</strong> – European Edition 2015<br />
Jaime Correia de Sousa, MD, PhD<br />
jaimecsousa@gmail.com<br />
26 – How to Deliver a Successful Learning Package for <strong>Family</strong><br />
<strong>Medicine</strong> Trainees?<br />
Jaime Correia de Sousa, MD, PhD<br />
Community Health, School of<br />
Health Sciences, University of<br />
Minho, Portugal<br />
Like most learners, FM trainees are eager to learn to become competent<br />
professionals. It is the task of tutors and course organisers to guarantee the quality of<br />
learning. In order to be successful, learning programmes require a certain number of<br />
features. <strong>Family</strong> <strong>Medicine</strong> has been in the front line of innovation in designing<br />
learning and teaching programmes to fit the objectives and learning needs of trainees<br />
(1). Furthermore, it has published guidance and developed several courses to allow<br />
the development of teaching skills of tutors and teachers in family medicine (2,3).<br />
What Makes a Teaching Programme Successful?<br />
This text will review some of the characteristics of a teaching package that can include<br />
in-person learning, such as small group work modules combined with distance<br />
learning, mostly using problem based learning and integrating practical work in a real<br />
primary care setting.<br />
Learning objectives and content can be adapted to work with small groups, individual<br />
learning or one-to-one teaching in a residency programme. We will consider the six<br />
key features that make such a comprehensive programme effective.<br />
Content<br />
In most countries, there is already a good syllabus defining the content of learning<br />
and teaching in the training phase (4). In the planning stage of each learning package,<br />
teachers have to define very clearly the purpose of the module that should be based<br />
in the assessment of the training needs, the skills and knowledge deficits of students<br />
and the learning objectives (5). The objectives have to be written in a clear way as<br />
measurable statements of what participants should know or be able to do. Ideally, the<br />
specific training needs of each trainee or group of trainees should be evaluated<br />
previously to the design of the programme, so that the teaching and learning package<br />
is tailored to the participants’ knowledge or skills gaps (5,6).<br />
The Human Factor<br />
Training involves different people who agree to participate and need to be aware of<br />
their roles and tasks. Trainer and trainee have to be capable to build and maintain a<br />
continuing relationship. They should also be able to involve the practice nurses and<br />
staff and to obtain the consent from patients, who should be clearly informed of their<br />
rights and assured that their voluntary participation is important for the teaching<br />
programme and that any inconvenience should be minimised.<br />
The Environment<br />
85