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What do we need to
learn and how do
we do it?
             Plan of session

 Aim - for you to understand the approach to
  teaching and learning on the VTS

 Topics –
   Frameworks for what you need to learn
   How these relate to assessments
   A little educational theory
   Giving and receiving feedback
   Reading
Think about what you’re going
  to have to learn on the VTS
       nMRCGP competencies

 Communication and              Working with colleagues and in
   consultation skills             teams

 Practising holistically        Community orientation

 Data gathering and             Maintaining performance,
   interpretation                  learning and teaching

 Making diagnoses and           Maintaining an ethical
   decisions                       approach to practice

 Clinical Management            Fitness to practice

 Managing Medical Complexity

 Primary Care Administration
   and IMT
             Areas of learning

 Knowledge
    cognitive domain – recall, understanding,
      application, analysis, synthesis, evaluation

 Skills
    psychomotor domain

 Attitudes
    Affective domain – interest, appreciation,
      adjustment, values, beliefs
 What the assessments test

 AKT – mostly knowledge

 DOPS – mostly skills

 MSF, PSQ – mostly attitudes, some skills and

 CSA exam, miniCEX, COT, CbD, CSR – test
  integration of all three
 Think about how you have
learned how to do your job
      Experiential learning

Test implications
                           Observe and
   of concepts
 in new situation

       Make abstract concepts
         and generalisations

 Construction – building on your existing
  knowledge, skills and experience

 Context – important to maximise learning, and to
  apply it

 Collaboration
   working with other people
   Exploring different perspectives
   Understanding that ‘knowledge’ varies with
     context and with culture
               Adult learning

 Learning what’s important to you

 Applicable in real world

 Learner, not teacher, is responsible

 Learning is self directed

 Learning is continuous and adapts to new
Think about learning from your
 Learning from colleagues

 Sharing knowledge

 Sharing resources

 Teaching skills

 Offering different perspectives

 Facilitating reflection

 Giving each other feedback
       Some learning tools

 Problem case analysis – things you know you
  don’t know

 Random case analysis – issues you may not have

 Significant event analysis – learning from
  mistakes and near-misses
   Think about an example of
feedback you gave or received
    Definition of feedback

 Information about performance or behaviour
  which leads to action to affirm or develop
  performance or behaviour - i e

 To affirm what you do well

 To help you develop in areas you do less well
           Useful feedback

 Is well timed (enough time, full attention, calm,

 Involves mutual goodwill

 Is balanced

 Is specific

 Is descriptive

 Can lead to change (if change required)
      Receiving feedback

 May need to ask

 Listen carefully

 Ask for clarification, examples, alternatives

 Give it time to sink in

 Think about your relationship with the giver

 Don’t let small criticisms devastate you

 Don’t be defensive

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