IntroToSecondYear - Dr Kieran McGlade - 27 09 04 by wanghonghx

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									The Family Attachment Scheme

     Introduction to second year
         Dr Kieran McGlade
        k.mcglade@qub.ac.uk
            Objectives this year

•   Re-establish contact with your family soon
•   Two visits in each semester
•   Two tutorials in each semester
•   Write up your report
                  Learning Outcomes
        (Figures in parentheses refer to programme
            outcomes for the entire curriculum)

•Describe the cultural and social environment of the
families/household visited (10,15);
•Describe how social class, accommodation, neighbourhood,
schooling, work, and leisure pursuits inter-relate with illness and
disease (15,16);
•Construct a family tree using this to describe the household and
the broader family structure (15, 28);
•List the family's recent and continuing illness events (10, 12, 28);
•Describe how the family has dealt with these illness events
including occupancy of the sick role (16);
                 Learning Outcomes
         (Figures in parentheses refer to programme
            outcomes for the entire curriculum)

•Describe the definition of illness from the standpoint of the family and
                       the professional (12, 16);

•List the medical and social resources available in the community (9);

•Evaluate the extent to which family/household health care needs have
been met by available resources and identify why needs remain unmet
                                (9,12);
                   Learning Outcomes
           (Figures in parentheses refer to programme
              outcomes for the entire curriculum)
•Discuss how community efforts to prevent disease and promote health
impinge on the family (9,12);
•Discuss the specific family visited in relation to the known
demography, epidemiology and psychosocial factors of illness and
disease (10);
•Demonstrate an ability to work as a team member and discuss the
potential impact of the student's presence on the family (36,45);
•Demonstrate appropriate respect for patients and their rights to
confidentiality and informed consent (11,27,38);
• Demonstrate an ability to gather information efficiently and
synthesise relevant information in the form of a report.
            Duties of a Doctor
• make the care of your patient your first concern;
• treat every patient politely and considerately;
• respect patients' dignity and privacy;
• listen to patients and respect their views;
• give patients information in a way they can
  understand;
• respect the rights of patients to be fully involved
  in decisions about their care;
• keep your professional knowledge and skills up to
  date;
       Duties of a Doctor (contd)
• recognise the limits of your professional competence;
• be honest and trustworthy;
• respect and protect confidential information;
• make sure that your personal beliefs do not prejudice
  your patients' care;
• act quickly to protect patients from risk if you have good
  reason to believe that you or a colleague may not be fit to
  practise;
• avoid abusing your position as a doctor; and
• work with colleagues in the ways that best serve patients'
  interests
       Sources of Information

• http://www.qub.ac.uk/cm/gp/Courses/Undergradu
  ate/FAS.html
• http://www.qub.ac.uk/cm/undergrad/year1/0405/fa
  mily/
• Queens Online
• NB Other Courses!
  – Second Year – The Individual in Society
  – First Year – Science Society and Medicine
Writing your report

• An account of your visits
• An account of your impressions
• Draw on what you have learned in the “Individual
  in Society” and “Science, Society and Medicine”
  courses.
• Draw on what you have learned from others in
  your tutorial group.
Family Attachment Scheme                    Dept of General Practice,
                                            Queen’s University Belfast
                                                                                              Visit Date:
                                                                                              Duration:


Dialogue Student/Patient/Family             Issues Arising                                    Response
                                            Any
                                            -biomedical                                       What did the student do to resolve/ address
                                            -psychosocial                                     Issues
                                            -professional                                     Eg Looked up
                                            -factual                                              Spoke to etc
                                            Issues that arise which the student needs to or
                                            should find out more about – should be jotted
                                            down here
                                            For example:
                                            - social class
                                            -various conditions ( medical)
                                            -odd behaviour requiring interpretation
Miss X volunteered with great feeling how   Found it a bit embarrassing when Mrs X got        We were surprised at how profoundly this
much she missed her mother and how she      distressed talking about her mother. Must         elderly lady still missed her mother
had been a great source of strength at      bring this up in the tutorial group – what is     Useful discussion in tutorial group about
difficult times in her life                 the best way to deal with these situations –      loneliness and also about changing
                                            what should you say or do.                        composition of society and extended family.
                                            Why did Miss X never marry?                       See if we can get answers to how many
                                            What proportion of the population remain          people do not marry etc. from census data
                                            unmarried?
                                            What influence has the unmarried state on
                                            health?


Example of a student learning log
                 The Report

• For regulations see para 12.3 of the study guide

• Combined effort (two or three students)

• Main part (4,000 words)

• Personal reflection (750 words) in appendix
  The Report


• Your GP tutor may wish to have a copy of your
  final report

• Your tutor may be happy to review a draft of your
  report but will not be assessing it
                                                                                    V Good   Good   Adequate   Poor




Introduction and background.



Description of how the study was carried out.



Ability to interpret and critically evaluate the “family’s” life experiences




Ability to draw parallels with experience gained from other parts of the course /
other students’ experiences.



Ability to quote from the relevant literature and relate this to own learning
experiences in the family.



Writing style



Salient personal commentary and conclusions



Appendices and documentation provided
Tips for preparing for the Report
• Use a diary
• Include information from tutorials and other
  parts of the course as well as your visits
• Look at exemplars of previous reports but
  write your own
• Do not pad the appendices!
• Don’t have to be nice about the course!
 Deadline

• Last Friday of teaching in the Spring
  Semester – but this may be brought
  forward to avoid students having to meet
  too many deadlines at the same time.

								
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