How to Succeed on Primary Care and Community Placements

David Pearson is a?General Practitioner and?Director, Academy of Primary Care, Hull York Medical School, York. Sandra Nicholson is Lead, Academic Unit for Community-Based Medical Education, Barts and The London School of Medicine and Dentistry, London.

• Contributors, xIntroduction, xiAcknowledgements, xvChapter 1: What to learn in community settings, 1With Ann O’BrienIntroduction, 1Early years, 3What to learn during early patient contact, 4Professionalism and personal growth, 5Patient perspectives on health and healthcare, 8Social and psychological aspects of health, 9Learning clinical method (history taking and examination), 11Clinical and procedural skills, 13Middle clinical years, 14Later clinical years, 22Learning in the community ‘out of hours’, 25Further opportunities, 26Summary, 29References, 29Further resources, 30Chapter 2: Learning the public health aspects of medicine, 32With Ann O’BrienPublic health perspectives, 32Health promotion, 35Primary and secondary disease prevention, 36Behaviour change: health promotion and prevention for individuals, 38Public health and health education, 39Summary, 41References, 41Chapter 3: Preparing for and learning on primary care and community placements, 42With Maria Hayfron]BenjaminIntroduction, 42Preparing for your community placements, 45When you arrive on placements, 47Your responsibilities at the end of your placement, 59Summary, 60References, 61Chapter 4: Active learning in the consultation, 62With Catie NagelIntroduction, 62Learning objectives, learning plans, 63Learning consultation skills, 64Understanding the consultation, 65The art of consultation, 66Engaging with patients, introductions, information, consent, 67Working with patients, 68Active learning in the consultation, 71Student]led consultations, 76Problems, pitfalls and suggested solutions, 77Complex consultations for the later clinical years, 79Summary, 82References, 83Chapter 5: What to learn from the primary healthcare team, 85With Will Spiring and Ann O’BrienIntroduction, 86Professional behaviour in a team, 87What the PHCT does, 90Learning with and from the primary healthcare team, 95Learning from the practice nurses, 98Learning from the pharmacy team, 100Primary health team meetings, 105Learning from mistakes, 106Patients and public involvement in your education, 107Summary, 109References, 109Further resources, 110Chapter 6: Learning medicine in community settings, 111With Ann O’Brien and Will SpiringLearning from community visits, 112Learning from doctor’s home visits, 113Visiting residential care and nursing homes, 115Learning from community mental health teams, 116Long]term mental healthcare in the community, 119Community mental health for the elderly, 120Community maternity and child health services, 121Community sexual health services, 122Palliative and end of life care, 123Summary, 126References, 126Further resources, 127Chapter 7: Clinical information systems, opportunities to learn, 128With Jane KirbyWhat are clinical information systems?, 128Why learn about clinical information systems?, 129Clinical information systems in community practice, 130Making the most of the CIS in learning and teaching, 130What do clinical information systems offer in the diagnosis and management of acute illnesses? How do they support your learning of these conditions?, 132How do clinical information systems support the management of long]term conditions? How can they support your learning about this vital area of medicine?, 134Learning from clinical guidelines, 138How can clinical information systems support the learning of prescribing (and patient safety)?, 139Family medicine, using clinical information systems to learn public health aspects – what do you need to know?, 141Clinical information systems: supporting learning about communication with patients, and colleagues, 143Using clinical information systems in supporting assessment, 144Clinical information systems: problems and pitfalls, 145Clinical information systems: projects, audit and research, 148Summary, 149References, 150Chapter 8: Supporting learning in primary care using social media and other technologies, 151With Jonathon TomlinsonSocial media in your primary care placements, 152When media becomes social media, 153Social media landscape, 154Your online profile and digital professionalism, 155Your digital footprint, 155Doctors and patients online, 156Digital literacy and information literacy, 157Social media sites: Facebook, Twitter, Blogs, Wikis, YouTube, Slideshare/Prezi, Scoop.it/Pinterest, 159Summary, 164References, 165Further resources, 166Chapter 9: Assessment, feedback and quality assurance, 167With Mark WilliamsonAssessment in your primary care placement, 168Assessments in medical courses, what should you expect?, 169What types of assessment should you expect on your primary care placements?, 171How can you best use your time on primary care placements to survive (or even excel) in your medical school assessments?, 174Some potential strengths of assessment in primary care, 177Opportunities for self]assessment in primary care settings, 181Some final thoughts: why authenticity in assessment matters, 181Feedback within your primary care placement, 182Types of feedback in primary care placements, 184Giving and receiving feedback, 187Giving something back – your responsibility to offer feedback, 188Summary, 191References, 192Chapter 10: Conclusions: Looking to the future, 194Reference, 197Index, 198