GMC Domains

• THE DOCTOR AS A SCHOLAR
  • TD 8: APPLICATION OF BIOMEDICAL SCIENTIFIC PRINCIPLES, METHOD AND KNOWLEDGE
    • Medical knowledge: ANATOMY (TD 8.1)
    • Medical knowledge: PHYSIOLOGY (TD 8.2)
    • Medical knowledge: BIOCHEMISTRY (inc. Metabolism) (TD 8.3)
    • Medical knowledge: CELL BIOLOGY (TD 8.4)
    • Medical knowledge: MOLECULAR BIOLOGY and GENETICS (TD 8.5, 8.6)
    • Medical knowledge: PATHOLOGY (TD 8.7)
    • Medical knowledge: CANCER
    • Medical knowledge: IMMUNOLOGY and INFLAMMATION (TD 8.8)
    • Medical knowledge: MICROBIOLOGY and INFECTION (TD 8.9)
    • Medical knowledge: PHARMACOLOGY (TD 8.10)
    • Medical knowledge: NUTRITION (TD 8.11)
    • Medical knowledge: CLINICAL FEATURES of DISEASE (TD 8 b)
  • TD 9: APPLICATION OF PSYCHOLOGICAL PRINCIPLES, METHOD AND KNOWLEDGE
    • Medical knowledge: PSYCHOLOGY (TD 9 a-g)
  • TD 10: APPLICATION OF SOCIAL SCIENCE PRINCIPLES, METHOD AND KNOWLEDGE
    • Medical knowledge: SOCIOLOGY (TD 10 a-e)
  • TD 11. PRINCIPLES, METHODS AND KNOWLEDGE OF POPULATION HEALTH
    • Medical knowledge: PUBLIC HEALTH and GLOBAL HEALTH (TD 11 a-j)
  • TD 12; APPLICATION OF SCIENTIFIC METHOD AND APPROACHES TO MEDICAL RESEARCH
    • Medical knowledge: EPIDEMIOLOGY
    • Medical Knowledge: SCIENTIFIC METHOD & RESEARCH
• THE DOCTOR AS A PRACTITIONER
  • TD 13: CARRY OUT A CONSULTATION WITH A PATIENT
    • Clinical skills: HISTORY (TD 13 a-b)
    • Clinical skills: PHYSICAL EXAMINATION (TD 13 c)
    • Clinical skills: MENTAL STATE EXAMINATION (TD 13 d)
  • TD 14: DIAGNOSE AND MANAGE CLINICAL PRESENTATIONS
    • Clinical skills: INTERPRETING FINDINGS AND INITIAL ASSESSMENT (TD 14 a-b)
    • Clinical skills: PLANNING AND INTERPRETING INVESTIGATIONS (TD 14 c-d)
    • Clinical skills: MAKING A DIAGNOSIS and CLINICAL JUDGEMENT (TD 14 e-f)
    • Clinical skills: FORMULATING A TREATMENT PLAN (TD 14 g)
    • Clinical skills: SURGERY and ANAESTHETICS (TD 14 g)
    • Clinical skills: SUPPORTING PATIENTS and IDENTIFYING ABUSE and NEGLECT (TD 14 h-i)
    • Clinical Skills: CARE OF PATIENTS AND RELATIVES AT END OF LIFE (TD 14 j)
  • TD 15: COMMUNICATE EFFECTIVELY WITH PATIENTS AND COLLEAGUES
    • Clinical skills: INTERACTION WITH PATIENTS (TD 15 a-b)
    • Clinical skills: MANAGING INFORMATION (TD 15 c)
  • TD 16: PROVIDE IMMEDIATE CARE IN MEDICAL EMERGENCIES
    • Emergency Management of Patients (TD 16 b-e)
  • TD 17: PRESCRIBE DRUGS SAFELY, EFFECTIVELY AND ECONOMICALLY
    • Clinical skills: PRESCRIBING DRUGS SAFELY AND EFFECTIVELY (TD 17 a-h)
  • TD 18: CARRY OUT PRACTICAL PROCEDURES SAFELY AND EFFECTIVELY
    • Clinical skills: DIAGNOSTIC PROCEDURES (TD 18 a)
    • Clinical skills: THERAPEUTIC PROCEDURES (TD 18 b)
  • TD 19: USE INFORMATION EFFECTIVELY IN A MEDICAL CONTEXT
    • Clinical skills: EVIDENCE BASED MEDICINE
• THE DOCTOR AS A PROFESSIONAL
  • TD 20: BEHAVE ACCORDING TO ETHICAL AND LEGAL PRINCIPLES
    • Professional issues: ETHICS and LAW (TD 20 a-g)
  • TD 21: REFLECT, LEARN AND TEACH OTHERS
    • Professional Issues: PERSONAL LIMITS OF CARE (TD 21e)
    • Professional issues: LEARNING (TD 21 a-d)
    • Professional issues: TEACHING AND MENTORING (TD 21 f)
  • TD 22: LEARN AND WORK EFFECTIVELY WITHIN A MULT-PROFESSIONAL TEAM
    • Professional issues: WORKING IN TEAMS (TD 22 a-c)
  • TD 23: PROTECT PATIENTS AND IMPROVE CARE
    • Professional issues: DUTIES OF A DOCTOR (TD 23 a-b)
    • Professional issues: MEDICAL FRAMEWORK IN THE UK (TD 23 c)
    • Professional issues: RISK MANAGEMENT and PATIENT SAFETY (TD 23 d)
    • Professional issues: GOVERNANCE, QUALITY MATTERS and AUDIT (TD 23 e)
    • Professional issues: PERSONAL ATTITUDES and SELF CARE (TD 23 f-j)

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TD 15: COMMUNICATE EFFECTIVELY WITH PATIENTS AND COLLEAGUES: Clinical skills: INTERACTION WITH PATIENTS (TD 15 a-b)

Introduction

Be able to describe to a colleague or patient the basic science of the conditions and procedures as set out for this module

Index

• General Outcomes for Patient Interaction

• General Outcomes for Patient Interaction
  • Interacting with Patients - General
    1. Describe a model that identifies the tasks and stages in the consultation
    2. Identify common factors involved in how people interpret and respond to the onset of symptoms. (GEP/HSPH)
    3. Demonstrate appropriate respect to patients in relation to dress, greetings, verbal and non-verbal behaviour
    4. Report and reflect on your experience of meeting a patient for the first time as a medical student. (MedSoc1)
    5. Discuss the impact of stroke on an individual and their family (MedSoc1)
    6. Communicate effectively with patients and colleagues in a medical context (click to see list) (YR5intro)
    7. Provide explanation, advice, reassurance and support. (YR5intro)
    8. Can explain common proceedures encounterd in community settings and communicate appropriately with collegues (click here to see list) (GP5)
    9. Engage in relevant HIV pre-test discussions to assess relative risk of infection and enable patients to make an informed decision on testing (both in GU setting and outside of GU) (I&I 4)
    10. Value and practise good communication skills (GP5)
    11. Analyse the nature of the doctor-patient relationship and how this relationship is used in contacts with patients (GP5)
    12. Identify problems in using non-professional interpreters in consultations ()
    13. Elicit patients’ questions, their understanding of their condition and treatment options, and their views, concerns, values and preferences. (YR5intro)
    14. Be able to negotiate patient's consent to interview; begin and end an interview
    15. Identify factors that act as barriers and enablers to communication
    16. Understand different ways in which people define ‘health’ and ‘illness’. (GEP/HSPH)
    17. Perform and present an examination of the conscious level (NEURO4, NEURO4)
    18. Be able to explore the impact of ill health on a patient's life (physical, social and psychological)
    19. Be able to communicate with people with neurological problems and their carers (CC4)
    20. Discuss the problem of talking to anxious parents (GEP/HD)
    21. Discuss the role and value of attentive listening, rapport and empathy, different question styles and summarising
    22. Identify some of the skills doctors use in their relationships with patient, such as communication, examination and time management skills (MedSoc1)
    23. Develop skills in observation, listening, information gathering, empathy and reflective learning
    24. Demonstrate appropriate non-verbal (eg body language) and verbal skills (eg use of silence, open and closed questions and summarising) to gather information
    25. Explain how models of human behaviour can help improve medical practice. (GEP/HSPH)
    26. Demonstrate skills that can be used to improve adherence behaviour.
    27. Present historical and examination findings to a medical practitioner (NEURO4)
    28. Communicate with patients who have psychiatric disorders: obtain information, provide reassurance and establish rapport (CC4)
    29. Demonstrate the ability to communicate the nature of the condition and its management to the patient (DERM4)
    30. Practice interviewing a patient with poor mobility (MedSoc1)
    31. Be able to obtain an appropriate sexual history, to assess risk for sexually transmitted infections and pregnancy and to communicate this risk to individual patients in a sensitive, non-judgmental manner (I&I 4)
  • Non-verbal Communication
    1. Describe the importance of non-verbal communication and body language in medical encounters
  • Breaking Bad News
    1. Demonstrate an understanding of the impact of hair loss/gain on the patients quality of life (DERM4)
    2. Be able to break the news that the patient has lung cancer (CR3)
  • Cultural Issues
    1. Identify potential effects of culture, age, gender, ethnicity, religion, socio-economic status and environment on communication.
    2. Identify potential effects of culture, age, gender, ethnicity, religion, socio-economic status and environment on communication
    3. Discuss variation in social relations and the effect on communication with health-care workers
    4. Recognise the importance of not making assumptions
    5. Discuss how health beliefs affect interactions with health-care workers and services
    6. Recognise the importance of not making assumptions.
    7. Develop skills in listening, information gathering, empathy and respect
    8. Develop skills in listening, information gathering, empathy and respect.
    9. Discuss the role of health advocates in overcoming barriers to communication and enabling access to health-care
  • The Elderly Patient
    1. Demonstrate appropriate communication with an older patient (with suitable empathy, respect and interest) (MedSoc1)
    2. Demonstrate that you can talk to an older patient appropriately eg, with suitable empathy, respect and interest
  • Communicating with Children
    1. List reasons why children need to be included at every stage of the consultation
    2. Define relevant skills to use when talking with children
    3. Understand the difficulties in establishing rapport with a child and how to overcome this (CC4)
    4. Reflect on your experiences of communicating and engaging with the children (MedSoc1)
    5. Practise interview skills, and communication through play (MedSoc1)
  • Hearing and Visual Impairment
    1. Describe methods of working with hard of hearing people including lip-reading and hearing aids
    2. Describe what is meant by deaf culture and the implications of this for communicating with people who are deaf
    3. Identify ways in which communication with people who are deaf or hard of hearing can be enhanced
    4. Describe the principles of British Sign Language and be able to use a few basic signs

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