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 10: APPLICATION OF SOCIAL SCIENCE PRINCIPLES, METHOD AND KNOWLEDGE: Medical knowledge: SOCIOLOGY (TD 10 a-e)

Index

• General Sociology Topics

• General Sociology Topics
  • General Topics
    1. Understand key concepts in health inequality.
    2. Discuss basic principles of wider determinants of health in relation to violence.
    3. Discuss basic principles of wider determinants of health, health inequalities, and health risks
    4. Outline policy and interventions aimed at reducing health inequality. (GEP/HSPH)
    5. Describe the prevalence of chronic illness
    6. Describe the relationship between social structure and health.
    7. Describe how understanding a patient’s experience of illness may aid diagnosis and care
    8. Discuss basic principles of wider determinants of health in relation to violence.
    9. Outline current health policy regarding chronic illness
    10. Understand patient responses and stigma to being diagnosed with chronic illness
    11. Describe the prevalence of chronic illness
    12. Describe the relationship between social structure and health. (GEP/HSPH)
    13. Outline current health policy regarding chronic illness
    14. Outline the biopsychosocial model of disease in relation to the public health model of healthcare
    15. Understand patient responses and stigma to being diagnosed with chronic illness
    16. Explore professional identity and dealing with uncertainty
    17. Understand key concepts in health inequality. (GEP/HSPH)
    18. Outline the legal, moral and ethical responsibilities of patient care
    19. Discuss basic principles of wider determinants of health, health inequalities, and health risks
    20. Describe how understanding a patient’s experience of illness may aid diagnosis and care
    21. Outline the legal, moral and ethical responsibilities of patient care
    22. Explore professional identity and dealing with uncertainty
    23. Outline the biopsychosocial model of disease in relation to the public health model of healthcare
    24. Know the component disciplines which comprise the system
    25. Outline policy and interventions aimed at reducing health inequality.
    26. Understand implications of the debate on the role of the doctor. ()
  • Health Inequality
    1. Understand and describe what is meant by class, relative poverty and social exclusion.
    2. Understand key concepts like class, relative poverty and social exclusion.
    3. Apply social science principles, method and knowledge to medical practice (click to see list) (YR5intro)
    4. Describe the key ways in which social structure and health are related.
    5. Describe the relationship between social structure and health.
    6. Offer valid explanations for the existence of noted health inequalities.
    7. Review key explanations for health inequalities.
    8. Outline policy and interventions aimed at reducing health inequality
    9. Identify social determinants of health (FM1)
    10. Outline the implications of inequality for health policy and medical practice.
    11. Consider the importance of social determinant of health on individuals and communities (FM1)
  • Ethnicity and Health
    1. Describe the principles of culturally competent health care practice
    2. Identify patterns of ill-health in relation to ethnicity.
    3. Review and discuss key explanations for ethnic health differences.
    4. Describe the principles of culturally competent health care practice
    5. Know how to define ethnicity, culture and racism.
    6. Know how to define ethnicity, culture and racism.
    7. Identify patterns of ill-health in relation to ethnicity.
    8. Review and discuss key explanations for ethnic health differences.
    9. Know how to define Ethnicity, Culture and Racism.
    10. Identify patterns of ill-health in relation to ethnicity.
    11. Review and discuss key explanations for ethnic health differences.
    12. Describe the principles of culturally competent health care practice
  • Older People, Illness and Society
    1. Summarise the changing demographics of ageing (GEP/HD, HD1)
    2. Describe changes in the demographics of ageing.
    3. Recognise that ageing is a natural, developmental process
    4. Outline the differences between biological and social ageing.
    5. Describe different ways that the elderly are regarded within different groups and communities (MedSoc1)
    6. Describe some of the different ways that the elderly are regarded within different groups and communities
    7. Describe the range of services, people and agencies that are involved in the support of the older patient in the local community
    8. Describe different experiences of later life.
    9. Describe the range of services, people and agencies that are involved in the support of the older patient in the local community (MedSoc1)
    10. Define ageism and age discrimination.
    11. To appreciate the social impact of an increasing elderly population both on the individual but also for families and wider society (CC4)
    12. Explain some of the implications for the health and social services of an ageing population (MedSoc1)
    13. Discuss the health and health care needs of older people
    14. Explain some of the implications for the health and social services of an ageing population
    15. Identify key policy documents relating to the care of older people
  • Gender and Health
    1. Describe the changing relationship between social structure and gender.
    2. Describe the changing relationship between social structure and gender.
    3. Be aware of differential patterns of morbidity and mortality related to gender.
    4. Be aware of differential patterns of morbidity and mortality related to gender. Consider different causes for these patterns.
    5. Consider different causes for these patterns.
    6. Discuss key health concerns for men and women.
    7. Outline the implication of considerations related to gender on medical provision.
    8. Outline implications for healthcare.
  • Diversity
    1. Critically appraise the research on inequality in health related to race (GEP/HSPH, HSPH2)
    2. Define the historical antecedents, theory, distribution, cause, prevention, management and evidence base. (GEP/HSPH, HSPH2)
    3. Know how to define ethnicity, culture, and racism (GEP/HSPH, HSPH2)
  • Chronic Illness and disability
    1. Describe the prevalence of chronic illness and the impact it has on healthcare.
    2. Describe the difference between impairment and disability.
    3. Understand responses to being diagnosed with chronic illness including biographical disruption.
    4. Outline current health policy regarding chronic illness.
  • Stigma
    1. Outline the processes by which medicine is involved in social control
    2. Can define the concepts of "stigma" and "labelling"
    3. Can describe the relationship between stigma and illness
    4. Outline the processes in producing changes in patterns of behaviour
    5. Consider the experience of stigmatised illness
    6. Discuss three different approaches to the idea of risk
    7. Can appreciate implications for healthcare
    8. Practise interviewing a patient with an illness that could be seen as stigmatising (MedSoc1)
    9. Define the concept of labelling, and describe three major effects of chronic illness
    10. Discuss the psycho-social effects of a premature birth (GEP/HD, HD2)
  • Organisation of health care
  • Social support
    1. The nature of social support including social isolation, network size, and perceived and received functional support (emotional support, practical support, informational support).
    2. The role of social support as a protective/risk factor for mortality, as well as mental health, cardiovascular, immune, and endocrine end-points (including incidence, course, prognosis, recovery).
    3. The two dominant hypotheses linking social support and health: the stress buffering hypothesis and the direct effects hypothesis.
    4. Potential psychological, physiological, and behavioural mechanisms by which social support might influence physical and mental health.
    5. The importance of taking a social history addressing familial, occupational, and recreational aspects of the patient's personal life which have the potential to be clinically significant.
  • Health across the life course
    1. Explain the meaning of ‘health’ (FM1)
  • Death, Dying and berevement
  • Health beliefs and Behaviour
    1. To be aware of the importance of health beliefs. (HSPH2)
    2. To be able to describe factors that influence health beliefs. (HSPH2)
    3. To understand how health beliefs influence behaviour. (HSPH2)
    4. To have familiarity with common health belief models
  • Self Management
    1. Understand the patient's role in managing their illness.
    2. Review the effectiveness of self-management using behavioural interventions as examples.
  • Healthcare for Refugees and Asylum Seekers
    1. Define who qualifies as a refugee under the Geneva Refugee Convention.
    2. Explain why the UK accepts asylum seekers.
    3. List common barriers to healthcare faced by this group in the UK.
    4. Describe common physical and mental health problems in this patient group.
    5. Explain the role of the health care worker and common challenges with this group.
  • Community Health
    1. Describe some of the reasons why patients present in general practice
    2. Be able to discuss the pros and cons of commonly used methods of family planning with a patient
    3. Recognise how cultural diversity affects the experience of health and healthcare services (MedSoc1)
    4. Reflect upon what your observations tell you about the area and the community. (MedSoc1)
    5. Describe some differences in relationships between patients and different members of the primary care team, and how these are expressed
    6. Describe some reasons why patients present in general practice (MedSoc1)
    7. Interpret information gathered through observation of the local area and reflect upon what your observations tell you about the area and the community
    8. Discuss the role of the primary care team in encouraging people to lead healthier lives (MedSoc1)
    9. Understand the effect of illness on the community (CC4, GP5)
  • Child Poverty and Health
    1. Understand the extent of child poverty in the UK
    2. Identify the main social changes that have affected the family
    3. Be able to discuss the pros and cons of commonly used methods of family planning with a patient
    4. Describe how families can affect the cause, course and outcome of illness
    5. Review the relationship between poverty and ill-health in children
    6. Understand the value of examining health from a life course perspective
    7. Describe the Barker hypothesis and its implications for health
  • Death and Dying
    1. Outline current trends in life expectancy
    2. Explore definitions and experiences of dying including the good death
    3. Examine different dying trajectories and the role of palliative medicine
    4. Demonstrate an understanding of the processes involved in normal grief and bereavement
    5. Discuss experiences of health professionals working with dying patients and their relatives
  • Chronic Illness and Disability
    1. Describe the key factors that connect acute care, chronic disease management and prevention in modern medicine.
    2. Demonstrate an ability to understand the impact that chronic skin diseases have on a patient’s quality of life. (DERM4)
    3. Explain how people typically cope with developing a chronic illness and their adaptation strategies.
    4. Discuss the implications for the family of having a child with a disability (GEP/HD, HD2)
    5. Identify pharmacological and non-pharmacological treatments for chronic pain (MedSoc1)
    6. Discuss the particular difficulties that may be faced by adolescents and young adults with chronic cardiac disease (CR3)
    7. Describe the impact of cystic fibrosis on the education of young people

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