RESUMEN
OBJECTIVE: To drive quality and safe clinical practice, professional values and non-technical skills need to be explicit in all postgraduate medical curricula and appropriate assessment tools should be available for teachers to apply. We interrogate a national Radiology curriculum for content on professionalism and assessment tools, comparing it with the Royal College of Physicians' 2005 document. RESULTS: We found that whilst the knowledge for practising with professional values is embedded in the curriculum, the skills that have to be acquired have not been comprehensively developed. This is reflected in the restricted assessment tools that are mapped to each generic area. The terminology used in the Radiology curriculum was varied and the most frequently used descriptor for professionalism or behaviours pertaining to non-technical aspects was Good Medical Practice; a term used by our regulator, the General Medical Council, and to which our curriculum is mapped. If terminology is to be standardized in Britain collaboration with our regulator is key. We need standardized terminology to permit effective research and sharing of best practice. The Radiology curriculum encompasses all the values set out in the seminal document produced by the Royal College of Physicians in 2005, Doctors in society: medical professionalism in a changing world.
Asunto(s)
Curriculum/normas , Profesionalismo/normas , Radiología/educación , Competencia Clínica/normas , Humanos , Internado y Residencia , Seguridad del Paciente , Profesionalismo/ética , Reino Unido , Recursos HumanosRESUMEN
Community-based dental education supports the General Dental Council learning outcomes by enabling integrated clinical practice in a primary care setting. There is little available research to identify any additional demands on the outreach clinical teacher. A case study using mixed methods, including interviews, was used to identify the supposed skills and attributes required and the individuals' perception of their preparedness for their teaching role. An online questionnaire survey of student and staff groups (N = 474) was analysed and the results informed a topic guide used in semi-structured interviews of outreach clinical teachers (N = 8). The in-depth interviews were transcribed and analysed thematically. The most desirable skills and attributes of best clinical teachers were perceived to be clinical competence, being current and able to provide clinical demonstration of procedures and to serve as a positive role model. In addition, attributes of being very experienced clinicians and providers of a safe learning environment were expressed as being particularly important to the outreach clinicians, of whom the majority felt somewhat isolated and ill-prepared for their teaching role. Outreach clinicians perceive benefit from integration with the main dental hospital site and of specific induction to their teaching role.