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The Foundation Programme at a glance /
Providing an overview of the formative years of a junior doctor's career, The Foundation Programme at a Glance consolidates the generic and condition-specific skills required to excel in this stage of training. Taking a simple and holistic approach to providing support for junior doctors, it in...
| Clasificación: | Libro Electrónico |
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| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Chichester, UK :
John Wiley & Sons,
2014.
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| Colección: | At a glance series (Oxford, England)
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- The Foundation Programme at a Glance; Contents; List of contributors; Preface; Acknowledgements; List of abbreviations; How to use your textbook; 1 Shadowing and induction; Shadowing and induction; Clinical placements; Student assistantships; Learning how to do your first F1 job; Shadowing; Induction; What you need to know; Who else should you meet?; 2 The e-portfolio
- how to plan, manage and evidence your learning; What is the e-portfolio for?; Who has access to my e-portfolio?; What do I put in it?; Planning and recording your learning.
- Recording your meetings with your clinical and educational supervisorsSupervised learning events and assessments; Reflection; Additional evidence; Sign-off at the end of F1 and F2; 3 Supervised learning events and assessments; Supervised learning events (SLEs); What are SLEs?; When and how do you record a SLE?; What is DOPS?; What is mini-CEX?; What is CBD?; What is developing the clinical teacher?; Assessments; How will you be assessed?; What is TAB?; How are core procedural skills assessed?; What are the supervisor's reports?; How to use feedback; 4 Reflective learning; What is reflection?
- Why is it important?Using the e-portfolio to help your reflective practice; A model for reflection; What examples can you use in your reflective log; 5 Managing your medical career; What should I aim for in my medical career?; Career discussions and where to find career support; Exploring options in the foundation programme; Other career issues and changes to plan; 6 Applying to specialty training; Exploration of the options; Career structure of your chosen specialties; Application process timelines; Interview/selection process; Applicant etiquette; Less than full time (LTFT) training.
- Myths about speciality training applications7 Quality improvement and clinical leadership; What is quality improvement?; Improving healthcare for the benefit of patients; Leading and implementing changes; 8 Quality improvement projects; Plan, do, study, act (PDSA); Plan; Do; Study; Act; Audit; Stage 1
- what problemwould you like to fix?; Stage 2
- what are you seeking to achieve?; Stage 3
- how are you going to gather and analyze the data?; Stage 4
- what changes or improvements need to be made?; Stage 5
- how will you demonstrate that you have made a difference?
- 9 Breaking bad news and handling complaintsBreaking bad news; Handling complaints; 10 Assessing capacity and informed consent; What is mental capacity?; Principles; Supporting patients to make decisions; Two-stage test of mental capacity; Stage 1
- diagnostic test; Stage 2
- functional test; Acting in the patient's best interests; 11 Handover and communicating with colleagues; Effective communication with colleagues; Safe handover; Leadership and communication; Dealing with poor performance in others; Dealing with your own difficulties; 12 Communication between primary and secondary care.