Community-Based MedicalEducation (CBME) Newsletter for General Practice February 2012 • Issue 12 www.gptutorbartsandthelondon.org

Welcome to the winter issue of theCBME newsletter and thank you to allof you who have contributed. Thisissue includes an update on Year 3case-based discussions and news ofthe new CBME mentorship scheme.

www.qmul.ac.uk

Inside this issueIntroducing Dr Siobhan Cooke 02

Introducing Dr Dev Gadhvi 02

Quality Assurance - Self-Assessment 02

Year 4, a year of change 03

Year 3 Update: Case-based Discussions (CBDs) 03

Medicine, Death and Me: A study day with Bart’s students in Primary Care 04

Google Groups 05

Blind Date with a difference! 06

Mentorship Scheme 07

Business Meeting 2012 07

Finally... 08

Puzzle Corner 08

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February 2012 Issue 12

Barts and The London School of Medicine and Dentistry, Academic Unit for Community-Based Medical Education, Garrod Building, Turner Street, Whitechapel , E1 2AD.

Introducing Dr Dev GadhviI joined the CBME team in November 2011. I amworking as Clinical Teaching Fellow covering SianStanley’s maternity locum delivering the Year 4community teaching units alongside Mbang Ana andSiobhan Cooke.

I am excited to have been appointed to this post andI am looking forward to working with the rest of the team to deliverhigh quality education for our medical students and supporting GPtutors in their roles. I am interested in medical education andcompleted the Introduction to Teaching in Primary Care inSeptember 2011. I have enjoyed teaching Year 4 medical students,being a PBL facilitator and OSCE examiner at Barts and The Londonand Guy’s and St Thomas’.

I have recently completed an Academic GP ST4 post at Barts andThe London working on two main research projects. I was the leadfor a qualitative project investigating attitudes to vitamin Dinsufficiency in different ethnic groups. I also worked on the LondonLow Emission Zone Study which is investigating the link between airpollution and children’s respiratory health.

In my role as one of the Year 4 coordinators I will be the unit leadfor the Brain & Behaviour unit and am pleased to say that we havehad plenty of interest in teaching this exciting unit that was onlyintroduced last year. We are keen to recruit GPs to teach in ourLocomotor unit that is a mixture of MSK, Dermatology and Care ofthe Elderly. This is an exciting chance to teach on a broad range ofcore primary care topics and will be covered over 3 days inFebruary and March.

I am very much looking forward to working with you over the rest ofthe academic year and would encourage you to contact me if I canbe of any assistance. My email address is d.h.gadhvi@qmul.ac.uk

Dr Dev Gadhvi, CBME

Introducing Dr Siobhan CookeI began working with CBME in September 2011working as a Year 4 Clinical Teaching Fellow forthree sessions a week providing maternity cover forDr Sian Stanley. Prior to starting in CBME I havebeen a GP tutor at The Blithehale Medical Centre for15 years and hope to bring this perspective to mywork with CBME.

Since starting work in CBME I have been taking the lead on theHuman Development unit as well as supporting the other Year 4units, Brain and Behaviour and the new Community Locomotor unit.

Teaching dementia with a multidisciplinary team with aphysiotherapist from the Falls team, occupational therapist and asocial worker has been an exciting and innovative approach tomedical student teaching. I have just started studying for a mastersdegree in Clinical Education and am looking forward to theopportunity to teach and develop specialities in the curriculum andalso to develop as a medical educator.

I continue to work as a salaried GP at Jubilee Street Practice and sohave an understanding of local issues affecting GPs.

I have really enjoyed my contact with GP tutors and students. It hasbeen exciting to get the Salaried GP Tutor Scheme up and runningfollowing the work done by Dr Bruna Carnevale.

Dr Siobhan Cooke, CBME

Quality Assurance -Self-AssessmentFollowing on from the development and agreement ofthe Quality Standards for teaching, I am proposing tosend you a self-assessment sheet by email. This isdesigned to provide information about your perceptionsof achievement of the standards to date, areas that needsupport and any issues that practices or teachers needto consider more fully. We wish to drive up further thequality of the learning and teaching experience for bothstudents and tutors. I then propose to develop adashboard of all teaching practices and the qualitystandards to help focus energies in the areas that needit most.

I do hope you will be able to respond to the email andcomplete the electronic form as promptly as possibleafter receipt. We envisage that this information may alsosupport the implementation of the Mentorship Scheme.

Dr Ann O’Brien, CBME

the Elderly and Dermatology. The students are taught centrally atBarts during the first week of the unit and then spend three days inthe general practice in the second week. The community daysfocus on Musculoskeletal Medicine (Monday), Dermatology(Tuesday) and Health Care of the Elderly (Thursday). We would liketo thank all the central and community tutors who helped us tosuccessfully implement the first rotation this term. We have a fewdates remaining for interested community tutors in February, Marchand June 2012.

We wish to thank all of our Year 4 tutors for your patience, co-operation and flexibility over the past few years. Your hard work andadaptability has made it possible for us to deliver high qualityteaching which is greatly appreciated by our students. If you areinterested in becoming a Year 4 tutor, please feel free to contacteither Dev (d.h.gadhvi@qmul.ac.uk) Siobhan(s.d.cooke@qmul.ac.uk) or myself (m.ana@qmul.ac.uk).

Dr Mbang Ana, CBME

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Issue 12, February 2012

Year 4, a year of changeThe 2011-12 academic year hasbrought with it many changes to Year 4: 1. A new academic team line up. I am joined by Drs Dev Gadhvi andSiobhan Cooke. Dev and Siobhan are both local GPs and will beworking as locum part-time clinical teaching fellows in Year 4. Theyare replacing Drs Sian Stanley and Bruna Carnevale respectively.Dev will be acting Year 4 lead until Sian returns from maternityleave.

2. A new arrival. I am pleased to inform you all that Sian Stanleyhad a baby girl, Alexandra, in November. Both mother and baby are doing very well.

3. New arrangements for Year 4 Student Selected Components (SSC).Student Selected Components are study units that are aimed to givestudents the opportunity to either study an area of medicine that isnot covered in the core curriculum or to study a core area in greaterdepth. Students are offered SSCs in all five years of the course. InYear 4 they are expected to produce a 6-8000 word dissertation ona chosen subject. In previous years they were given two blockweeks during the fourth year as dedicated SSC time, however thisyear in order to make room for the new Community Locomotor unit,the block weeks have been distributed as half days throughout theyear. This is therefore reflected in the timetabling of our communityunits as follows (it is compulsory that the students are given thistime):

4. A Family Planning Pilot. As part of the Human Developmentteaching unit, we are piloting a half day placement at a familyplanning clinic. We are hoping that we can offer 25 students eachsemester (75 in total) the opportunity to attend family planningclinics run by Tower Hamlets Contraceptive and Sexual HealthService (TH-CASH) and Brook. We think this will help to increasestudent exposure to contraceptive counselling, examinations andprocedures during their community Human Developmentplacements. The plan is to role this out to the whole year in2012/13 if the pilot is successful.

Participating tutors would need to give the student(s) permission toattend the above mentioned clinics for one half day during theirHuman Development placement. The half day needs to be pre-agreed with Brook and TH-CASH.

If you are interested in assisting CBME with this pilot please contactBarbara Sommers (b.e.sommers@qmul.ac.uk) for furtherinformation.

5. A new teaching unit. This is the inaugural academic year for theCommunity Locomotor teaching unit. This is a two week teachingunit comprising Orthopaedics and Rheumatology, Health Care of

Community Teaching Unit Total Time allocated to SSCs

Brain and Behaviour 4 sessions (2 half days each week)

Human Development 2 sessions (1 half day each week)

Locomotor 6 sessions (3 half days each week,already built into the timetable) You will have read about the new case-based discussions in

our last newsletter. By way of summary these are structuredgroup case discussions which are designed to be relevant togeneral practice. Students will be assessed on theircontribution to group discussions within the finalassessment. There will be no written assessment of the CBDs from January 2012.

Although over the past (autumn) term we have beendelivering CBDs for all three modules, from January 2012,there will be no GP CBDs for Met 3A. As this is a largelysurgical module, it was felt more appropriate for the trusts to deliver PBL teaching on more acute surgical cases. Youare still very welcome to discuss the cases provided in yoursupport notes but the students will not be marked on these.

So far the CBDs have been delivered really well and we areimpressed by how quickly and smoothly our tutors havetaken these on. We have yet to collate feedback from thestudents about how this has gone, but thus far there havebeen very few issues and we will keep you updated of thefeedback.

Dr Elora Baishnab, CBME

Year 3 Update: Case-basedDiscussions (CBDs)

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February 2012 Issue 12

Barts and The London School of Medicine and Dentistry, Academic Unit for Community-Based Medical Education, Garrod Building, Turner Street, Whitechapel , E1 2AD.

It started with a collision of teaching commitments: “GI and Cancer”and “Brain and Behaviour” should – and could? - be taught at thesame time. Is there also a theme where care of the dying meetsmental health? It started with the effect dealing with death has onpatients and their families and ended with the difficult conversationshealthcare workers face with patients and their relatives. Whatchanges, when a patient is categorised as dying? And what are thecharacteristics and boundaries of these categories?

A visit to a funeral director; a talk by the Richford Gate PracticeManager about commissioning and service coordination for end-of-life care in Primary Care; a presentation on the practical and ethicalaspects of delivering this service from a senior GP; and finally asession with a Richford Gate patient who nursed her husbandthrough terminal cancer and, shortly after his death, was diagnosedwith advanced cancer herself – this was the programme for the day.

The main themes in the initial goal-setting session included difficultconversations around uncertainty about when death is likely tohappen. Before that, in the first session Paul Bye, funeral directorfrom Barnes and Sons, gave an overview about what happens to thebody of the deceased and all the procedures and regulations thathave to be followed. Students learned about time frames for forms tobe filled out, about equipment to handle bodies, such as theWashington stretcher, and about the costs of a funeral. What is“bequeathal”, what is a “cremulator”? (Are they heavy metalbands…?) In fact the remaining bones after cremation are ground in a cremulator, while bequeathal is the process by which peopledonate their remains to science. Apparently it is even more difficultfor human remains to be accepted in medical schools than it is forlive human beings. Unblemished perfection is the norm.

Human touch was mentioned several times and Mr Bye outlined its boundaries of this – a rub on the arm, nothing in the intimatespaces.

In the next session, Renos Pittarides, the Richford Gate PracticeManager, felt the impact of the previous one. Students left thefuneral parlour with strong emotions. Mr Pittarides happens to be anon-stipendary priest and he explained his experience of journeyingwith the dying. He also talked about organising care for the dyingand their relatives across different organisations like Out-of-Hours-services, palliative care, district nursing, hospital services andGeneral Practice.

The afternoon was dedicated to the doctor-patient relationship. Dr Sarah Jarvis gave the students insights derived from her longexperience and pioneering work in the care of the dying. She talkedabout when to have a conversation with the patient about death,stressing that this would likely not be a one-off event. She positionedit in the ongoing relationship GPs have with their patients and theirrelatives. Dr Jarvis related her presentation to stories about actualpatients. There was the patient with heart failure and renal failure

who was told that her remaining life expectancy was short, probablyless than six months. That was three years ago and she is still alive.She mentioned “thingy” – the term a patient used for “the big C” in her body, a name for the unnameable, which still enabled her totalk about the untalkable. Dr Jarvis pointed out how psychologicalflexibility is a key virtue in dealing with dying people. On a broaderlevel she talked about wills and advanced directives, decisionsagainst, and decisions for, actions to take place when people losethe power over themselves.

This tied in seamlessly with the story of Claire Walsh, a patient at theRichford Gate practice. Her partner was diagnosed with incurablecancer and eventually died. She talked about the experience ofnursing him in the final part of his life, about the experience ofhospital care and community care, about the extraordinaryindividuals who became Marie Curie nurses and the highlycompetent and empathetic Macmillan nurses. She spokeparticularly about the difficulties some doctors in hospital medicinehave in letting patients go home to die, a theme also touched on byDr Jarvis. Shortly after the death of her partner Mrs Walsh herselfwas diagnosed with secondary breast cancer. She said she tried tothink of herself as having a chronic condition, categorised as“living”, not “dying”.

Many questions emerged during these sessions: How can youconduct a conversation with patients about their death when youdon’t know when death will occur? How do you interact with apatient who remains to be in denial about their condition? MrsWalsh was asked about her response to receiving the diagnosis of aincurable illness after her experience of “knowing” the environmentof death. She said it was devastating. Students were shocked. Theydid not expect this answer.

The final feedback session with the students revealed the richnessof the day. Their statements included the importance of quality oflife and most important the diversity of ways people deal with theirdeath and the deaths of others, placing doctors in awkwardsituations at times. Not knowing what is right and what is wrong,having to have conversations with a lot of uncertainty remained tobe an uncomfortable theme.

The structure of the day was perceived as helpful towards gettingmore insight into caring for the dying. It started with a funeraldirector and ended with the story of an insightful person whoexperienced the death-behaviour of clinicians. It was a “full-on”-day.By looking at the care for the dying it highlighted the problems incare for the living: applying caution and care in conversations,treating every patient as an individual, allowing different truths fordifferent people.

Dr Jens Foell, Richford Gate PracticeAcknowledgements to Renos Pittarides, Dr Sarah Jarvis, Paul Bye,Claire Walsh

Medicine, Death and Me: A study day with Bart’s students in Primary Care Richford Gate Medical Practice

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Feedback from Tutor Training forMedicine in Society and ExtendingPatient Contact on 6th OctoberWe at CBME organised a tutor training afternoon on 6th October for GPand community tutors teaching Medicine in Society and ExtendingPatient Contact. The afternoon was well attended and we would like tothank everyone who came for their contributions, which made theafternoon so successful.

We started the afternoon with a session on setting ground rules. Whenmeeting a new group of students, it is always worth starting with somenegotiation with the students about what they expect from you, and whatyou expect from them, and thus help manage some of the students’more unrealistic expectations. Therefore we discussed what had beenthe common problems tutors had encountered and thought about howto negotiate ground rules to head off any problems that might arise later.

This is a précis of our discussion:

We then ran two parallel sessions. The community tutors, shared bestpractice and their ‘top tips’.

These are some of things we discussed:

• Get the students out of the surgery and meeting people in their homesand in other situations as soon as possible

• Get them to meet a range of people – as many as possible

• Prepare the students beforehand so that they are aware of theinformation they want to find out, and phrase the actual questions theymight ask to garner that information

• There should be a debriefing after visits

• Meet the students individually as well as in a group

• Remember the students have only had a one hour introductory lecture

Problem Ground rule

Punctuality /absenteeism

Make the students aware they are assessed on attendanceand professionalism, which includes punctuality.

Discuss what works best for you (students & tutors)in terms of contacting each other if the student isrunning late or is sick (text, phone, e-mail?)

Poor attitude /dress /hygiene

Ask them what they think patients might expect froma doctor.

Expectationstoo high

Say what you will be able to provide in terms of patientexamination etc, and what they won’t be able to dobecause it isn’t available or appropriate at their stage.

Confidentiality Again ask them what they think is acceptable interms of talking and writing about patients they willsee when on placements and work from there.

Students notprepared

Ask the students if they want to choose 1 or 2 sessionseach and prepare them so that they can lead theseminar that day – this will make it more interesting forthem and they will learn more effectively.

Very quiet oroverconfidentstudents

Ask the students how they want you to manage the groupin terms of dealing with people who don’t contribute or ifone person is not letting others have a say.

to these courses, so take time to go through their guide books and therequirements of the course (e.g. the log book) with them on the first day

In the other parallel session for GP tutors, Louise Younie, Clinical SeniorLecturer in CBME, examined how to support and assess the students’reflective writing and reviewed the student reflective writing assignmentsin Medsoc 1 and EPC.

The aim of this session was to develop confidence in encouragingstudent reflection, marking student reflection and feeding back onstudent reflection. The session began by defining reflection and thinkingabout why we encourage student reflection. The group considered thereflective models in the tutor guide to see if or how they might apply inpractice and then attempted to mark examples of student reflectionsfrom both courses.

One of the challenges raised was the difficulty of applying some of themore complex reflection models in practice (see EPC tutor guideAppendix 9 or MedSoc 1 Appendix 10 ‘Guidance on reflection’). Pee etal’s (2002) model was thought to be more usable in the year 1 and 2context of short student reflections. Johns (2000) model was noted tooffer lots of questions that might help students to write reflectively(although they would need to choose a few pertinent areas to addresswithin their limited word count).

Another challenge was differentiating between merit and pass whenmarking student work. Marked examples as well as more explicitmarking criteria were requested (these will be forthcoming as themarking approaches and will be available on the website). In terms ofstudent learning, it was noted that GP feedback comments are far moredevelopmental than any grades given.

Finally, we had a plenary session highlighting news from CBME andasking for feedback on ways we can support our tutors. Some of theitems discussed were:

• The salaried GP tutor scheme(see last newsletter)

• The recruitment of new community tutors. We need new communitytutors. If anyone is interested or knows anyone who may be interested,again please contact me.

• There are new online reading lists, [links available from main CBMEwebsite.] Incidentally, please e-mail p.j.washer@qmul.ac.uk any linksor articles you have come across which you think might be usefuladditions to these for inclusion.

• Due to copyright issues, the tutors do not currently have access toQMUL e-journal papers on the reading lists. If tutors want to be ableto access the e-journals themselves, they need to contact IT servicesdirectly and ask for a QMUL IT account which will give access to e-journals: Please contact its-helpdesk@qmul.ac.uk. Tutors will need toe-mail them their full name, institute (which is the Institute of HealthSciences Education) and department (which is Community BasedMedical Education), the full title of the course (e.g. Medsoc 1 or 2,EPC or GEP) and start and end date for teaching on this course.

Dr Peter WasherLecturer in Medical Education

References: JOHNS, C. 2004. Becoming a Reflective Practitioner, Oxford, BlackwellPublishing.

PEE, B., WOODMAN, T., FRY, H. & DAVENPORT, E. 2002 Appraisingand assessing reflection in studnets’ writing on a structured worksheet.Medical Education, 36 575-585

General Practice Student SelectedComponents (SSCs)SSCs are a wonderful opportunity for students to gain a deeper understandingof how General Practice works, or to experience an aspect of General Practicethat they do not otherwise encounter in their community based placements.

They are also a chance for GP Tutors to create your own, bespoke teachingunit, of either 2 weeks for Year 1 and 2, or 4-5 weeks for Year 5.

If there is an area of General Practice that you feel is not well covered in thecurriculum, or that you have a particular interest in, you can have the freedomto start from scratch and design and deliver your own teaching module.

Students have told us that they very much enjoy SSCs that

• Allow them to begin to experience working independently:

• Make them feel welcome and part of a friendly, hardworking team:

• Offer the chance to become more involved in patient care than issometimes possible in hospital placements:

• Offer the opportunity to see a variety of different medical problems, whichcan help with making future career choices:

Some of the existing SSC titles currently on offer to students are:

• Auditing Chronic Disease Management

• Paediatric care in the Community

• Patient Pathway: Out of Hours

• Cervical cytology and women’s health in the Community

• Practising medicine through a different lens

If you have an area you are enthusiastic about and enjoy teaching on, and youthink it would make a good SSC, or if you would like any advice or furtherinformation on SSCs, please contact Dr Emma Ovink at e.ovink@qmul.ac.ukor Ms Barbara Sommers at b.e.sommers@qmul.ac.uk

Barts and The London School of Medicine and Dentistry, Academic Unit for Community-Based Medical Education, Garrod Building, Turner Street, Whitechapel , E1 2AD. 06

February 2012 Issue 12

The nature of our teaching model in CBME is that we rely on GPs andothers to teach our students in community and hospital settings ‘remotely’,so to speak. Unlike a team of teachers based in the same location, thismodel means that we lack opportunities to share best practice,troubleshoot common problems or just generally keep in touch. Thusmany of our tutors have been asking for some sort of online forum thatcould facilitate communication between us in CBME and our teachers.

Google Groups To this end we have started to set up new Google Groups, initially for theYears 1 and 2 (Medicine in Society and Extending Patient Contact) andYear 3 (Integrated Clinical Studies in Primary Care) tutors.

To date we have 28 members for Years 1 and 2, 35 members for Year 3and are still growing. We have been posting updates and news on thisevery week. We hope that it will grow to be used as a forum for tutors toshare ideas and support each other. We sometimes don’t get theopportunity to meet other tutors except at training days and I hope that theGoogle Group will serve as a community for our tutors and a means toshare best practice and to feedback any issues or concerns aboutteaching.

If you are a tutor on Year 1 and 2 courses, you should have received anemail from Peter p.j.washer@qmul.ac.uk or for Year 3 tutors from Elorae.baishnab@qmul.ac.uk inviting you to join the relevant group. Please doget in touch if you haven’t received that email, or if you are having anyproblems joining.

Dr Peter Washer, CBME

Dr Elora Baishnab, CBME

“[The mostenjoyable thingwas] the...appointments wewere able to run(practically) byourselves”

“[The mostenjoyable thingwas] running miniconsultationsseeing patients”

“I was able to run my ownconsultations withpatients”

“[The most enjoyable thing was] minor surgery, unlike all my surgery placements to date, I was able to do my first humansuture which was amazing”

“[The most enjoyable thingwas] having the opportunity to visit different paediatric sites and be enrolled onto study days”

“SSCs are an incredible opportunity to gain insight into thevarious specialties, as medicine is such a diverse profession. I feel it is very important to familiarise ourselves with thespecialties so we can make more informed career choices as itis very daunting to make such a life-changing decision after ourfoundation jobs. I have always had a keen interest in generalpractice and this placement has only made me moredetermined to pursue this as a career in the future!”

“being in awelcomingenvironment andlearning about myfavourite subject –General Practice”

“[The mostenjoyable thing was] the enthusiasm of themedical staff toteach me”

“the team were very friendly and it was easy tointegrate within the practice”

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Issue 12, February 2012

Blind Date with a difference!JE: I thought very well. All the patients had interesting conditions and werevery obliging. I did a home visit which also worked well and I was able touse public transport.

DA-N: The sessions went well.

What is it like to teach on patients you have not met before and do notknow?

JE: Fine, as long as there is a computer for case history andcorrespondence etc.

Any difficulties you experienced?

JE: Obviously it would be easier to teach on your own patients as you knowthem and they know you, but I think Bedford Square were excellent atarranging everything with Siobhan’s guidance.

DA-N: No. quite happy. Salaried doctor was very good and came in early.

Best thing about the sessions?

JE: Everything being organised before you arrive!

DA-N: Patients are happy to be seen. The patient seen on the home visitfelt very well looked after by so many doctors.

If you could change one thing what would it be?

JE: Case histories before the teaching day to avoid having to turn up earlyto read up quickly before starting.

Would you do it again?

JE: Yes, definitely.

DA-N: Yes.

Thank you to Dr Edmunds and the team at Bedford Square for taking partin the scheme and describing such a positive experience.

Dr Siobhan Cooke, CBME

As part of tutor training and developing a GP tutor ‘learning andteaching community’ we are setting up a mentorship scheme. Thiswill initially be focussed on pairing up new(ish) GP tutors with thosewho have more experience, trying to link people who practice in thevicinity of each other. You may like to only have email contact or tooccasionally meet up for a coffee and discuss the practicalities ofdelivering the course you have signed up to teach.

Informal conversations and discussions around facilitation of studentlearning, sharing good ideas and practice should hopefully be ofvalue and benefit to both parties. Mentor-mentee interactions canalso be included in your NHS appraisal documentation both with theslant of reflection on, and development of your own educationalpractice.

We would also hope that any key issues or great ideas would be fedback to us centrally to share or discuss with the wider teachingteam. There will be opportunities for this at tutor training days*,through emailing myself m.l.a.younie@qmul.ac.uk and possiblythrough setting up a mentor-mentee google group – depending onenthusiasm and uptake.

Mentorship Scheme

When we send out the preference forms for the next academic yearwe will also be sending a form for tutors to complete if they wish tobe part of the mentorship scheme. We will only ask mentors to haveone mentee. In the mean time if you are keen to get involved pleasecontact Lynne Magorrian l.c.magorrian@qmul.ac.uk if you are anexperienced GP and would be happy to act as mentor, or if you area new(ish) GP tutor seeking some mentorship. Please specify whereyour practice is, which unit(s) you are teaching and whether you area prospective mentor or mentee.

Dr Louise Younie, CBME* We will offer a small group session at Tutors Day 2012.

The Salaried GP Tutor (SGPT) Scheme isup and running! We have recently had asuccessful match for the scheme with aSalaried GP Tutor and host practice. Dr Jane Edmunds taught for a day onMusculoskeletal Medicine as part of theCommunity Locomotor unit at BedfordSquare Medical Centre in Bloomsbury.They talked to me about their ‘blind date’.

Dr Jane Edmunds, Salaried GP Tutor and Dr Dunia Al-Naemi, Host Practice

Did you get enough information about the scheme and what would beinvolved before the session?

JE : Yes

DA-N: Yes

What were you hoping for before the session?

JE: To know what the conditions were of the patients and be able to lookup their case histories on arrival at the practice before I started.

DA-N: I was not involved in organising as the salaried GP liased with Sheila(Practice Manager) and the organisation was quite straightforward. Wehad no problems recruiting patients.

First impressions

JE: It worked well and Sheila (Practice Manager) was very attentive and Iarrived early and she set me up on the computer so I could look up allpatient details and correspondence etc. I had a room for the day and feltvery welcome and was able to ask for advice when I needed it.

DA-N: It worked well. I was teaching medical students on the same day. Iwas upstairs teaching and the salaried GP was downstairs.

How did the session go?

Contact the Editorial TeamThis is your newsletter. If you have anysuggestions for future content, usefulteaching tips, teaching resources orexperiences you would like to share please send us your contribution.

Lynne Magorrian l.c.magorrian@qmul.ac.uk

Janet Johnstone j.r.johnstone@qmul.ac.uk

Pub8397

Finally, the new website is here, having taken a little longerthan expected...it seemed like such a simple task when I tookthis on, but there have been various unforeseen challenges.The idea for this website was that educational sessions withstudents might be better supported and developed if all thelearning resources were there at a click or two of the mousesuch that they might be accessed in those few minutes beforethe students arrive.

I am grateful for all the support and contributions to thewebsite which have come from across CBME (CommunityBased Medical Education) and beyond with the year leadscontributing their tutor guides, assessment forms and learningresources (see under each year tab). Dr Simon Brownleaderhas contributed the substance of his ‘digital literacy’ workshopfrom the summer education dayhttp://www.delicious.com/Londonmedical (under useful links).Also a number of short articles have been written in responseto key areas of GP tutor development e.g. student-centredlearning or managing small group teaching (look under the ‘GPtutor development tab’).

I would like to thank Gary Schwartz in particular for all his hardwork and employment of his technical and creative skills indesigning and constructing this website. The baton is nowbeing passed into the capable hands of Lynne Magorrian andJanet Johnstone to maintain and update the website.

The website is a work in progress and I am keen to seecontinued development of this electronic interface with you soif you have any thoughts or feedback, please emailm.l.a.younie@qmul.ac.uk

Dr Louise Younie, CBME

Finally...the new website is here...

Puzzle CornerHere’s something to keep those little greycells active - enjoy!

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February 2012 Issue 12

Barts and The London School of Medicine and Dentistry, Academic Unit for Community-Based Medical Education, Garrod Building, Turner Street, Whitechapel , E1 2AD. 08 Pub8979