GP3 Assessment

       Students must complete 2 x short e-learning modules by the last day of their GP3 placement:

1. A practical guide to reducing health inequalities in primary care:  https://www.fairhealth.org.uk/course/reduce-hi-primary-care

2. Introducing health inequalities in primary care https://www.fairhealth.org.uk/course/an-intro-to-hi

Students should upload their completion certificates to Pebblepad.

Placement Professionalism & Assessment form (on PebblePad)

Details to student:

Your GP Tutor should discuss completion of this form (on PebblePad) with you which focusses on your clinical approach and professionalism. This is an opportunity for identifying your strengths and areas for potential development. 

Professionalism:

Expectations of professional behaviour during Clinical Placements:-

• Arrive on Time

• Inform GP tutor as soon as possible if running late or unable to attend

• Inform GP tutor if you need to leave early

• Do not book any hospital based or clinical skill training on your GP day

• If you have a personal or health reason for absence please discuss with your GP tutor beforehand.

 Your GP Tutor should have also completed a  *Mandatory Mid-placement Individual Check-In*  with you during the placement.

Instructions to students:

Discuss your CEX, DOPS, CBD with your GP Tutor or other supervising health care professional competent in the required skill and then write up the following for them to sign off (on PebblePad):

• What was done well

• What can be improved upon. 

• Agreed Action 

Your continuity of care exercise also needs to be uploaded to PebblePad, but does not require sign off.

The following is the minimum that you need to submit to pass the placement 

• • CEX (clinical examinations - observed history or examination) x 1 

  • DOPS (directly observed procedures e.g. taking a BP) x 1

  • CBD (case-based discussion) x 1

  • Continuity of care exercise x 1 

    • Identify a patient with an acute exacerbation of a condition early in your GP block and follow them up on one or two further occasions during the placement (face to face, phone, review of notes) in regard to ongoing management.  

    • Once completed, a reflection should be written, providing a brief anonymous history of the patient and what you have learnt from the exercise. 

NB: Please see the guidance below regarding what to do for each type and/or number of student absences.

If students miss a placement day, they can be given an asynchronous learning task, which the CBME GP3 team will provide you with at the start of the placement. We would ask you to informally assess the task/s and if completed satisfactorily, please mark the student as, 'Attended through remote or asynchronous learning activity' on their End of Placement Assessment Form, for the session they missed.  

If you have other concerns, such as professionalism, please inform us as early in the placement as possible so we can look at remediation with that particular student.

•  Unexplained absences: If a student does not attend on the first day (or any other placement day) but does not contact you, please ensure you notify Kate a.s.a.p. and by 5pm that day, so that we can follow up the unexplained absence as part of our duty of care to the students. 

• First absence: Please ask the student to complete the asynchronous learning task, (further guidance below). We leave it to the GP tutor's discretion to decide if this is appropriate or necessary.  If a student is unwell they are not expected to complete asynchronous learning and can be marked as explained absence. If the reason for the absence is unclear, please ask the student to clarify so you can make this decision. 

• We are happy to discuss individual cases as necessary - please email Kate (k.j.scurr@qmul.ac.uk)

• Second absence: Please contact Kate by the end of that placement day to provide the details of both absences (including the reason for each absence and whether the student has been set an asynchronous task for the first absence)

• Third absence (or more): Please contact Kate to provide the details (as outlined above) for all the absences

Guidance for setting a student an asynchronous task to complete for their first absence:

• • Please send the 'student' version of the task - please do not share the 'tutor' version of the task with students

  •  Agree a suitable deadline for completion (e.g. the following week of the placement) that will allow you time to review and provide the student with feedback before their final sign-off.  Please refer to the 'tutor' version of the task to guide your marking/feedback.

  • The task uses the GP3 Video playlist on the Virtual Primary Care website which the students will have access to. If you would like access to VPC, please contact Kate. 

  • If the task is completed satisfactorily, please mark the student as “Attended through remote or asynchronous learning activity” for that day on their sign-off form. 

If you need to inform us of a student absence, or a professionalism concern, please contact Kate Scurr (k.j.scurr@qmul.ac.uk), the GP3 Unit Administrator,  in the first instance.

Where necessary, Kate will follow up with the CBME GP3 module leads, Safiya Virji (s.virji@qmul.ac.uk) and Natalie Symes (n.symes@qmul.ac.uk).