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Flat of the curve
The case of folic acid - Evie Toombes v. Dr. Mitchell
Consent case - Montgomery vs Lanarkshire Health Board
The case of Alex Reid - incorrect weight and death from COVID vaccine
Multimorbidity
Documentation
The curriculum
Gender Identity disorders
Thrombocytosis
Supervision
Private - NHS interface
Radical candour - book by Kim Scott
Acne
Prescribing devices and appliances
Ethical dilemma in early vaccination
Interprofessional education
Creativity for healthcare
End of life evidence - Age Uk 2013
Prescribing notes
Shared care
Dementia
Poem By Arjun - 2024 - QMUL - Near Peer SSC
I like....I wish...I wonder - by Jonathan
The hidden curriculum - Emily Taylor Near Peer 2024
One of the practice nurses wants you to see their child first.
Your senior is asking you to see their spouse.
I was asked to teach students for a communication workshop. There was no tr
The student would like you to assess his abdominal pain
I was asked to teach PA students. I don't know what is expected of me or th
How do you teach staff in the practice?
I was with students, they were taking a long time to assess a patient. The
I was asked to teach year 3 students at short notice.
Questions and characters
Handy Approach to communicating complexity
Complexity in dizziness
Chronic cough and complexity
Complexity of the 10 minute asthma case
Sweating
BAD IDEAS
SSC creative enquiry 2024 - Reem
Case: steroid use in gout
QOF 2023-24
FEV1 in COPD
Medical issues
Managing the patient using Stott and davies model
One-minute perceptor
Patient safety
Student tips & curriculum
I like, I wish, I wonder - by Jonathan Chan - SSC 2023
Managing results of tests
Case: 70F shoulder pain adn tingling sensation in the hands
Problem representation
How many times should you call a patient?
The knowing-doing gap in medical education
Unprofessional behaviour
Team-based Learning - TBL
Learning techniques that medical students use for long-term retention
Concept mapping
Metacognition: The Secret Weapon for GP Students
Value of GP
Learning through blurting
Autonomy and the harm principle
Case: Ambulance delays in a patient with raised blood pressure
Case: Does superman have an allergy?
Case: herbal treatment and liver toxicity
The FLEX plan for resilience
Case: Rationing econsults
Case: Separated parents
Clarifications
Facilitative responses
Open and closed questions
Agenda setting for consultations
Year 3 Students 2023-24
Practical skills and procedures
Prescribing - off label and unlicensed
The leaf blower problem
Covid - 2023
Near Peer SSC Year 5 2023
Year 3 marking SSC
Constructive alignment
Dermoscopy
Foot pain - common pitfalls
Negative Diagnosis
Diagnostic downshifting: the hidden dangers of testing
Mindlines
Zone of proximal development - June 2023
The teacher I never had - Gates notes
Reducing consultation length
Learning from the jungle
Dilemma of double dosing
Heart valve disease in general practice: a clinical overview 2015
Identifying and visualising multimorbidity and comorbidity patterns
Safeguarding
Hand examination
ACP resource
Year 5 SSC
A Guide by Ayaa Alqalaaf
Scarlet fever 2022 and IGAS
Dermatoscope
Safety-netting
MS Teams
Mood board on the first week as final year medical students
Case studies: clinical
EBM: adapt or die?
Adverse Childhood events (ACE) and Toxic stress response
Gender identity disorders (GIC)
On Metaphors
Random generators
Burnout
Mindfulness
Year 3 or 5 students
Metaphoria: book
Mood boards
Carl Sagan
Richard Feynman
Susan Greenfield
My experience of pedagogy
Perceptual sets
The design thinking collection
Learning at zone of proximal development
The COVID-19 collection - archived
On liminal spaces
Teaching and meetings
Never stop learning: Braley Staats
Long covid
On curiosity
Co-creating in teams
Pedagogy for teaching, learning and workshops
On meanings
On risk
Shared decision making
On BRAN
VR/AR & the metaverse
On ideas
On failure
On rationality
On Prototyping
Teachable moments
On Psychological safety
Learning by seeking discomfort
Access
Making mistakes and feeling failure
Anticipate, recognise and manage (ARM) approach to learning
Misconceptions and anchoring conceptions
Patients perspectives: Ideas, concerns and expectations
The medical gaze
Rebel Ideas: The power of diverse thinking by Matthew Syed
Learning like an entrepreneur
Quality improvement
On the false dilemma fallacy
The voltage effect by John List
On simplicity
Alternative perspective thinking
Six thinking hats by De bono
Transformational learning & thinking
Learning from pitfalls and pearls
Leadership dance
QOF and other targets 2022-23
The Elegant GNOME
Trauma informed care and Adverse childhood events (ACE)
On lifestyle medicine
Thinking & Mental models
On activism
On Capacity
On role play
Book: This will make you smarter by John Brockman
Coroner's reports
The compass versus the map
Safety, significant events, learning events and favourable events
Continuity of care
Future of medicine
The waiting room
Challenging consultations
Trust
On questions
Compassion
Advice and Guidance
A Fortunate Man: The Story of a Country Doctor
Presentations & posters
Menopause and HRT
Action Bias
The storm as a metaphor
CASE: patient with chest pain
On diagnostic strategies
Suspecting a neurological condition
Feeling failure, making mistakes, enjoying errors & breaking bias
Great explanations
Strategies for diagnostic excellence
Remote consultations
The friday factor
Diagnostic excellence BMJ
Ethics & Law
On generalism
Social determinants of health
On evidence (including EBM)
GMC & Ethics
Maxims
On prescribing and medicines management
On complexity, uncertainty, change and ambiguity
On social prescribing
Safety and risk
Self-referrals
EMQ
On prioritisation
On Learning
Planning and delivering a learning(teaching) encounter
Teaching resources
Reflective writing
Bias and errors
consultation tools
On diagnosis
On Words
Thunk Questions
On change
Cases in the media
7 Habits of highly effective people by steven covey
What makes effective pedagogy?
ECG
Teaching topics
Images
Users of General practice and systems
The ten faces of innovation: book by Tom Kelly
Social media and medical education
Journals and resources
Student resources
Case: SOB and vapes
The finishing line Zaynab
Consultation - interesting information
The Hidden Agenda by Maya Kieralla, Year 2 Medical student at Barts
Hip pain mood board by patrick hurt
Two different paths by Sam Tehranchi
The shadow of patient concerns by Sivakami sibi
The sound of becoming a medical student by James Tai
The mood of generalism by Aadil, Alima, Ibrahim & mustafa
Today's students, Tomorrow's doctors by Abirami
Year 3 posters 2021/22
COVID Risk reduction
Medically unexplained symptoms
Musculoskeletal system
Nutrition
Palliative care
Respiratory
Understanding Feedback for Learners in Interprofessional Settings - Coelho
RNOTES
The waiting room
Consultations start in the waiting room
Let’s face it, being a GP is not good for your health. Many hours are spent sitting staring at a computer screen with only the occasional unhealthy snack for sustenance. The popularity of fitness apps has led me to rethink the wisdom of prolonged sitting at work and to increase my daily steps. I decided to stop using the intercom to call patients and, instead, walk to the waiting room and call them in person. No longer: ‘Jane Smith, room 4!’ but rather: ‘Hello Jane, nice to see you, you look like you caught the rain today …’ Thirty plus steps a day for 30 patients increases my count, and with additional activity plus minor detours this equates to an additional 2000 daily steps. Patients often enquire whether the intercom is broken. I respond with a self-satisfied glow, ‘I’m trying to do more exercise and keep active.’ They appear impressed with my simple example of modifying one’s behaviour to improve health. Thirty seconds extra …
Slow gait speed and frailty
The waiting room: vector for health education? the general practitioner’s point of view
General practitioners (GPs) play a central role in disseminating information and most health policies are tending to develop this pivotal role of GPs in dissemination of health-related information to the public. The objective of this study was to evaluate ...
The psychology of the wait time experience – what clinics can do to manage the waiting experience for patients: a longitudinal, qualitative study - BMC Health Services Research
Background Wait time, defined as time spent in the waiting and exam rooms waiting to see a provider, is a key quality metric in a number of national patient experience surveys. However, the literature on wait time does not show a consistent correlation between long waits and worse overall patient care experiences. Herein, we examine contextual factors that can shape the manner in which patients may respond to different wait times. We also identify actions providers and clinics can take to promote positive wait experiences and mitigate negative ones. Methods We conducted over 130 h of semi-structured interviews with patients new to two HIV primary care clinics in Houston, Texas. We interviewed patients before the first provider visit, again within two weeks of the first visit, and again at 6–12 months. We analyzed the interviews using directed and conventional content analysis. Results Our study showed that patients’ “willingness to wait” is the product of the actual wait time, individual factors, such as the perceived value of the visit and cost of a long wait, and clinic and provider factors. Analyses revealed key steps providers and clinics can take to improve the wait time experience. These include: 1) proactively informing patients of delays, 2) explicitly apologizing for delays, and 3) providing opportunities for diversion. Patients noted the importance of these steps in curtailing frustrations that may result from a long wait. Conclusions Our study highlights key steps cited by patients as having the potential to improve the wait time experience. These steps are practical and of particular interest to clinics, where waits are oftentimes inevitable.
An exploration of the basis for patient complaints about the oldness of magazines in practice waiting rooms: cohort study
Objective To explore the basis for patient complaints about the oldness of most magazines in practice waiting rooms. Design Cohort study. Setting Waiting room of a general practice in Auckland, New Zealand. Participants 87 magazines stacked into three mixed piles and placed in the waiting room: this included non-gossipy magazines ( Time magazine, the Economist, Australian Women’s Weekly, National Geographic, BBC History ) and gossipy ones (not identified for fear of litigation). Gossipy was defined as having five or more photographs of celebrities on the front cover and most gossipy as having up to 10 such images. Interventions The magazines were marked with a unique number on the back cover, placed in three piles in the waiting room, and monitored twice weekly. Main outcome measures Disappearance of magazines less than 2 months old versus magazines 3-12 months old, the overall rate of loss of magazines, and the rate of loss of gossipy versus non-gossipy magazines. Results 47 of the 82 magazines with a visible date on the front cover were aged less than 2 months. 28 of these 47 (60%) magazines and 10 of the 35 (29%) older magazines disappeared (P=0.002). After 31 days, 41 of the 87 (47%, 95% confidence interval 37% to 58%) magazines had disappeared. None of the 19 non-gossipy magazines (the Economist and Time magazine) had disappeared compared with 26 of the 27 (96%) gossipy magazines (P<0.001). All 15 of the most gossipy magazines and all 19 of the non-gossipy magazines had disappeared by 31 days. The study was terminated at this point. Conclusions General practice waiting rooms contain mainly old magazines. This phenomenon relates to the disappearance of the magazines rather than to the supply of old ones. Gossipy magazines were more likely to disappear than non-gossipy ones. On the grounds of cost we advise practices to supply old copies of non-gossipy magazines. A waiting room science curriculum is urgently needed.
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