PHASE 3a 2016 - minerva.shef.ac.uk

PHASE 3a 2016 END OF ATTACHMENT FORM STUDENT SELF ASSESSMENT

NEUROLOGY PSYCHIATRY WOMEN’S HEALTH CHILD HEALTH COMMUNITY MEDICINE FOR OLDER PEOPLE

Clinician progress benchmarks (student self-assessment form) Child Health 2016 To be completed by student: Student name…………………………………………… Date…………… Reg no.

Introduction Doctors develop from their first day at medical school until their last day at work. The five scales below set out some

of the key early developmental milestones. All Sheffield students will be assessed following the longer clinical

attachments to help you know which milestones you have achieved and which you are now aiming for.

The benchmarks have no ‘pass/fail’ threshold, but the phase leads will contact students whose progress is falling

behind their peers to help them remediate and, if there is no improvement, their progression may be held back.

By the end of their phase 3a paediatrics placements, medical students will have had a series of lectures focused on

the core paediatric curriculum, a 6 week clinical placement incorporating a range of clinical experiences and three

ILAs to consolidate their knowledge. They should have undertaken background reading around the curriculum texts

and utilised the relevant learning resources on Minerva. Medical students should be able to take an appropriate

history, perform an appropriate examination of a child and formulate sensible diagnoses. The majority of their

paediatric experience and learning will come in phase 3a. It is important therefore that their competencies are

properly assessed at the end of the paediatric module. These competencies should be demonstrable through the log

book and summative end of placement clinical exams. Whilst on placement they should demonstrate appropriate

professional skills such as regular attendance and good interpersonal skills. They should ideally develop a child-

friendly approach during their attachment and a broader understanding of the holistic nature of paediatrics that will

be demonstrable as part of their long case assessment and via other opportunities on Minerva.

THEY SHOULD DEMONSTRATE APPROPRIATE PROFESSIONAL SKILLS SUCH AS GOOD ATTENDANCE, INTERPERSONAL

SKILLS WITH STAFF AND PATIENTS AND APPROPRIATE BEHAVIOUR.

Starting benchmarks (see back of form for explanation) For each row (1-5) please circle the highest benchmark you consistently achieve at the start of the attachment

1) History-taking novice knows how (general)

knows how (speciality specific) thorough detective

2) Examining novice knows how (general)


3) Interpreting novice knows about conditions forms an opinion seeks evidence for and against

opinion

4) Managing novice knows about tests and

treatments suggests a plan individualises plan

5) Relating to patients

novice polite and professional listens and

explains patient-centred

Your key learning objectives If there is a chance to do so discuss these with your supervisor at the start of the attachment.

Finishing benchmarks For each row (1-5) please circle the highest benchmark you consistently achieve at the end of the attachment






opinion






Explanation of the benchmarks

1) History-taking

novice knows how (general)


knows the content and process of a ‘clerking’ history; circle

‘speciality-specific’ once these new elements are known too

consistently clarifies important details (purpose or

duration of treatments, details of symptoms ‘bile or

no bile’ etc)

history consistently geared to narrowing differential

diagnosis (relevant positives and negatives)



knows the content and process of a ‘clerking’ examination;

circle ‘speciality-specific’ once these new elements are known

too

consistently clarifies important details (is

tachypnoea obstructive or not, is murmur systolic or

diastolic)

examination consistently geared to narrowing

differential diagnosis (goes looking for the relevant

findings)

3) Interpreting

novice knows about conditions forms an opinion seeks evidence for and against

opinion

knows the important causes of

the presenting complaint

consistently offers a defensible view about the

most likely cause(s)

formulating view affects the order and emphasis of history

and examination



knows tests and treatments for

the important causes of the presenting complaint

consistently offers a defensible investigation and

treatment plan

data gathered during the history and examination used

to gear the plan to the individual patient


novice polite and professional listens and explains patient-centred

consistently enables questions

& takes them seriously; provides explanations

consistently gears questioning, explanations and plans to individual patients (‘puts

him/herself in the patient’s shoes’)

ONCE COMPLETED, PLEASE RETURN A COPY OF THIS FORM TO: Joanne O’Leary Stephenson Wing Sheffield

Children’s Hospital

Clinician progress benchmarks (student self-assessment form) Neurology 2016 To be completed by student: Student name…………………………………………… Date…………… Reg no.






BY THE END OF THEIR 3A NEUROLOGY PLACEMENTS, MEDICAL STUDENTS WILL HAVE HAD 3 DAYS OF

INTRODUCTORY LECTURES AND INTERVIEW SKILLS TRAINING, A CLINICAL PLACEMENT INCORPORATING A RANGE OF

HANDS-ON LEARNING EXPERIENCES. THEY SHOULD HAVE UNDERTAKEN BACKGROUND READING AROUND THE

CURRICULUM. WHILST ON PLACEMENT, THEY SHOULD DEMONSTRATE APPROPRIATE PROFESSIONAL SKILLS SUCH

AS GOOD ATTENDANCE, INTERPERSONAL SKILLS WITH STAFF AND PATIENTS AND APPROPRIATE BEHAVIOUR.







opinion













opinion







1) History-taking







no bile’ etc)







too



diastolic)



findings)

3) Interpreting


opinion






and examination






treatment plan









ONCE COMPLETED, PLEASE RETURN A COPY OF THIS FORM TO Jacquie Harrison The Medical School

Clinician progress benchmarks (student self-assessment form) Women’s Health 2016 To be completed by student: Student name…………………………………………… Date…………… Reg no.






BY THE END OF THEIR 3A WOMEN’S HEALTH PLACEMENT, MEDICAL STUDENTS WILL HAVE HAD 5 DAYS OF

INTRODUCTORY LECTURES AND A 6 WEEK CLINICAL PLACEMENT INCORPORATING A RANGE OF HANDS-ON

LEARNING EXPERIENCES INCLUDING ILAS. THEY SHOULD HAVE UNDERTAKEN BACKGROUND READING AROUND THE

CURRICULUM AND UTILISED LEARNING RESOURCES ON MINERVA. WHILST ON PLACEMENT, THEY SHOULD

DEMONSTRATE APPROPRIATE PROFESSIONAL SKILLS SUCH AS GOOD ATTENDANCE, INTERPERSONAL SKILLS WITH

STAFF AND PATIENTS AND APPROPRIATE BEHAVIOUR







opinion













opinion







1) History-taking







no bile’ etc)







too



diastolic)



findings)

3) Interpreting


opinion






and examination






treatment plan









ONCE COMPLETED, PLEASE RETURN A COPY OF THIS FORM TO: Gill Burkinshaw, Room 5, Level 4, The Jessop Wing

Clinician progress benchmarks (student self-assessment form) Psychiatry 2016 To be completed by student: Student name…………………………………………… Date…………… Reg no.






BY THE END OF THEIR 3A PSYCHIATRY PLACEMENTS, MEDICAL STUDENTS WILL HAVE HAD 3 DAYS OF

INTRODUCTORY LECTURES AND INTERVIEW SKILLS TRAINING, A 6 WEEK CLINICAL PLACEMENT INCORPORATING A

RANGE OF HANDS-ON LEARNING EXPERIENCES INCLUDING FORMAL ILAS. THEY SHOULD HAVE UNDERTAKEN

BACKGROUND READING AROUND THE CURRICULUM AND UTILISED LEARNING RESOURCES ON MINERVA. WHILST

ON PLACEMENT, THEY SHOULD DEMONSTRATE APPROPRIATE PROFESSIONAL SKILLS SUCH AS GOOD ATTENDANCE,

INTERPERSONAL SKILLS WITH STAFF AND PATIENTS AND APPROPRIATE BEHAVIOUR.







opinion













opinion







1) History-taking







no bile’ etc)







too



diastolic)



findings)

3) Interpreting


opinion






and examination






treatment plan









ONCE COMPLETED, PLEASE RETURN A COPY OF THIS FORM TO: Sarah Turvey, Medical School

Clinician progress benchmarks (student self-assessment form) Medicine for Older People 2016 To be completed by student: Student name…………………………………………… Date…………… Reg no.






By the end of their 3a Care of Older People module, medical students will have had an introductory lecture, a 2 week clinical placement incorporating a range of learning experiences as indicated by their Clinical Experience Log, including a formal ILA. They should have undertaken background reading around the curriculum and utilised learning resources on Minerva. THEY SHOULD DEMONSTRATE APPROPRIATE PROFESSIONAL SKILLS SUCH AS GOOD ATTENDANCE, INTERPERSONAL








opinion













opinion







1) History-taking







no bile’ etc)







too



diastolic)



findings)

3) Interpreting


opinion






and examination






treatment plan









ONCE COMPLETED, PLEASE RETURN A COPY OF THIS FORM TO

Dr R Lockwood Consultant – Medicine for Older People Hadfield Wing Northern General Hospital Sheffield

Clinician progress benchmarks (student self-assessment form) Community Medicine GP

Tutor To be completed by student: Student name…………………………………………… Date…………… Reg no.






By the end of their community placement the student should be able to take an organised history and, with guidance if required , make reasonable suggestions for a differential diagnosis. They should be able to suggest a plan for investigation and management which fits with their differential, again with guidance if required. THEY SHOULD DEMONSTRATE APPROPRIATE PROFESSIONAL SKILLS SUCH AS GOOD ATTENDANCE, INTERPERSONAL








opinion













opinion







1) History-taking







no bile’ etc)







too



diastolic)



findings)

3) Interpreting


opinion






and examination






treatment plan









ONCE COMPLETED, PLEASE RETURN A COPY OF THIS FORM TO: Peggy Haughton/ Laura Besson

Community Sciences

Samuel Fox House

Northern General Hospital

Sheffield

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PHASE 3a 2016 - minerva.shef.ac.uk