Download KUMEC Friday Teaching Mornings: Lesson Plan for Year 2 Session... Aims for students Session plan

KUMEC Friday Teaching Mornings: Lesson Plan for Year 2 Session 2 2015-16
Aims for students
Session plan
To consider the issues that some patients face in accessing primary care, and
how general practice addresses the needs of vulnerable patient groups such
as
 Patients with personality disorders, low literacy, language difficulties,
sensory impairments, learning disabilities etc.
 Stigmatised conditions and socially excluded patient groups and
communities
 Carers, victims of domestic abuse, vulnerable children/young adults,
frail elderly, healthcare workers etc.
Preparation: ask your receptionist to welcome students (four at 9am and four
at 11 am) and to consent four suitable patients (preferable with an acute
complaint) from the morning’s list at 9:30, 10:00 and then at 11:30 and 12:00
(if you have time you may see more patients).
To critically appraise the impact of different strategies on vulnerable patient
groups such as
 Opening hours, appointment systems, registration systems, incentives
and targets, physical environment etc.
 Access to double appointments, interpreters, home visits, health
promotion/screening/vaccination/regular check-ups etc.
 Case finding and enhanced services
To have a further opportunity to practise eliciting a basic focused history from
patients
 Eliciting the patient’s ideas, concerns and expectations
 Eliciting symptoms and reviewing relevant system(s)
 Establishing relevant context (past medical history, medications,
health behaviours, family & social factors)
Ask practice colleagues to allow a pair of students to interview them for 30
minutes at 9:30 and 11:30 (colleague A e.g. practice manager) and 10:00 and
12:00 (colleague B e.g. receptionist).
Prepare a case example (a patient, or patient group) that needed support
accessing primary care, and how your practice addressed it.
Session outline:
1. Welcome and session orientation; explore any issues arising since you
last saw these students; discussion around what students understand
about access to healthcare and prepared case example (see above).
2. One student pair leaves to interview colleague A (e.g. practice
manager) while you observe one student from the other pair elicit a
history (you complete each consultation).
 If you have time / less complex cases you may be able to
observe more than 1 patient/pair
 Students have a list of suggested interview questions in their
KUMEC handbooks.
3. Student pairs swap after 30 minutes but interviewing colleague B (e.g.
receptionist)
4. Student debrief and log book sign-up; encourage students to spend
time reflecting on what they have observed and learnt, developing a
plan for how the intend to progress
5. Repeat with a second set of students at 11am.
KUMEC Friday Teaching Mornings: Lesson Plan for Year 2 Session 2 2015-16
Timings
09:00
09:30
Patient 1
10:00
Interview
colleague B
Interview
colleague A
Patient 2
Student 1
Student 2
Student 3
Tutorial
Student 4
10:30
11:00
11:30
12:00
Patient 3
Interview
colleague B
Interview
colleague A
Patient 4
Tutorial
Student 5
Student 6
Student 7
Student 8
12:30
Tutorial
Tutorial
Teaching tips
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Abstract concepts, such as access to healthcare, can come alive through real life case examples
Before students have a go at eliciting a history, ask them if there are any specific aspects that they would like feedback on
After giving feedback, give students a chance to rehearse suggestions
Note

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Students had an access to healthcare symposium in January, with invited speakers on issues such as domestic abuse, LBTG health, learning
disabilities, refugees, homelessness etc.
Students have a list of questions on access to healthcare issues that they can ask your practice staff. Some of these questions are derived from a
CQC consultation on questions for practices on access to healthcare issues, and may help your practice to prepare for these visits.