cbme newsletter issue 14

1

1

Community – Based

Medical Education

(CBME) Newsletter for

General Practice

Inside This Issue

Top tips from the GP tutor training 2

Year 3 student feedback 3

Key points from Year 3 Workshops 4

Structuring feedback giving 5

Feedback and planning workshop – student

comments 6

Year 4 – Ethics in General Practice 7

Year 5 Workshops 9

Business Meeting 06.02.13 11

Puzzle Corner 12

Dates & Information for 2013 13

Top tips from the GP tutor

training 6.3.13

Welcome to our summer newsletter and thank you

very much to all those who have contributed to it,

it is very much appreciated. This edition includes

top tips from the GP tutor training day 6th

March

2013.

www.gptutorbartsandthelondon.org

www.qmul.ac.uk

BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,

Whitechapel, E1 2AD.

Issue 14 2013

Dear GP tutors

Our training event for clinical years was well

attended and seemed well received, rated as

excellent by 41% of participants and good by

59% (86% feedback rate).

We invited students from clinical years 3-5 to

kick off the day in a joint plenary session as well

as to offer their perspectives in the workshops.

From your feedback, GPs overwhelmingly found

the student presence and voice helpful and

noted the benefit of sharing educational

practice. Suggestions for future training

included ‘how to plan a session’ and

‘timetabling’, with the idea of actually bringing

in timetables and discussing them.

Another request was contextualising the

student learning in the community with the rest

of their learning and assessment – this will be

achieved through our new Online Learning

Environment ‘Moodle’.

This newsletter shares best practice ideas which

emerged through this afternoon, written by

faculty and students. Thanks to all who were

involved in the day, including Kate Scurr and the

admin team, the teaching team, the students

and yourselves. Dr Louise Younie

Dementia by Freya

Yoward (medical student,

Bristol, 2011)

I was inspired to create this

piece after meeting a lady with

early stages of Dementia...She

described entering a “new

world”, a “frightening and

confusing” world...

Her insight into her disease

really touched me, she was

clearly extremely anxious and

frightened about “the switch in

her mind turning off” causing

her to forget the way home that

she has walked for the last 20

years...I was led into imagining

this terrifying prospect...

I have drawn an analogy

between the mind and a jigsaw,

each piece of my jigsaw

represents sections of the mind.

The tree creating the

background of the jigsaw

represents her life, the

complexity of the tree and the

branches, the responsibilities,

relationships and fullness of her

life. When the jigsaw pieces are

taken apart this represents ...

things not fitting together and

making sense as they used to.

GPs enjoyed

• Student presence

• Sharing educational experiences

GP requests for future training

• How to plan a session

• Sharing timetables

Student requests

• Feedback, feedback, feedback

• Timetable

• Learner needs assessment

Engaging the Right Brain

A new section in the news letter offering a creative-reflective

approach to clinical practice

The largest piece of the jigsaw, the man and woman holding hands

represents the loving dependence that she has on her husband.

Therefore I have chosen to make the hands, showing the love and

dependence, one piece of jigsaw, the piece that can never be broken

apart and become confused. (Published with patient and student

permission).



Issue 14 2013

Year 3 student feedback

from GP tutor training:

Cat Kemeny and I, Sarah Ali are both 3rd

year medics

students at Barts and The London School of Medicine and

Dentistry and SSLC (Student Staff Liaison Committee)

representatives of Year 3. When presenting to the GPs at

the training day, we incorporated the feedback about GP

placements that we received from fellow students. The

experiences of students at GP placements identified that

what made a good placement included organisation and

good use of time, putting into practice skills we have

learnt in relation to history taking and presentation and

clinical examinations, the use of varied teaching styles and

the provision of constructive and detailed feedback.

The importance of specific feedback is something that we

feel key not only to identify what has been done well but

to identify areas more critically, that could be improved.

From the workshops we attended, giving the student the

opportunity to self-reflect on their own performance

before providing feedback was highlighted as a valuable

process. It was also identified that end of placement

assessments can be used as an opportunity for both

student and tutor to self-reflect while both gaining

feedback.

Third year student’s value:

• Good organisation

• Good use of time

• Observed history taking and examination

• Constructive structured feedback

o Allow the student to self-reflect on

their performance first

• Varied teaching styles

“Overall, we found this training day incredibly

beneficial and enjoyable, being able to offer up

our experiences to a very eager and willing

group of GP tutors with the common aim of

improving GP placements for all.”

Our experience of this GP tutor training event

From the plenary, as students, we were able to better

appreciate the difficulties faced by GP tutors in

providing the best experiences possible taking into

account time constraints and juggling the day to day

activities of a GP practice. This was a useful forum

where student perspectives identified the different

needs of students in different years of study and

afforded information about how to better tailor

placements to the specific needs of the students on a

placement.



Issue 14 2013

Maria Hayfron-Benjamin

(Year 3 lead)

Key points from Year 3 Workshops

• Tutors felt strongly that the 4 x 1 day per

week format (CR 3/ Met3B) was preferable to the

1x4day format (Met 3A). 4 x 1 day is easier to fit

in with clinical workload, is easier to resource i.e.

easier to get patients in on each day, less stressful

for the tutor. There was acknowledgement that

the 1 x 4 day format allowed students to become

more comfortable in the practice

• The handbook is helpful, the case-based

discussions are very useful - tutors would like

more so they can have some variety, CBDs for

ENT would be very helpful

• Tutors feel that students particularly

value patient contact, and being observed and

given feedback on their history taking and

examination skills.

• General practice is very well placed to

deliver teaching on chronic disease

management, holistic care, recognition of acute

illness, safety netting, consultation skills,

communication skills

• Tutors enjoy contact with students,

particularly students that are motivated and

enthusiastic – ‘because enthusiasm is infectious’,

teaching keeps tutors up to date.

• Tutors would like access to the learning

resources available to students. They feel their

teaching supplements the students’ experience

in hospital.

• ‘Good guidance from Medical School

of what is expected with ability to be

autonomous in the way the teaching is

delivered’

• Tutors and students find benefits in

structured teaching – students can be given

tasks and asked to prepare for the next

session, tutors can balance clinical

commitments with teaching responsibilities

and can book/invite suitable patients to

participate. Students report to practices that

they like having a timetable.

Workshop A – format/delivery of

Year 3 teaching

Workshop D – content of Year

3 teaching



Issue 14 2013

Structuring feedback

giving

Giving Feedback (Louise Younie)

This involved sharing practice, considering

some of the literature and feedback principles

as well as role-playing feedback giving in small

groups to one of our medical students.

Structuring the feedback conversation – a

suggestion…

Learners self assessment

• Pre GP tutor observation (what are areas of

weakness)

• Post GP tutor observation (what was done

well/could be improved)

GP feedback

• Reinforce important areas and points of specific

feedback

• Review understanding and feeling in response (ask

the student to summarise the feedback)

• Consider together a specific and realistic plan with

clear and direct goals (how will the student put it

into practice)

Challenges: Fear of criticising students, student

emotional response

For constructive vs didactic example of giving medical

student feedback

http://www.youtube.com/watch?v=PRIlnUAKwDY

Gathering data for placement feedback –

suggestions…

• Keeping notes during placement

• Consider Knowledge, Skills, Attitudes

• Learning Needs Assessment – what are students

strengths weaknesses at start of placement, how

have they developed

• Email PHCT for feedback comments mid-way and

end placement

References

CANTILLON, P. & SARGEANT, J. 2008. Giving feedback in

clinical settings. BMJ, 337.

VICKERY, A. W. & LAKE, F. R. 2005. Teaching on the run

tips 10: giving feedback. MJA, 183, 267-268.

Why give feedback

• provides developmental benefit

• strong motivator for behavioural change

• shown to improve confidence and clinical

performance

• Raise self-awareness and self-reflection

• Reinforce good practice, correct poor performance

• Narrow the gap between desired and actual

performance

What is good practice

The GP tutor can create an open environment for giving

and receiving feedback by role-modelling. Asking the

students what worked and what could be improved

with the way the placement was run shows there is

always more to learn and improve on.

The quality of feedback and way it is given determines

student learning from the feedback. Here are some

useful principles:

• Specific, constructive, non personal, timely

feedback

• Based on a students’ level and aspirations

• Focussed on key aspects of performance

• Clear goals and outcomes

• Collaborative tone, use of active listening and open

questions, relaxed body language



Issue 14 2013

Planning a teaching session (Louise Younie)

This workshop considered Learning Needs Analyses and Session Planning using a

variety of different learning activities e.g. small group discussion, student

presentation, learning with patients, journal article reading and presentation,

role-play etc.

Key Points from Planning a Teaching Session

Workshop by Lisa Elam:

• Learning needs assessment is critical in order to

deliver an effective teaching session – we discussed ways

of finding out student key learning needs as individuals

and the group as well as the importance of reviewing the

placement learning objectives as found in the tutor

guides.

• Possibility of sending an email out to students

before they start the placement to ascertain exactly

which topics within their module they feel that they

would like to focus on.

• Use of a before and after assessment tool i.e.

crossword or short exam-style quiz.

This would allow students to identify what they need to

be focusing on during the placement, and when they

see that they have improved at the end of the

placement (hopefully) this will inspire confidence in

their learning abilities and also in the abilities of the

tutor and the placement itself.

• Being open and approachable as a GP teacher

throughout the placement and during teaching is

paramount and will enable students to feel that they

can ask questions and make suggestions allowing for

maximum outcomes from the teaching.

• Re-evaluating learning needs throughout the

placement as, especially in 5-6 week 5th

year

placements, learning needs may change as the students

sees more patients and gains more experience.

Key Points from Giving Feedback Workshop

written by Lisa Elam (4th

Year medical student):

• Need to create an ‘open environment’ in which

the student feels able to discuss any issues that may

be precluding the student from getting the most out

of their placement. This will hopefully reduce the risk

of the student becoming defensive if asked about

reasons for lateness, absence, not taking part etc.

• Tutors agreed that it was difficult to give

negative feedback. Several ideas about method of

communication were discussed – emailing the

student was one option so that they are not

confronted face to face or in front of their peers. This

also gives them the opportunity to think about the

situation (e.g. unprofessional behaviour) and

formulate a response.

• Use of awareness raising questions such as

‘What impact do you think your tardiness has had

on your colleagues?’ allows the tutor to put the

feedback into the student’s hands and allows them

to self-reflect. It’s also a good way of approaching

negative feedback.

• Not issuing the student with a long list of things

they did wrong after a history-taking or clinical

examination, but instead focusing on a couple of

points that they should consider and learn about for

next time.

• Getting other students to appraise each other

after history taking or examination before tutors

give their own feedback will engage all students and

will give the tutor a feel for the expected medical

school level of performance.



Issue 14 2013

Key points from Year 4

Teaching Ethics in General Practice

Workshop - Dr Siobhan Cooke

We looked at the place of medical ethics in the context

of medical education reviewing the guidance from

GMC’s Tomorrow’s Doctors (2009) and Medical Student

Fitness to Practise. Ethical issues have been highlighted

as one of the most important areas of concern to be

addressed in undergraduate medical education. This

workshop revised the four principles of medical ethics:

We also considered the scope for health care

professionals to profess a commitment to help their

patients and to do so with minimal harm. Two quite

different ethical dilemmas were presented by GPs,

discussed in two groups and then by the whole group

with students witnessing the discussions. The ethical

dilemmas discussed illustrated the tensions which exist

in ethical decision making when weighing up the four

principles and demonstrated where one principle

might override another.

We agreed that general practice is well placed to teach

ethics because GPs encounter common ethical

dilemmas on a daily basis. From the literature it has

been demonstrated that clinical teachers are the best

guides for dealing with the complex and common

ethical situations that students encounter.

GPs need to be more explicit when they are teaching

ethics to students and discuss how ethics influence

clinical decision making in patient management as part

of teaching on patient consultations.

References

Gillon,R. (1994). Four principles plus attention to

scope. BMJ.309:184

Cigman, R. (2013). How not to think: medical ethics as

negative education. Med Health Care and Philosophy 6

(1) 13-18.

Ethics workshop student comments:

Respect for autonomy

Beneficence

Non-maleficence

Justice

“Ethics teaching in GP placements can be

integrated well into clinical consultations and

doesn't always require a dedicated teaching

session. For example, a common check up for

a patient taking the contraceptive pill can lead

to a quick discussion on the ethical principles

surrounding this.”

“GPs should signpost clearly when they speak

about ethics. Sometimes it might not be

obvious to students, especially in the lower

years how clinical decision-making links in

with the ethics surrounding it.”

Fahim Patel (year 4 medical student)



Issue 14 2013

Teaching Examination Skills

Workshop- Dr Siobhan Cooke

During the workshop we reviewed BOS feedback from

students and discussed how examination skills are

taught in practice, what are the barriers to teaching

and how might teaching be improved.

Preparation before the placement is essential:

• Make sure that everyone in the practice knows that

students are coming by bringing it up in the

practice meeting

• Prepare a timetable for the students

• Talk to all the staff involved in the teaching about

the learning objectives for their sessions.

• Provide dedicated time for teaching during

surgeries by blocking off some appointment slots

• Advise receptionists to book patients into surgeries

who have problems specific to the teaching for

example booking surgeries only with patients

relevant to the Community Locomotor module.

Careful patient selection

• Patients need to be carefully selected and properly

briefed about the teaching. They are then less likely

not to attend for teaching sessions or not to give

consent for teaching.

• Develop a good sized patient pool/register and ask

in more patients than you need for the session to

ensure there are enough patients to attend

teaching sessions.

Key sessions with students

• Introductory session to discuss learning needs

assessment with students. This avoids mismatch of

students and teachers expectations. It is also

helpful in making sure that the competencies that

need to be signed off in the logbook are identified.

• A session to teach history and examination skills,

before seeing patients is useful especially for the

Community Locomotor module.

• Observed history and examination during the

placement is highly rated by students

• End of placement assessment is a good time to

witness the development of students’ examination

skills and ensure that their logbooks are signed off

and so making sure that their learning needs have

been met.

GP Tutor concerns

• There was concern that we may not be teaching

examination in the “medical school style”

• Students may be taught differently by different

clinicians and will need to develop their own

“ideal examination”. However, tutors would like

more guideance – more will be added to Moodle,

but also see St George’s selection of clinical

examination videos

http://www.youtube.com/sgulcso

• GP tutors thought that attending OSCE training

sessions would be helpful for them and help them

revise how they should be teaching examination

skills.



Issue 14 2013

These were the two questions that we addressed in this

workshop. To help us address them, we considered some

theory and reviewed student texts for evidence of reflection

in their writing.

Mezirow (1981) equates reflection with learning – ‘new

insight’ from a practical or theoretical experience being the

outcome. In everyday practice this is as familiar to us as it is

obvious. Somehow the concept can seem to be lost on our

students. But is this their fault or ours?

In the year 5 community care unit students are invited to

write a reflective piece on a case example focusing on

principles of Good Medical Practice described in the GMC

Duties of a doctor. The written piece of work forms the basis

of a professional conversation with the tutor and is marked

for part of their unit assessment.

The task involves writing up a brief summary of the case (300

or so words) and choosing 2 principles of practice (Good

clinical care, Maintaining knowledge, Teaching and training,

Relationship with patients, Relationship with colleagues).They

must write a reflective discussion.

Tutor experiences of problems raised with this task

included:

o Poor understanding of the principles of medical practice

o Over complicated and lengthy medical description of

the patient case, missing the patient dynamic and

psychosocial aspects of the patient encounter

o Shallow reflection describing only what should happen

in theory not what might happen in practice

o Marking seems very subjective; how can we judge

someone else’s reflection?

Key points from Year 5 Workshops

How do we encourage our students to be more reflective?

Is what I think is ‘good’ reflection the same as other tutors?

Students are encouraged to “describe interesting,

difficult or uncomfortable experiences. Try to record

both positive and negative elements”

• What made the experience memorable?

• How did it affect you/patient/team?

• What did you learn from this experience and what

(if anything) could you (or others) do differently next

time?” (The COPMeD National Portfolio Management

Group, 2009)

But asking these questions seems sometimes to not be

enough. Our students need to develop the skills needed

to answer these questions applied to their own practice.

We found it helpful to look at what made a good piece of

reflective writing; particularly in the context of students

needing to write such pieces in work place based

assessments at foundation and specialty training level in

the future.

Various reflective frameworks have been used in the

foundation and specialist level portfolios.

From the developmental perspective these rely on skills

needed to successfully formulate and answer reflective

questions.

Borton’s (1970): What? So What? Now What?

Gibbs reflective cycle (1988) Description; Feelings;

Evaluation; Analysis; Conclusion; Action plan.

Atkins and Murphy (1994) Awareness; Describe;

Analyze; Evaluate and Identify learning



Issue 14 2013

REFLECTION (WPBA Standards Group)

Not Acceptable Acceptable Excellent (in addition to

acceptable)

Information Provided

Entirely descriptive e.g. lists of

learning events... with no evidence

of reflection.

Limited use of other sources of

information to put the event

into context.

Uses a range of sources to

clarify thoughts and feelings.

Critical Analysis

No evidence of analysis (i.e. an

attempt to make sense of

thoughts, perceptions and

emotions).

Some evidence of critical

thinking and analysis, describing

own thought processes.

Demonstrates well-developed

analysis and critical thinking

e.g. using the evidence base

to justify or change behavior.

Self-Awareness

No self-awareness.

Some self-awareness,

demonstrating openness and

honesty about performance

and some consideration of

feelings generated.

Shows insight, seeing

performance in relation to

what might be expected of doctors.

Consideration of the thoughts and

feelings of others as well as

him/herself.

Evidence of Learning

No evidence of learning (i.e.

clarification of what needs to be

learned and why).

Some evidence of learning,

appropriately describing what

needs to be learned, why and how.

Good evidence of learning,

with critical assessment,

prioritisation and planning of

learning.

Richards and Maltby (1995) identify these skills as Information observation

and description; Self-awareness; Critical thinking; Evaluation. The RCGP

publish a useful framework to help supervisors in the ST programme:

We concluded that we often know and recognize good

or poor reflection but find it more difficult to specify

why and therefore give formative feedback. Such tools

as the above ‘grid’ may be helpful at this stage. We also

concluded that setting up this task to address the

common problems student have with it is helpful. For

example helping them pick appropriate case material

and clearly sign posting them to the GMC principles. In

discussing the reflective piece with them we can help by

encouraging them to think about their critical analysis

and self awareness skills.

References

Atkins, S., & Murphy, K. (1994). Reflective Practice.

Nursing Standard , 8 (39), 49-56.

Jasper, M. (2006). Profesional Development,

Reflection and Decision-making. Oxford: Blackwell.

Mezirow, J. (1981). A critical theory of adult learning

and education. Adult Education , 32, 3.



Issue 14 2013

The business meeting was held in February and was

well attended. Feedback was positive though some

felt that there was not enough business!! We had a

presentation from Dr Viv Cook about workplace

learning. As primary care is an excellent example of a

workplace in which to learn, it highlighted for us the

need for a shift in emphasis in our teaching to make

the greatest use of all opportunities for teaching and

learning for the students on placement. Feedback

from the workshops was extremely useful and I share

key messages with you.

Q1: Opportunities that meet assessment needs yet

provide rich clinical development situations

providing a more rounded clinician.

� Find out from students what their assessment

needs are

� Better planning within the practice to

facilitate teaching

� Encourage deeper learning- variety of

teaching methods; interaction and

involvement

Q2. How do we ensure the expectations of all parties

are met and sustained?

� Combining teaching and patients

time(appropriate clinics planned ahead)

� Valuing skills of the whole team (DNs,

manager, admin, pharmacist/Getting the

whole practice team involved)

� Regular feedback to inform how expectations

are being met/or not

� Discuss tensions + issues with rationing +

patient expectations using cases

Q3. What are the essential arrangements required in

this changing world? What can we learn from each

other?

� Develop hub and spoke model: sharing

teaching expertise/resources

� Practices getting together

� Use all resources around you!

(Registrars/nurses involve the ST3 in teaching)

Q4. Are there aspects of primary care and clinical

practice which students are missing the opportunity

to learn throughout the five years?

� Care pathways

� "The consultation"

� Mental Health and Substance Misuse

� Not just focusing on exams

� Commissioning; Would students be interested?

How could it be encouraged?

� Practice and business management

Q5. How well does your practice afford opportunities

for workplace learning?

� Educational needs assessment for each

student driving the teaching programme

� Feedback from students helps with Practice's

self reflection about workplace learning

� Give opportunity for hands on practice and do

not forget all members of team (HCA/nurses)

� Seeing students' reflections from BOS engages

us in thinking about workplace as learning

context.

� A good library and IT resource

� Timetable and good administration

Please feel free to feed back further comments.

Dr Ann O’Brien

Business Meeting 6 February 2013

BartsdBBarts Barts and The London School of Medicine and Dentistry, Academic Unit for Community

ACROSS

2 benign tumor of smooth muscle uterine tissue

5 injectable prophylactic treatment in pregnancy for recurrent miscarriage

6 foetal heart tracing monitor

7 treatment for hirsutism

9 Hormone in IUS

10 metal used in coil

14 Condition where fragments of womb lining are found outside the womb

15 number of weeks for dating scan

17 chemical applied to transformation zone

18 must be ruled out in abdo pain in early pregnancy

19 Screening blood test for ovarian cancer

21 first line class of drug used in overactive bladder (OAB)

23 First line treatment for heavy periods

27 Hypertension and proteinuria in pregnancy

28 common side-effect of antimuscarinic

29 number of weeks for anomaly scan

31 antenatal blood test for women with FH of diabetes

32 painful periods

33 common pattern of bleeding with progesterones

34 invasive investigation for pelvic pain

35 Syndrome of complication of ovulation induction

Puzzle Corner!

Barts and The London School of Medicine and Dentistry, Academic Unit for Community – Based Medical Education, Garrod Building, Turner Street,

Whitechapel, E1

Issue 14

5 injectable prophylactic treatment in pregnancy for recurrent miscarriage

14 Condition where fragments of womb lining are found outside the womb

21 first line class of drug used in overactive bladder (OAB)

31 antenatal blood test for women with FH of diabetes

DOWN

1 First line treatment for painful periods

3 Coil for heavy periods

4 treatment for CIN

6 investigation for CIN

8 bleeding after delivery

11 endoscopic examination of womb

12 First period

13 Heavy periods

16 vaginal delivery after caesarian

20 3 monthly injection for contraception

22 for prevention of neural tube defects

24 Treatment for PCOS

25 chemical used to identify comeplete area of cervical abnormailty

26 hormone only contained in the

30 fever abdo pain and discharge could be caused by this

Crossword created by Dr

Based Medical Education, Garrod Building, Turner Street,

l, E1 2AD.

Issue 14 2013

1 First line treatment for painful periods

11 endoscopic examination of womb

16 vaginal delivery after caesarian

20 3 monthly injection for contraception

22 for prevention of neural tube defects

25 chemical used to identify comeplete area of cervical abnormailty

26 hormone only contained in the combined pill

30 fever abdo pain and discharge could be caused by this

Crossword created by Dr Guniyangodage



Issue 14 2013

Contact the Editorial Team

This is your newsletter. If you have any suggestions for

the future content, useful teaching tips, teaching

resources or experiences you would like to share,

please send us your contribution.

Louise Younie

[email protected]

Lynne Magorrian

[email protected]

Jasmine Evans

[email protected]

Academic Unit for Community-Based Medical

Education, Garrod Building, Turner Street,

Whitechapel, London E1 2AD

CBME training dates are:

Summer Education Meeting: 5th

July 2013

Themes for Summer Education Day

• Planning a session

• Student engagement

• Moodle

All years will be represented in this interactive

day. The event will offer the opportunity for

GP Tutors to share best practice and to

receive feedback from medical students.

There will be plenary sessions which will

include updates on the curriculum, our new

online learning environment (Moodle) and

more. There will be year-specific workshops

and generic educational workshops. We will

also be presenting our GP Tutor’s Award.

New outreach ITTPC course

Save the date!!

The outreach ITTPC course will be held on 17th and

18th September 2013 at Postgraduate Medical

Institute, Anglia Ruskin University, Chelmsford.

Suitable as introduction to teaching for those new to

it.

More details to follow, but please feel free to express

initial interest to Kate in the admin team-

[email protected].

Dates and Information

for 2013

RYDAL GROUP PRACTICE

SALARIED DOCTOR REQUIRED FULL OR PART-TIME

Rydal Group Practice are looking for a salaried GP to join our

five partner GMS practice on the edge of Epping Forest with a

short commute to central London.

“We are a friendly team in a well established practice with high

QOF achievement and a list size of 12,500. We are a forward

looking practice, modernising our premises and adopting

innovative ways to provide access and enhanced services. Our

skilled nursing team manages chronic disease and we use

SystmOne. Rydal Group are an undergraduate training practice

working towards registrar training. We participate in

research.”

Please send a CV with a covering letter to Leah Biller, General

Manager, Rydal Group Practice, 375 High Road, Woodford

Green, Essex IG8 9QJ or email leah.biller@ nhs.net. Informal

visits encouraged.

Closing date: 22nd June 2013

cbme newsletter issue 14

Documents

student feedback

student learning

structuring feedback

student presence

feedback rate

gp tutor training day

future training

clinical practice