Curriculum for General Practice - The Royal New Zealand College ...

Part 3 – Curriculum framework
Evidence-based medical practice
Evidence-based medicine is the conscientious, explicit and
judicious use of current best evidence in making decisions
about the care of individual patients. The practice of evidencebased
medicine means integrating clinical expertise – the
proficiency and judgment that individual clinicians acquire
through clinical experience and clinical practice – with the best
available external clinical evidence from systematic research. 4
The original definition of evidence-based medicine focused
on the identification and compassionate use of individual
patients’ predicaments, rights and preferences in making
clinical decisions about their care. In recent years, there has
been increased acknowledgement of the importance of such
individual patient factors and of evidence-based patient choice 5
(see ‘person-centered care’ above).
The educational philosophy underpinning the curriculum
The curriculum is based on an educational philosophy that
recognises general practitioners are adult life-long learners
who work within a constantly changing health environment.
It recognises that general practitioners seek needs-based,
experiential learning in which self-evaluation, reflection and
critical analysis of current practice play an important part.
The curriculum supports both guided and independent, selfdirected
learning. It recognises that adult learners want to apply
what they learn and that their learning needs to be primarily
situational and problem-based.
The curriculum recognises the need of adult learners for clarity
and transparency in learner outcomes and recognises too the
cultural and ethnic diversity of general practice registrars and
their patient populations.
Vertical integration
Vertical integration underpins the curriculum, ensuring there
is an educational continuum from the early postgraduate
years through to vocational registration and continuing
professional development. This is a tool that will be relevant
to developing undergraduate programmes. This progression
allows for learning appropriate to the stage of development
of the general practitioner. The curriculum identifies the core
competencies for general practice and the syllabuses identify
competencies for each stage of the education pathway.
Reviewing and updating the curriculum
The College is committed to ongoing monitoring of the
relevance, currency and efficacy of the curriculum and
syllabuses. Reviews will occur as required based on formal
research, evaluation and internal and external moderation.
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Curriculum for General Practice