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

More documents

Recommendations

Info

Part 6 – Curriculum statements Part 6 Curriculum statements The curriculum is a dynamic, working document for those teaching and learning in the general practice discipline, one that states and restates what people must learn if they are to become effective general practitioners. The curriculum statements are indicative of what is current and offer a vision for the future. They provide a base from which new concepts and structures will grow. The three key concepts of general practice have been applied – person-centeredness, generalism and evidence. The knowledge, skills and values identified in each of the curriculum statements are relevant to all aspects of the curriculum framework and general practitioners are encouraged to integrate key critical thinking, critical appraisal and research skills with their role as professional practitioners. Each of the curriculum statements follows a similar format. Rationale Each statement has an explanation and justification for why it is included in the curriculum. This is based on evidence about its significance for general practice. Each statement takes into consideration the nature of general practice, national health goals and targets, and the prevalence of conditions in the context of New Zealand society. The domains Each domain outlines a set of broad aims connecting the key aspects of general practice with the curriculum topic. The key concept of person-centred care is kept up front and the relevant skills, knowledge and attitudes required of a general practitioner are outlined. The generalism of general practice is apparent in the range of knowledge areas in the curriculum. Each statement contains core content and competencies, but in places exceeds that requirement to give more scope for the trainee general practitioner and a curriculum for continuing professional development. General practitioners see diverse groups of patients. They have the key advantage of working with the patient in context, and develop a very thorough and wide-ranging understanding of the social, political, cultural and economic contexts of their patients. This knowledge informs the skills and attitudes of the general practitioner and makes their role both crucial and unique. The curriculum statements reflect this. Ongoing curriculum refinement by the College will be a continuous process through developing syllabuses, learning programmes and assessments for each phase of vocational education. 26 Curriculum for General Practice
Curriculum statements Curriculum statements Acute Care 28 Addictions 34 Adolescent/Rangatahi/ Youth Health 38 Cardiovascular 42 Dermatology 47 e-health 51 End-of-life Care 55 Endocrinology 59 Ear, Nose and Throat 63 Eyes 66 Family Violence 69 Gastroenterology 73 Genetics 77 Health and Work 80 Long-term Conditions 85 Māori Health 89 Men’s Health 94 Mental Health 97 Musculoskeletal 103 Neurology 107 Older People 111 Oncology 115 Paediatrics and Immunisations 119 Population and Public Health 124 Renal and Urology 128 Respiratory Medicine 131 Rheumatology 135 Rural 138 Sexual Health 143 Travel Medicine 147 Women’s Health 150 www.rnzcgp.org.nz Curriculum for General Practice 27
Page 1 and 2: Curriculum for General Practice www
Page 3 and 4: Mihi E ngā mana, e ngā reo, e ng
Page 5 and 6: Acknowledgements Acknowledgements A
Page 7 and 8: Overarching Curriculum Curriculum S
Page 9 and 10: Part 2 - General practice in New Ze
Page 11 and 12: Improving Māori access to primary
Page 13 and 14: Part 4 - Delivering the curriculum
Page 15 and 16: Part 5 - Curriculum domains Part 5
Page 17 and 18: Core competencies Fellows of The Ro
Page 23 and 24: Further competencies As further exp
Page 27: Core competencies Fellows of The Ro
Page 31 and 32: Acute Care A Communication The GP w
Page 33 and 34: Acute Care A Clinical Expertise Neu
Page 35 and 36: Acute Care A Management The GP will
Page 37 and 38: Addictions A Communication The GP w
Page 39 and 40: Addictions A Management The GP will
Page 41 and 42: Adolescent/Rangatahi/Youth Health A
Page 43 and 44: Adolescent/Rangatahi/Youth Health A
Page 45 and 46: Cardiovascular C We know that after
Page 47 and 48: Cardiovascular C Specific to rural
Page 49 and 50: Dermatology D Dermatology The skin
Page 51 and 52: Dermatology D Professionalism The G
Page 53 and 54: e-health E e-health The World Healt
Page 55 and 56: e-health E Professionalism The GP w
Page 57 and 58: End-of-life Care E End-of-life Care
Page 59 and 60: End-of-life Care E Clinical Experti
Page 61 and 62: Endocrinology E Endocrinology A wid
Page 63 and 64: Endocrinology E Clinical Expertise
Page 65 and 66: Ear, Nose and Throat E Ear, Nose an
Page 67 and 68: Ear, Nose and Throat E Professional
Page 69 and 70: Eyes E Communication The GP will de
Page 71 and 72: Family Violence F Family Violence F
Page 73 and 74: Family Violence F Professionalism T
Page 75 and 76: Gastroenterology G Gastroenterology
Page 77 and 78: Gastroenterology G Professionalism
Page 79 and 80:
Genetics G Genetics With the mappin
Page 81 and 82:
Genetics G Professionalism The GP w
Page 83 and 84:
Health and Work H Inequality persis
Page 85 and 86:
Health and Work H Scholarship The G
Page 87 and 88:
Long-term Conditions L Long-term Co
Page 89 and 90:
Long-term Conditions L Clinical Exp
Page 91 and 92:
Māori Health M Māori Health The T
Page 93 and 94:
Māori Health M Clinical Expertise
Page 95 and 96:
Māori Health M Context of General
Page 97 and 98:
Men’s Health M However, in the sa
Page 99 and 100:
Mental Health M Mental Health In 20
Page 101 and 102:
Mental Health M The following subto
Page 103 and 104:
Mental Health M Professionalism The
Page 105 and 106:
Musculoskeletal M Musculoskeletal M
Page 107 and 108:
Musculoskeletal M Professionalism T
Page 109 and 110:
Neurology N Neurology Neurological
Page 111 and 112:
Neurology N Professionalism The GP
Page 113 and 114:
Older People O Older People General
Page 115 and 116:
Older People O Professionalism The
Page 117 and 118:
Oncology O Oncology Cancer is one o
Page 119 and 120:
Oncology O Professionalism The GP w
Page 121 and 122:
Paediatrics and Immunisations P Pae
Page 123 and 124:
Paediatrics and Immunisations P Com
Page 125 and 126:
Paediatrics and Immunisations P Man
Page 127 and 128:
Population and Public Health P Comm
Page 129 and 130:
Population and Public Health P Mana
Page 131 and 132:
Renal and Urology R Communication T
Page 133 and 134:
Respiratory Medicine R Respiratory
Page 135 and 136:
Respiratory Medicine R Clinical Exp
Page 137 and 138:
Rheumatology R Rheumatology Rheumat
Page 139 and 140:
Rheumatology R Professionalism The
Page 141 and 142:
Rural R Many rural general practiti
Page 143 and 144:
Rural R Professionalism The GP will
Page 145 and 146:
Sexual Health S Sexual Health ‘Se
Page 147 and 148:
Sexual Health S Clinical Expertise
Page 149 and 150:
Travel Medicine T Travel Medicine N
Page 151 and 152:
Travel Medicine T Scholarship The G
Page 153 and 154:
Women’s Health W Before 2007, gen
Page 155 and 156:
Women’s Health W Context of Gener
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?