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

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Part 1 - Curriculum development Part 1 Curriculum development The overall goal of The Royal New Zealand College of General Practitioners (the College) is to improve the health of all New Zealanders through high-quality general practice care. The College recognises the status of the Treaty of Waitangi and accepts its principles of partnership, participation and active protection. The College sets standards and provides vocational education to postgraduate doctors who wish to train in general practice. It delivers a rural general practice rotation for junior doctors and a 36-month training programme for doctors who wish to gain Fellowship of the College and eligibility to apply for vocational registration with the Medical Council of New Zealand. The College also provides the framework for maintaining competencies in the vocational scope of general practice and helps prepare the future workforce for the changing nature of health care in New Zealand. In 1998 the College published a curriculum for general practice education in New Zealand. This curriculum was based on the three key concepts of person-centred care, the generalism of general practice and evidencebased medicine. It covered the period from graduation to vocational registration. In 2000 a syllabus was developed for the Stage 1 General Practice Education Programme (GPEP) and was revised in 2005. In 2002 a prescription was developed for the postgraduate rural general practice education programme. A review of the curriculum started in 2005 with the objectives of: • developing a coherent, accessible framework for vertical integration for the College’s vocational education pathway • reviewing the curriculum domains for their relevance to current general practice • defining core competencies and standards for general practice education. The pathway working party completed their work on the new curriculum in late 2006. The document was refined throughout 2007 and 2008 after further consultation and piloting. From 2009 onward the training programme became more centralised and all regions were supported and guided by an expanded syllabus in the form of Training Scaffolds ensuring consistency in the delivery of education. Thirty-six Training Scaffolds were developed to integrate seminar and in-practice teaching. Using the domains of practice they supported the seminar days and included reading resources, scholarship activities, online assessment, in-practice teaching and skills training. The Training Scaffolds helped registrars focus on what to learn and allowed space for repetition of newly acquired skills in seminars and teaching practices so that the learning could be consolidated. 04 Curriculum for General Practice
Overarching Curriculum Curriculum Statements Syllabus Primex Blueprint Training Scaffolds Learning Environment Maintenance of Professional Standards In May 2010 the College signed a memorandum of understanding with Health Workforce New Zealand and the Medical Council of New Zealand to review general practice training and implement changes to the current programme to meet emerging health workforce requirements. The three partners recognised that how we trained general practitioners needed to evolve to better meet the needs of New Zealand’s aging population, the requirement for more complex care to be provided by general practitioners and the need for stronger relationships to be formed between primary and secondary services. Thirty-one curriculum statements have been developed to reflect the scope of general practice in New Zealand. A number of themes are reflected throughout the curriculum and include: • Māori health • rural health • disability • prescribing • multiculturalism 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 – personcenteredness, generalism and evidence. Evidence-based practice The generalism of general practice Syllabus & Curriculum Personcentered care • integrative health care • leadership • education. www.rnzcgp.org.nz Curriculum for General Practice 05
Page 1 and 2: Curriculum for General Practice www
Page 3 and 4: Mihi E ngā mana, e ngā reo, e ng
Page 5: Acknowledgements Acknowledgements A
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 29 and 30: Curriculum statements Curriculum st
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
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End-of-life Care E End-of-life Care
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End-of-life Care E Clinical Experti
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Endocrinology E Endocrinology A wid
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Endocrinology E Clinical Expertise
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Ear, Nose and Throat E Ear, Nose an
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Ear, Nose and Throat E Professional
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Eyes E Communication The GP will de
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Family Violence F Family Violence F
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Family Violence F Professionalism T
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Gastroenterology G Gastroenterology
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Gastroenterology G Professionalism
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Genetics G Genetics With the mappin
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Genetics G Professionalism The GP w
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Health and Work H Inequality persis
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Health and Work H Scholarship The G
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Long-term Conditions L Long-term Co
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Long-term Conditions L Clinical Exp
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Māori Health M Māori Health The T
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Māori Health M Clinical Expertise
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Māori Health M Context of General
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Men’s Health M However, in the sa
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Mental Health M Mental Health In 20
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Mental Health M The following subto
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Mental Health M Professionalism The
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Musculoskeletal M Musculoskeletal M
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Musculoskeletal M Professionalism T
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Neurology N Neurology Neurological
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Neurology N Professionalism The GP
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Older People O Older People General
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Older People O Professionalism The
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Oncology O Oncology Cancer is one o
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Oncology O Professionalism The GP w
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Paediatrics and Immunisations P Pae
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Paediatrics and Immunisations P Com
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Paediatrics and Immunisations P Man
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Population and Public Health P Comm
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Population and Public Health P Mana
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Renal and Urology R Communication T
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Respiratory Medicine R Respiratory
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Respiratory Medicine R Clinical Exp
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Rheumatology R Rheumatology Rheumat
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Rheumatology R Professionalism The
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Rural R Many rural general practiti
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Rural R Professionalism The GP will
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Sexual Health S Sexual Health ‘Se
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Sexual Health S Clinical Expertise
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Travel Medicine T Travel Medicine N
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Travel Medicine T Scholarship The G
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Women’s Health W Before 2007, gen
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Women’s Health W Context of Gener
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