Family Medicine

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World Book of Family Medicine – European Edition 2015 consultation. BJGP 1999; 49 :477-482. The Salzburg statement on shared decision making BMJ 2011;342: d1745. Ziebland, S Coulter A Calabrese J Locock L (Eds) (2013) Understanding and Using Health Experiences: improving patient care. OUP. Oxford Bensing JM et al. Shifts in Doctor-patient communication between 1986 and 2002: a study of videotaped general practice consultations with hypertension patients. BMC Family Practice 2006; 7: 62 Gray DP, White E and Evans P. The importance of continuity of care. BJGP 201464:446. Fugelli P. Trust - in general practice. BJGP 2001;51: 575-579. 84
World Book of Family Medicine – European Edition 2015 Jaime Correia de Sousa, MD, PhD jaimecsousa@gmail.com 26 – How to Deliver a Successful Learning Package for Family Medicine Trainees? Jaime Correia de Sousa, MD, PhD Community Health, School of Health Sciences, University of Minho, Portugal Like most learners, FM trainees are eager to learn to become competent professionals. It is the task of tutors and course organisers to guarantee the quality of learning. In order to be successful, learning programmes require a certain number of features. Family Medicine has been in the front line of innovation in designing learning and teaching programmes to fit the objectives and learning needs of trainees (1). Furthermore, it has published guidance and developed several courses to allow the development of teaching skills of tutors and teachers in family medicine (2,3). What Makes a Teaching Programme Successful? This text will review some of the characteristics of a teaching package that can include in-person learning, such as small group work modules combined with distance learning, mostly using problem based learning and integrating practical work in a real primary care setting. Learning objectives and content can be adapted to work with small groups, individual learning or one-to-one teaching in a residency programme. We will consider the six key features that make such a comprehensive programme effective. Content In most countries, there is already a good syllabus defining the content of learning and teaching in the training phase (4). In the planning stage of each learning package, teachers have to define very clearly the purpose of the module that should be based in the assessment of the training needs, the skills and knowledge deficits of students and the learning objectives (5). The objectives have to be written in a clear way as measurable statements of what participants should know or be able to do. Ideally, the specific training needs of each trainee or group of trainees should be evaluated previously to the design of the programme, so that the teaching and learning package is tailored to the participants’ knowledge or skills gaps (5,6). The Human Factor Training involves different people who agree to participate and need to be aware of their roles and tasks. Trainer and trainee have to be capable to build and maintain a continuing relationship. They should also be able to involve the practice nurses and staff and to obtain the consent from patients, who should be clearly informed of their rights and assured that their voluntary participation is important for the teaching programme and that any inconvenience should be minimised. The Environment 85
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Family Medicine

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