Best practice & research. Clinical obstetrics & gynaecology
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Best Pract Res Clin Obstet Gynaecol · Dec 2010
Recertification and continuing professional development: The way ahead.
The arguments in favour of recertification have been made cogently. Doctors in the UK on the whole continue to enjoy the trust and respect of their patients and the general public, but the Shipman enquiry led by Dame Janet Smith questioned the validity of the existing system. Following a lengthy discussion, the Chief Medical Officer of England published his proposal for professional regulation: Trust, assurance and safety - the regulation of health professionals in the 21st century¹ was published in February 2007. ⋯ The Royal Colleges have been delegated to set these standards, and approved by the GMC. Recertification will take place every five years. Recertification will be underpinned by enhanced appraisal, multi source feedback, and a robust continuing professional development programme.
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Best Pract Res Clin Obstet Gynaecol · Dec 2010
The development of a new speciality training programme in obstetrics and gynaecology in the UK.
In 2004, the Royal College of Obstetricians and Gynaecologists (RCOG) established a working group of experienced Fellows, Members, trainees and educationalists, who were responsible for writing and coordinating the development of a new curriculum in obstetrics and gynaecology. The curriculum would underpin the new 7-year speciality training programme. In December 2006, the UK Postgraduate Medical Education and Training Board approved the curriculum. ⋯ Successful progress is achieved by meeting the requirements at designated waypoints defined within the programme. The curriculum outlines not only the knowledge and technical clinical skill requirements, but also the professional skills and attitudes that must consistently be adopted by health-care professionals in a modern health service. The curriculum was originally benchmarked against the General Medical Council's Good Medical Practice criteria: (1) Good clinical care; (2) Good medical practice; (3) Successful relationships with patients; (4) Working with colleagues; (5) Teaching and training; (6) Probity; (7) Health.
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Best Pract Res Clin Obstet Gynaecol · Dec 2010
Evaluating the utility of workplace-based assessment tools for speciality training.
Workplace assessment has been incorporated into speciality training in the UK following changes in the training and work patterns within the National Health Service (NHS). There are various types of assessment tools that have been adopted to assess the clinical competence of trainees. ⋯ This review provides a theoretical background of workplace assessment and the educational framework that may be adopted to evaluate their effectiveness. It summarises current evidence for the utility of these tools with regard to reliability, validity, acceptability, educational impact and cost.
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Best Pract Res Clin Obstet Gynaecol · Dec 2010
Training and assessment in obstetrics: the role of simulation.
Simulation is becoming an integral part of the training and assessment of obstetricians. Given the variety of manual skills that must be learned, awake patients and high-risk environment, obstetrics is uniquely suited for simulation. Simulation provides opportunities to rehearse and learn from mistakes without risks to patients. ⋯ Basic and advanced skills as well as the management of obstetric emergencies are amenable to simulation. For a simulation programme to be successful, one must identify the learner and the skills that are to be learned. In the future, simulation will be more available and realistic and will be used not only for education, but also for ongoing assessment of providers.
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Best Pract Res Clin Obstet Gynaecol · Dec 2010
Training and assessment in gynaecologic surgery: the role of simulation.
The paradigm of surgical education is changing. Surgical residencies are now required to have skills laboratories so that varying degrees of surgical training and skills acquisition can occur outside of the operating room. There is mounting evidence that surgeons can learn many fundamental skills and specific procedures with simulators. ⋯ Less-expensive models are often as effective for training as low-fidelity models. Developing an effective surgical simulation programme requires a commitment to the concept and finding the time and space. Most importantly, it requires desire on the part of the trainees to devote the hours of practise needed to make themselves accomplished surgeons.