The out of practice educational syllabus is far broader than a workshop program and will be delivered using a blended approach, employing a range of learning and teaching strategies including: Lectures Presentations Panel Discussions Inquiry Based Learning Cooperative Group Learning Flipped Classroom Case based learning Online Learning Programs and activities (including MCCC e Learning activities and existing Learning Programs developed specifically by other organisations such as ACRRM, RACGP and ThinkGP) that are completed in the registrars’ own time Self-directed learning activities For GPT1/2 & PRRT1/2 registrars, MCCC will provide 17 days (119 hours) of face to face out of practice education plus additional emergency skills training (1 day for metropolitan based registrars and a 2 day REST program for ACRRM and rural based registrars) GPT3 (PRRT3) registrars will have 1 day of face to face education. Registrars will also have 2 days (14 hours) of exam preparation, usually in GPT2/3. The MCCC eLearning (MeL) platform has an extensive selection of e-learning programs that can be used for pre-workshop activities, post workshop revision, consolidation and extension, self-directed learning, or as part of exam preparation. These activities will be regularly reviewed by MCCC Medical Educators to ensure currency and relevance. GPT1 (PRRT1) and GPT2 (PRRT2) Learning Programs
Critical appraisal (critical appraisal is an larger component of core skills 1 and core skills 2 and is included as a theme in all learning programs) Reflect on ethical dilemmas in general practice Understand the role of evidence based medicine in general practice Discuss the evaluation, use and application of sources of medical information Self-care: VDHP, MCCC psychologist access, RACGP psychological access, importance of having own GP Regulations about treating self/family members VDHP, MCCC psychologist access, RACGP psychological access, importance of having own GP Regulations about treating self/family members Develop an understanding of boundary issues and navigate them in general practice Identify potential stressors for GP registrars and GPs and develop strategies to alleviate stress Describe the importance of self-care and personal access to medical services Plan a balance between work/study/life Learning environment: In practice teaching Making the most of your supervisor expectations of out of practice learning including self-directed learning, peer learning/teaching, MEL and other pre and post workshop Obligations as a registrar Discuss the knowledge, skills and attitudes that are required to be capable of unsupervised GP in Australia Connect as an active participant in learning in MCCC Describe the role of self-directed learning in achieving coverage of curriculum and planning learning Aboriginal and Torres Strait Islander Health Close the gap measures Local cultural mentors and educators and MCCC Aboriginal Liaison and Cultural Mentor (Jade Johnson) Resources for Aboriginal and Torres Strait Islander Health Outline the ‘closing the gap’ measures that are available to Aboriginal and Torres Strait Islander patients and to general practices caring for them Demonstrate awareness of the role of cultural mentors and educators in improving Aboriginal and Torres Strait Islander health and identify the cultural mentors and educators in their region Access available resources to assist in improving cultural awareness and knowledge in Aboriginal and Torres Strait Islander Health
Alcohol and other drugs Understand the common drugs of dependence and principals for managing patients with dependency to these drugs Demonstrate familiarity with drug and alcohol services and detox options in their own area and state-wide The drug seeking patient Build on skills from Core Skills 1 Recognise the drug seeking patient Outline options for dealing with a drug seeking patient highlighting successful and less successful outcomes Understand the use of resources such as the shopper hotline Develop understanding of prescribing do’s and don’ts Understand S8 permit application and special schedule 4 poisons Prescribe opiates safely Describe and demonstrate an approach to a new patient seeking drugs of dependence in GP. Demonstrate confidence in communication skills required in consultations with drug-seeking and drug-dependent patient by practicing these in role play situations Demonstrate familiarity with Victorian (and NSW where appropriate) legislative requirements for prescribing medications, especially S8 medications in patients who are drug dependent Vulnerable populations At the end of this Learning Program the registrar will be able to: Social determinants of health Describe the impact of socioeconomic status, education, employment, geographic location, culture, marginalisation and other social determinants on health outcomes in individuals and populations Cultural and linguistically diverse populations Identify the various ways that a patient's belief systems and culture can impact upon a consultation Recognise the need for interpreters and know how to access and utilise different types of interpreting services Recognise the need for interpreters and know how to access and utilise different types of interpreting services Describe a framework for dealing with a patient from a culturally and linguistically diverse background
Disease presentations: Dermatology (DERM) Dermatology topics spread across all learning programs Ophthalmology (OPH) Core Skills 2 Musculoskeletal and procedural skills Adult Internal Medicine (AIM) Child and Adolescent Health (CAH) Child and adolescent health Core Skills 2 Musculoskeletal and Procedural skills Musculoskeletal Medicine (MSK) Musculoskeletal and Procedural skills Oral Health (ORAL) Musculoskeletal and Procedural skills Palliative Care (PAL) Aged Care h Obstetrics and Women’s Health (O&WH) Adult Internal Medicine (AIM) Child and Adolescent Health Sexual and Reproductive Health
Processes Research and Teaching (R&T) All Learning Programs but in particular: Core Skills 1 Core Skills 2 Core Skills 2 Chronic Disease ACRRM specific topics Anaesthetics (ANA) Some aspects included in Musculoskeletal and Procedural skills Emergency Skills Business and Professional Management (BPM) Initial Assessment and Orientation Core skills 1 Core Skills 2 Information Management and Information Technology (IMIT) Initial Assessment and Orientation Core skills 1 Core Skills 2 Predominantly in practice Radiology (RAD) Predominantly in practice, in hospital, in special skills posts and self-directed learning (suggest ACRRM radiology online learning) Rehabilitation (REH) Aged Care Chronic Disease Surgery (SURG) Some aspects included in Musculoskeletal and Procedural skills Predominantly in practice, in hospital, in special skills posts and self-directed learning