Learning Logs

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Log a Placement Planning Meeting ❯

What, When and and How?

You will need 1 PPM for each placement.

As soon as you start your new placement, whether GP or Hospital or ITP, arrange a short meeting with your supervisor preferably within 2 weeks and discuss about:

Main areas. 

A - Discuss about areas of learning opportunities in the placement

Learning opportunities from the placement.

B - Identify highlighted learning opportunities for yourself from the placement, linked to your training needs

Objectives you will focus on.

C - List a range of targets/aims you would like to achieve during the placement

How do you plan to achieve these objectives?

D - Create and discuss a SMART plan on how you will achieve these objectives

Entry ❯

Title: Placement Planning Meeting for "placement-name"

Date: date of meeting

What were the main areas discussed?: "A"

What learning opportunities were highlighted?: "B"

What objectives did you agree on?: "C"

How do you plan to achieve these objectives?: "D"

This links in the capabilities area to 'Working with colleagues and in teams', 'Fitness to practice', and 'Organisation, management, and learning'.

Log a PDP ❯

What, When and and How?

Log a Clinical Case Review ❯ 

What, When and and How?

Clinical Case Reviews (CCRs) are reflective entries of clinical encounters and patients you see during the placement. This will account for the majority of your learning logs and for linkage to the 'Capabilities' and 'Clinical Experience Groups'.

You will need 18 CCRs in every 6 months of training (if working full time) and it is recommended to start logging in early in your placement.

Once you see a patient, that on reflection you feel provided you with some learning experience or opportunity, consider Documenting ❯ it as a reflection under CCRs

Tips: 

1. As soon as you see the patient note down the learning you had on your phone or a notebook - without any patient identifiable information.
2. Document at least 1-2 CCRs every week and discuss with your Educational supervisor during the tutorial and receive feedbacks.

Entry ❯ 

Title:

Date: date of seeing the patient (can be changed)

Setting of Case review:

Brief description: Keep this brief and simple. Avoid making this a very extensive information about the patient's clinical case

Clinical Experience group: Choose a clinical experience group that fits the patient

Capabilities: Try to always link at least 3 capabilities unless you find it impossible ❯

Reflection: What will I maintain, improve or stop?:
Learning needs identified from this event: 

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The CbD is a structured oral interview designed to assess professional judgment in a clinical case. It assesses understanding and application of medical knowledge, ethical frameworks, ability to prioritise and how complexity and uncertainty of the consultation was recognised and approached. 

Care Assessment Tools ❯

The Care Assessment Tools (CATs) are structured assessments designed to evaluate professional judgement across the scope of General Practice. A CAT assesses performance against the Capabilities and looks at how holistic, balanced and justifiable decisions have been made in relation to patient care.

More details are available on the RCGP website here.

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A MiniCEX is an observed, real-life, interaction between you and a patient. The MiniCEX assesses your clinical skills, attitudes and behaviours. The MiniCEX is completed in the non-primary care setting. 

The COT is an expanded version of the MiniCEX and considers your face-to-face consultations with real patients in real time during your primary care placements. 

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Learning Event Analysis

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The Clinical Examination and Procedural Skills - or CEPS - assessment records evidence against the Clinical Examination and Procedural Skills capability, and assesses whether you are competent in clinical examinations and procedures.

What is required?

Full guidance for CEPS, including what's required throughout your training can be found on the RCGP website here 

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This reflective learning log entry enables QIA to be captured across the full training programme. 

During your primary care posts in ST1 /2 you are required to complete a quality improvement project with the aim of improving patient care. As with audits, QIPS look at the quality of care provided with the aim of improving it and both require measurements to demonstrate change. 

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This reflective learning log entry enables QIA to be captured across the full training programme. 

During your primary care posts in ST1 /2 you are required to complete a quality improvement project with the aim of improving patient care. As with audits, QIPS look at the quality of care provided with the aim of improving it and both require measurements to demonstrate change. 

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Feedback from 10 colleagues, 5 each from clinical and non-clinical colleagues

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Feedback from 10 colleagues, 5 each from clinical and non-clinical colleagues

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Prescribing Assessments

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Basic Life Support

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Child and Adult Safeguarding

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Time Out Of Training (TOOT)

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Form R