Other Flashcards
What roles do the GMC cover?
The Medical Register
Standards for Doctors
Education and Training
Revalidation
Addressing Concerns
Duties of a Doctor
Make the care of your patient your first concern
Provide a good standard of practice and care
Take prompt action if you think that patient safety, dignity or comfort is being compromised. Protect and promote the health of patients and the public
Treat patients as individuals and respect their dignity
Work in partnerships with patients
Work with colleagues in ways that best serve the patients
Be honest and open and act with integrity
Never discriminate unfairly against patients or colleagues
Never abuse your patients’ trust in you or the public’s trust in the profession
Consent and Confidentiality
Consent = giving permission for an action to occur or something to be agreed upon
Requirements for valid patient consent:
- have capacity
- been offered relevant info
- acting voluntarily
- aware they can refuse
Confidentiality = idea of keeping private / not sharing / allowing any form of sensitive or patient-identifiable information to be shared
Can’t promise unconditional confidentiality
4 Principles of Bioethics
Autonomy
- respect a persons freedom to choose what’s right for them
Non-Maleficence
- do no harm
Beneficence
- all choices for a patient are made with the intent to do good
Justice
- treat and provide care fairly to all patients
Deontological
Denotes that there are choices that are morally required, forbidden or permitted
Utilitarian
The morally right action is that which produces the most good; the action is defined entirely by the consequences it produces
Ethics of Care
Emphasises the importance of responsibility, concern and relationships over consequences or rules
Virtue Ethics
Focuses on the honesty and morality of the person, rather than the action
When to wash your hands
Before touching a patient
Before clean / aseptic procedure
After body fluid exposure risk
After touching a patient
After touching patient surroundings
Frequently Missed Areas of Hands
Thumbs
Fingerwebs
Beds of fingers
Calgary-Cambridge Framework
Initiating the session
Gathering information
Physical Examination
Explanation and planning
Closing the session
Experiential Learning Cycle
Active Experimentation
- trying out what you have learned
Concrete Experience
- having the actual experience
Reflective Observation
- reflecting on the experience
Abstract Conceptualisation
- learning from the experience
Three Stage Learning Cycle
Exploration
- students interact with materials and each other
Term Introduction
- naming of objects and/or events
Concept Application
- students apply information to a new situation
Multisource Feedback
A process whereby feedback on your performance is elicited from a range of sources, including clinical colleagues, administrative colleagues and patients
Benefits:
- every MDT’s member’s opinion is valued
- receive positive and negative feedback, which gives you confidence and showing you where to improve
- helps maintain good working relationships
- different insights on how to improve
Bio-Psycho-Social Model
Biological
- age, gender, genetics
- physiologic reactions
- tissue health
Psychological
- mental health
- emotional health
- beliefs and expectations
Sociological
- interpersonal relationships
- social support dynamics
- socioeconomics
