NW London is getting ready for RCPCH Progress – the new curriculum. Inspired at the School of Paediatrics event on 27th March, our teams have been coming up with great ideas. Here is a sample. We look forward to hearing what it’s like trying these ideas out. We’ll report back on progress in May and share the success stories. Plagiarism very much encouraged!
What: Inter professional learning
Why: Utilising learning opportunities from the perspective of other professionals
What to bring back: Verbal feedback from trainees / nursing staff / pharmacists etc after implementing reflective practices
What: Understanding local culture
Why: Recognise cultural practices within our local communities and how these impact on the patient journey
What to bring back: Local data for Northwick Park, interview question set +/- family interviews
Susie Wallace and colleagues
1. referrals paper round – we are going to get paeds and GP trainees involved in going through referrals (usually done solely by neonatal consultant of the week)
– Learning about writing good quality referrals and how to safely triage
2. ward round trio/triplet – currently consultant and Reg split patients on ward round and SHO mainly scribes. Little educational value. We are going to test picking 1-2 new patients where SHO, reg, consultant, nurse see together, take an aspect (e.g history, examination, management) and watch one another.
– encourages learning from ward round and clinical learning together.
– get individualised feedback verbally and via kaizen (e.g. Reg does CBD for SHO, consultant does for Reg, consultant get feedback about parent’s/nurse’s view)
Audrey Soo and colleagues
1. Different methods of obtaining parent/patient feedback to better assess our primary goal of effective communication with parents/patients.
To determine if communication/explanation matches patient agenda and understand the impact of our communication techniques
Trial different methods in AE, and ask colleagues to trial too if happy to. Report – description of method/pro&cons/reflection/improvements – adapt it/adopt it/abandon it.
2. Finding innovative ways to achieve understanding of a different discipline/culture/healthcare setting etc – the learning need stems from the trainees own interest or a learning event/need.
To understand how capabilities in the new curriculum can be achieved in different ways outside of our usual workplace setting or from different perspectives of our usual workplace.
Collate reflections or get doctors to share experiences on whatsapp/teaching/email/LSP blog. What made them decide on the activity/how easy it was it to arrange/did it achieve the desired learning/any unexpected learning/how will it change practice/could you have achieved this learning within your normal day to day work.
3. Domain of the week- put this on the whatsapp and Monday morning handover – get people’s ideas on how to incorporate it in the week – teaching, sim, ward round etc
Mithila D’Souza and colleagues
1. Test – get opinions/reflections/supervision from senior nursing staff. Ask them to watch you give a parent an update or perform a procedure
2. Why – because they are hugely experienced and offer a wise and often different perspective
3. How to evidence – write a reflective note on your eportfolio with names and dates of staff so it can used as evidence for your curriculum.
Kate Dharmarajah and colleagues