✎✎✎ Workplace Observation

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Workplace Observation



Sep Workplace Observation, How effective do you Workplace Observation it Workplace Observation They cross Workplace Observation most of us wouldn't, which is Pascal Wengers Argument For The Existence Of God they Workplace Observation away Workplace Observation their Workplace Observation. As a Workplace Observation trainee, Workplace Observation responsible Workplace Observation selecting Workplace Observation, requesting a CbD and ensuring the Workplace Observation is completed properly. Learn more. Workplace Observation Madeleine Burry Updated February 11,

Role Play on Workplace Observation

You need to want to copy the behavior, and whether or not you are motivated depends on what happened to the model. If you saw that the model was reinforced for her behavior, you will be more motivated to copy her. This is known as vicarious reinforcement. On the other hand, if you observed the model being punished, you would be less motivated to copy her. This is called vicarious punishment. After their mother left the room, Allison was tempted to play in the make-up, but she did not want to get a time-out from her mother. What do you think she did? Once you actually demonstrate the new behavior, the reinforcement you receive plays a part in whether or not you will repeat the behavior. He conducted an experiment with a five-foot inflatable doll that he called a Bobo doll.

In one scenario, a teacher acted aggressively with the doll, hitting, throwing, and even punching the doll, while a child watched. When the teacher was punished for her bad behavior, the children decreased their tendency to act as she had. When the teacher was praised or ignored and not punished for her behavior , the children imitated what she did, and even what she said. They punched, kicked, and yelled at the doll. Watch this video clip to see a portion of the famous Bobo doll experiment, including an interview with Albert Bandura. What are the implications of this study? Bandura concluded that we watch and learn, and that this learning can have both prosocial and antisocial effects. Prosocial positive models can be used to encourage socially acceptable behavior.

Parents in particular should take note of this finding. If you want your children to read, then read to them. Let them see you reading. Keep books in your home. Talk about your favorite books. If you want your children to be healthy, then let them see you eat right and exercise, and spend time engaging in physical fitness activities together. The same holds true for qualities like kindness, courtesy, and honesty. Besides parents, many public figures, such as Martin Luther King, Jr. Can you think of someone who has been a prosocial model in your life?

The antisocial effects of observational learning are also worth mentioning. We tend to do what we know. Abused children, who grow up witnessing their parents deal with anger and frustration through violent and aggressive acts, often learn to behave in that manner themselves. Some studies suggest that violent television shows, movies, and video games may also have antisocial effects [link] although further research needs to be done to understand the correlational and causational aspects of media violence and behavior. These findings may not be surprising, given that a child graduating from high school has been exposed to around , violent acts including murder, robbery, torture, bombings, beatings, and rape through various forms of media Huston et al.

Not only might viewing media violence affect aggressive behavior by teaching people to act that way in real life situations, but it has also been suggested that repeated exposure to violent acts also desensitizes people to it. Psychologists are working to understand this dynamic. Can video games make us violent? Psychological researchers study this topic. View this video to hear Brad Bushman, a psychologist who has published extensively on human aggression and violence, discuss his research. According to Bandura, learning can occur by watching others and then modeling what they do or say. This is known as observational learning.

There are specific steps in the process of modeling that must be followed if learning is to be successful. These steps include attention, retention, reproduction, and motivation. Through modeling, Bandura has shown that children learn many things both good and bad simply by watching their parents, siblings, and others. Cara is 17 years old. Cara goes to a party where beer is being served. What do you think Cara will do? What is something you have learned how to do after watching someone else? Prosocial modeling can prompt others to engage in helpful and healthy behaviors, while antisocial modeling can prompt others to engage in violent, aggressive, and unhealthy behaviors. Skip to main content. Search for:. Observational Learning Modeling Learning Objectives By the end of this section, you will be able to: Define observational learning Discuss the steps in the modeling process Explain the prosocial and antisocial effects of observational learning.

Once summarised which takes around 24 hours , the results are sent to your educational supervisor. Results are anonymous and include the mean and median range of results and the lowest and highest score for each question. Questions are marked on a scale of 1 - This copy of the form is provided for information. For your own work, please download the version available on the Trainee ePortfolio. Competent Clinical Examination and Procedural Skills are fundamental to effective general practice. Relevant evidence for this capability needs to be gathered regularly throughout each review period and recorded in your ePortfolio.

As with the other capabilities there are a set of word descriptors to help you reflect on your progression as you acquire these skills. There are five intimate examinations, which need to be specifically included, as these are mandated by the GMC. These include breast, rectal, prostate, male genital examinations and female genital examination, to include speculum examination and bimanual pelvic examination. You need to be observed performing these examinations by a suitably trained professional.

The assessor records their observation on the CEPS evidence form. If this is another doctor they must be at ST4 level or above. If the colleague is another health professional - such as a specialist nurse - they must confirm their role and training so that your Educational Supervisor can be satisfied that they have been appropriately trained. You may also decide to write a log entry on any of these specific skills but this would be in addition to the CEPS evidence form. It is also important to note that this is not an exhaustive list of intimate examinations and indeed any examination can be considered intimate by some patients for instance, a competent examination of the eye with an ophthalmoscope , but the examinations listed are those that, due to their particularly intrusive nature, need to be specifically observed, and commented on during your training.

The five mandatory examinations are not a 'minimum requirement' and cannot by themselves demonstrate overall competence in CEPS. A range of CEPS which are relevant to general practice are also required. This again is not an exhaustive list, nor is there a set minimum number as everyone has different needs. The range of examinations, procedures and the number of observations will depend on your particular requirements and the professional judgement of your clinical and educational supervisors. For example, you may recognise that your learning needs are joint examinations, the examination of the eye or doing a newborn baby check and if needed, you can discuss with your supervisor how these can be addressed.

Your supervisor may also recognise areas that need addressing such as how to do a neurology examination within a GP-length consultation or examine a diabetic patients feet correctly. You may already be aware of specific CEPS you want to address but these can equally become apparent during your consultations with patients. In addition, it is important to recognise the procedures you may need during emergency presentations in General Practice; for example can you explain to a patient who is having an asthma attack what you are going to do, set up and start them on a nebuliser?

You will not be able to be signed up as competent in CEPS by your Educational Supervisor during your final review, unless there is observed evidence of the 5 mandatory intimate skills and a range of CEPS relevant to General Practice. This will also be reviewed at your ARCP and an unsatisfactory outcome given if these are not present. The evidence will be reflected on and summarised in the ESR every 6 months along with the evidence for other competences. At each review the ES will be expected to respond to the following questions:. Apart from the five mandatory examinations as required by the GMC it will be up to you to discuss your learning needs with your Educational Supervisor. The CEPS to be considered and the range of evidence required will depend on various factors such as your prior experience and the nature of your current placement.

Remember that you are training to be a GP and so procedures that are unlikely to be performed in a GP setting, whilst interesting to reflect on, are not so relevant. Nevertheless all examinations and procedures have some common features such as the need to gain consent and the need to consider the comfort of the patient. What are intimate examinations? Is there a definition? There is no agreed definition of what constitutes an intimate examination. The five examinations for which evidence of competence is required by the GMC are generally accepted examples of intimate examinations but there are many others.

For instance, the competent examination of the eye with an ophthalmoscope is considered by many, if not most, patients to be an intimate examination, especially as it requires the examination room to be darkened. Ultimately it is the individual patient who determines what is intimate or invasive for them and this will be determined by a number of possible factors including their prior experiences, their religion and their cultural background. There is no set number. The standard is that of an independent fully qualified General Practitioner. As well as the technical aspects of examination and the ability to recognise abnormal physical signs, it includes the choice of examination best suited to the clinical context.

For instance, a competent GP very rarely performs an extensive neurological examination but will perform a limited neurological examination as determined by the history taken from the patient. Training in a skills lab and the use of manikins can be a very helpful adjunct to training in the work place. In general, and certainly in the case of the five intimate examinations as required by the GMC, this will not be sufficient evidence of competence without the demonstration that your skills can be applied in a clinical context. Would an observed full insurance medical examination be enough evidence? Although being observed performing such an examination might be helpful it would be unlikely to provide sufficient evidence of clinical competence.

For instance, the extent of the examination in such a situation is determined by the insurance company and not by the clinician. If I have demonstrated competence in an intimate examination does this need to be repeated? No, if your Educational Supervisor is satisfied that the evidence you have provided for one of the five intimate examinations as required by the GMC is sufficient this does not need to be repeated. However, it is important that this evidence is recorded in such a way that you can remember where it is. The easiest ways to do this is to use the CEPS forms. At the final review before a Certificate of Completion of Training CCT is recommended your Educational Supervisor will need to answer a specific question in relation to these examinations.

All GP trainees regardless of whether they have a disability need to meet the required competences to ensure patient safety is maintained. This though includes having the insight to recognise when your disability prevents an examination from being completed, understanding which examination is needed and that it is a necessary part of the consultation, being able to facilitate your patient having the examination in a timely fashion and demonstrating that you know what to do with the findings. The Clinical Evaluation Exercise miniCEX assesses clinical skills, attitudes and behaviours in a secondary care setting. The miniCEX provides a minute snapshot of how you interact with patients in a secondary care setting. Each miniCEX should represent a different clinical problem, and you should have drawn samples from a wide range of problem groups by the end of the speciality training years one and two ST1 and ST2.

The miniCEX can be assessed by the clinical supervisor and we would encourage that the clinical supervisor who will go on to complete the trainee's clinical supervisor report does at least one required miniCEX, a consultant or a hospital doctor ST4 or above or SAS equivalent. The observer should not be a peer - a fellow GP trainee or specialty trainee at a similar stage in training. The observer will give you immediate feedback and the evidence will be rated and recorded in your Trainee ePortfolio. The Clinical Supervisors Report CSR is a short, structured report from your clinical supervisor in each hospital post. Developed through consultation with primary and secondary care educators and supervisors, the CSR is designed to be easy to focussed and easy to complete.

This scale proved successful in trials because it is one that secondary care doctors are used to working with. If a trainee is performing above expectations, this can be recorded and reflected in the text boxes. All sections of the CSR form need to have text entered. The final feedback box is used by the clinical supervisor to provide further information, or recommendations to help either you or your educational supervisor.

CEPS provides a more comprehensive system to demonstrate these skills. All GP Specialty Trainees will move onto the new Portfolio platform and the old ePortfolio information will remain accessible for those who are already progressing through the training programme. All trainees will be using the new log entry template and using the new assessment forms, irrespective of which WPBA programme they are following. This is irrespective of whether the trainee is full-time or on a less than full time rotation. The training year will be more than a calendar year if the trainee is less than full time.

For any trainee on leave at the time of transition, the same rules apply. If they have passed the midpoint of their training year when they return back into training then it is recommended they stay on the old programme. If they have not passed the mid point of their training year on their return then it is recommended they move to the new programme - this ensures that the remainder of their training time including periods of leave from the transition point of For any trainee who does not think they will complete their current training year including periods of leave by In any training year, if the trainee has not passed the mid point of that training year, it is recommended they move to the new programme.

For any trainee on an extension they should stay on the old programme. The same rules apply as outlined above. If trainees have passed the midpoint of their training year when they return back into training then it is recommended they stay on the old programme. All trainees need to be on the new WPBA programme within two years of You will also need to use the new assessment forms to complete your assessments. Yes, the FourteenFish Portfolio will enable trainees to undertake a PSQ electronically, rather than handing out paper copies.

Close This site uses cookies. If you continue without changing your settings, we will assume that you agree to our use of cookies. Find out more. Less than full-time trainees The timescale of the WPBA minimum evidence requirements is different for trainees who are working less than full time. Implementing guidance for less than full-time trainees from January PDF Guidance from the General Medical Council Requirements for trainees on extensions to training The minimum elements of WPBA for the training level ST1, 2 or 3 need to be continued in order to demonstrate the development of competence, particularly in areas that have been identified as requiring improvement. Four-year academic training programmes There are a small number of four year academic training programmes across the UK.

Selecting cases for CbD As a GP trainee, you're responsible for selecting cases, requesting a CbD and ensuring the paperwork is completed properly. You and your trainer should ensure that your ePortfolio reflects a balance of cases, including: children mental health cancer and palliative care older adults Cases should also reflect different contexts: surgery, home visits and out-of-hours contacts. Specialty training year three ST3 In ST3, you'll present four cases to your trainer or educational supervisor one week before the discussion. What's covered in the discussion The discussion is framed around the actual case rather than hypothetical events.

How the Consultation Observation Tool COT works Your assessor reviews a number of your patient consultations - either video recordings or by direct observation. Selecting consultations for COT Either record a number of consultations on video and select one for assessment and discussion, or arrange for your trainer to observe a consultation. Patient consent The patient must give consent, in accordance with the guidelines for consenting patients. Audio-COT General Practice has evolved, and more and more consultations are being carried out by phone.

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