Consultation Special Interest Group
Academic Lead: Dr Sarah Escott
The ‘primary care consultation’ is core to the clinical activity that we, as GPs do. It is central to our clinical work and hence central to the academic and educational work of the AUPC.
For undergraduates the AUPC builds on the excellent work of the communication skills team within the School of Medicine to develop students further into consulters, with central educational sessions being backed up by clinical placements in primary care. With initial emphasis on combining the patient’s and biomedical perspectives, students then study the additional skills needed for more complex consultations such as longitudinal consultations, triadic consultations, consultations across language barriers and those involving the telephone or computer. These themes are studied in more depth within the intercalated BSc in Primary Care [Consultation module] and the Education in Primary Care Certificate & Master’s programme [two 15 credit modules ‘The Consultation’ and ‘Teaching the Primary Care Consultations’, also available as CPD].
We are developing research to underpin our teaching. A PhD student, Shuangyu Li, is currently completing a study of interpreted medical consultations using conversation analysis. We are exploring further research networks & studentships through a project entitled “In Consultation” which seeks to use an interpretive artistic perspective to study primary care consultations in conjunction with University and external partners.
Recent publications & presentations
LI, S. 2011. Communication: A New Challenge. RCGP. [Online]. Prize winning essay for Annual RCGP postgraduate prize 2011. Available at: http://www.rcgp.org.uk/pdf/Communication%20A%20new%20challenges%20to%20GPs.pdf
LI, S. PEARSON, D. & BAYNHAM, M. Turn-taking system of interpreted triadic GP consultations and its implications for education of medical communication. Oral presentation at the 3rd International Conference on Conversation Analysis & Clinical Encounters, 2011, University of York, UK.
LI, S., PEARSON, D. & ESCOTT, S. 2010. Language barriers within primary care consultations: an increasing challenge needing new solutions. Education for Primary Care, 21, 385-91.
Escott S, Lenton C & Blackburn J (2010) Making it Mainstream
Lessons from scaling up delivery of ‘Lost in Translation’ workshops
Poster presentation RCGP Health inequalities Conference 2010 (Liverpool)
Escott S, Lucas B & Pearson P (2009) Lost in Translation: using bilingual simulated patients to improve consulting across language barriers. Education for Primary Care (2009) 20:93-98
Beavan J, de la Croix A, Escott S, Lucas B, Pearson D, Shephard K, Wright P (2008) Working with bi-lingual simulated patients in healthcare
Workshop ASME Conference 2008 (Keele)
Escott S, Lucas B & Pearson, D (2007). Communication across language barriers: innovations in primary care. www.asme.org.uk/conf_courses/2007/docs_pix/asm_abstracts_2007.pdf p98
Presentation ASME conference 2007
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Humanities in Healthcare Education
Academic Lead: Dr Emma Storr
What can studying the humanities add to medical training? The HHE group is interested in giving undergraduate and postgraduate students the chance to explore the interface between medicine and the arts. We hope to enhance students’ understanding of health, suffering and illness through patient narratives in literature, film, visual art and poetry. These resources also help us to reflect on our own role as health professionals and how we are viewed and judged by society. Currently, the AUPC offers a module in the use of the creative arts in learning and teaching in medicine to postgraduate students [Creative Arts in Healthcare Education, also available for CPD].
We are part of a wider group of academics within the University who are interested in establishing a Medical Humanities Centre in the School of English with the aim of offering postgraduate research programmes. Seminars so far have included the topics of Disability and of Ageing with contributions from a wide range of perspectives including philosophy, social science, medicine and history.
Recent publications & presentations
Applying Kirkpatrick’s theory to evaluate the effectiveness of a postgraduate Creative Arts module: the whys, wherefores and why-nots of behaviour change
Kirsty Baldwin, Elizabeth Glidewell
Poster Presentation RCGP Annual Conference 2010 (Harrogate)
Dempsey, O and Lucas, B.J. (2006). Critical thinking and synergism: combining therapeutic and vocational approaches to teaching medical humanities. Journal for Learning through the Arts: A Research Journal on Arts Interpretation in Schools and Community Vol.2: (1), Article 18. http://repositories.cdlib.org/clta/Ita/vol2/iss1/arta18
POWLEY, E. & HIGSON, R. 2005. The Arts in Medical Education: a practical guide, Radcliffe Publishing.
"Every station is different : a journey through the arts". A workshop presented at The Association for Medical Humanities (Australia/New Zealand) July 2006 (With Elaine Powley, Emma Storr and Sheena McMain)
"Creative writing - how we wrote a medical humanities course" - presentation at The Association of Medical Humanities July 2005 (with Elaine Powley, Emma Storr and Sheena McMain)
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Informatics Special Interest Group
Academic Lead: Dr Jane Kirby
One of the strengths of UK primary care is an almost universal clinical information system supporting practice teams and often integrated with community staff.
University of Leeds medical students have, through the work of the AUPC and local NHS PC Trusts, personal NHS smartcards from year 3 onwards, offering selected personalised access to clinical information systems on all their clinical placements, compliant with national information governance standards.
Clinical Information Systems 4 Primary Care (CIS4PC) is an SHA/NHS funded project unique to the UK, offered through collaboration with the Yorkshire Centre for Health Informatics and the support of SystmOne. Its aim and purpose is to ensure future and current healthcare professionals are better able to use Clinical Information Systems (CIS) in practice settings. The educational packages we are developing allows students access to a ‘live’ CIS, navigate the system, and enter/retrieve data for constructed patients. Content includes: clinical governance, access and interpretation of health data, consultation, chronic illness management and prescribing. Interacting with the CIS in a learning environment better prepares students for practice. The project was developed for University of Leeds MBChB students in 2010/11 and is now embedded into each year of the curriculum. From 2011/12 CIS4PC will also be included in the BSc Primary Care and School of Healthcare curricula. Our goal is that CIS4PC will be an integral part of healthcare undergraduate, postgraduate and Continuing Professional Development curricula within Yorkshire and Humber by 2013/14.
Recent publications & presentations
Kirby J, Law M, Hawker M, Johnson O.
Teaching Undergraduates using live clinical information systems: How to ensure you are delivering Tomorrow’s Doctors TD 19.
Association for the Study of Medical Education Annual Scientific Meeting Edinburgh 2011
Alison Lea, David Pearson, Susan Clamp, Owen Johnson & Richard Jones (2008)
Using the electronic medical record within medical undergraduate education.
Education for Primary Care 19: 656-9
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Learning Environment Special Interest Group
Academic Lead: Dr Michael Scales
Where people learn medicine may be as important as what they learn. For that reason the department has been proud to enable Leeds School of Medicine to increase its primary care based education almost three fold in the last ten years (to its new curriculum level of approx. 20%). The AUPC has conducted research into the learning environment, explored quality on primary care placements and is currently studying the links between the educational activity in practices and the quality of clinical care. We have also conducted research into the vertical integration of learning and teaching; and patient, medical student and clinician’s perceptions of the learning environment.
Recent publications & presentations
Pearson, D. Lucas, B. (2011) Engagement and opportunity in clinical learning: Findings from a case study in
primary care, Medical Teacher, 33: e670–e677
Catie Nagel, Jane Kirby, Bruno Rushforth, David Pearson
Foundation Programme doctors as teachers (2011)
The Clinical Teacher, Volume 8, Issue 4: 249-253
David Pearson, Paul Milne & Mohan Kumar
Creating an Educational Environment
Publication pending Book Chapter for Educating the Future GP (Ed. Ramesh Mehay)
David Pearson & Valerie Wass
Primary care in the undergraduate curriculum.
Workshop; RCGP Medical Educators Conference (Liverpool) October 2011
David Pearson, Sandra Nicholson, Sian Alexander –White
Ensuring Quality Assurance within Primary Care Teaching Practices
Workshop; SAPC (Bristol) 2011
Pearson, D, Lucas, B. (2011).What are the key elements of a primary care teaching practice? Education for Primary Care 22: 159-65
Bruno Rushforth, Jane Kirby and David Pearson (2010)
General practice registrars as teachers: A review of the literature
Education for Primary Care 21: 221-29
Darnton, R, Lucas, B., Pearson, D. (2007). Using problem-based learning in primary care: what do undergraduates on traditional medical courses make of it? Education for Primary Care, 18, (4), 450-458
Stinson, L, Pearson, D and Lucas, B. (2006). Developing a learning culture: twelve tips for individuals, teams and organizations Medical Teacher 28, (4), 309-312
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Sustainable Health Research & Education Group [SHREG]
Academic Lead: Dr Sarah Walpole
The Sustainable Health Research & Education Group (SHREG) is a LIHS wide group co-hosted by the Academic Units of Primary Care & Public Health. SHREG seeks to develop educational activity, expertise and research into the effects of anthropogenic ecological change (including resource depletion, pollution and climate change) on health and healthcare systems. Governmental and NHS targets to reduce CO2 emissions by 80% by 2050 are essential for future sustainability within our increasingly fragile global and local ecosystems, yet meeting the targets will require profound changes in our approaches to healthcare. Leeds currently teaches sustainability at undergraduate level, is active within the Sustainable Healthcare Education network (Laura Stroud and Sarah Walpole are members of the network) and the Climate and Health Council (Sarah Walpole is a council board member), and has a funded research project exploring patient journeys in the NHS.
Recent Publications & Workshops:
Travelling to see the doctors: the carbon cost of patient journeys in the NHS
[Research Project via Bradford & Airedale PCT FSF funding, £30K awarded]
Stefi Barna, Sarah Walpole,
Sustainable Healthcare Education
Workshop at Association for the Study of Medical Education’s Global Health Conference (Birmingham) October 2011
Trevor Thompson, David Pencheon, David Pearson, Rachel Stancliffe, Jienchi Dorward
Green your practice: cutting carbon, cutting costs
Workshop RCGP Annual Conference (Liverpool) October 2011
Frances Mortimer, David Pearson & Stefi Barna
Greening the NHS at its roots: Training tomorrow's doctors for a sustainable health system
Journal of Holistic Healthcare 2011, Issue 8.2: August 2011
Stefi Barna, Sarah Walpole, David Pearson
Sustainable Health Education [SHE] Group Northern Network Workshop (Leeds) May 2011
Sarah Walpole, Kumanan Rasanathan.
Keeping a place for health; the role of health professionals.
Med Confl Surviv. 05/2011; 27(2):77- 83. May 2011
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