File Name: medical students professional values and fitness to practise .zip
- Medical students and the GMC
- Medical students and the GMC
- Chapter 2: Professionalism - What does it look like?
- WPBA capabilities with IPUs
The University expects the highest standards of behaviour from students on courses leading to a professionally recognised qualification.
Medical students and the GMC
Capability means having the abilities, knowledge and skills necessary for professional practise. Our framework for WPBA is made up of 13 capabilities:. It is best practice for each capability to be assessed at different times using different tools and ideally with multiple assessors. In ST3 the trainee is being assessed at the level of a General Practitioner. In ST1 and ST2 the trainee is being assessed at he level of their peers when these are done in hospital posts. For example, you might perform an audit on a specific topic and present it at a practice meeting.
The aim was to explore the structures for managing student fitness to practise hearings in medical schools in the UK. We surveyed by email the named fitness to practise leads of all full members of the UK Medical Schools Council with a medical undergraduate programme. All 31 medical schools responded. Three had a committee that dealt with students of medicine and dentistry. One had a committee that dealt with students of medicine and veterinary medicine. Eight had a committee that dealt with students of medicine and two or more other programmes, such as dentistry, nursing, midwifery, physiotherapy, dietetics, social work, pharmacy, psychology, audiology, speech therapy, operating department practice, veterinary medicine and education.
Medical students and the GMC
Here we look at some of the characteristics commonly associated with a professional person; as a doctor, these are perhaps the minimum expectations patients have of you. Ultimately these characteristics together create the foundation stone of the doctor—patient relationship: trust. A professional person is expected to have a particular set of skills in their chosen field, at a level that can be considered expert. This will have been acquired through learning, knowledge, training and practice of the relevant skills and, in most cases, this can be demonstrated by qualifications or accreditation of some kind. The validity of this expertise is maintained by ongoing training throughout the course of a medical career. A professional person is expected to have the ability and dedication to achieving a set of standards in their duties that their peers find acceptable.
Please visit nmc. Professional standards of practice and behaviour for nurses, midwives and nursing associates. Our Code and Standards continue to support you by providing key principles you should follow, alongside the ethical frameworks that normally guide your practice. It is structured around four themes — prioritise people, practise effectively, preserve safety and promote professionalism and trust. Each section contains a series of statements that taken together signify what good nursing and midwifery practice looks like. Our guidance covers some important things to consider - like using social media responsibly and what to do if you ever need to raise a concern.
Chapter 2: Professionalism - What does it look like?
The GMC ensures high standards of medical practice and will provide a helpful source of professional guidance throughout your medical career. In this card we give a brief account of the functions of the GMC and its role in medical education. For many doctors, it is probably fair to say that mention of the GMC conjures up the unwelcome spectre of patient complaints and fitness to practise procedures. In reality, the GMC has a wide role in ensuring the highest standards of medical practice and the wellbeing of patients and this begins in undergraduate medicine. The GMC can also provide a helpful source of professional guidance throughout a medical career.
The Faculty operates a student referral process, to provide a constructive framework to support students to develop their professionalism. We aim to address any professional behaviour concerns early, offering an opportunity for students to reflect and be supported to develop the necessary professional and academic skills. The Faculty works with a wide range of University services to provide support to students where appropriate. The majority of referrals made about students do not result in fitness to practice implications, or the need to report information to professional bodies. The context for our referral process is supportive and developmental, with the aim of developing reflective professionals.
Medicine is the art ,  science ,  and practice  of caring for a patient and managing the diagnosis , prognosis , prevention , treatment or palliation of their injury or disease. Medicine encompasses a variety of health care practices evolved to maintain and restore health by the prevention and treatment of illness. Contemporary medicine applies biomedical sciences , biomedical research , genetics , and medical technology to diagnose , treat, and prevent injury and disease, typically through pharmaceuticals or surgery , but also through therapies as diverse as psychotherapy , external splints and traction , medical devices , biologics , and ionizing radiation , amongst others. Medicine has been practiced since prehistoric times , during most of which it was an art an area of skill and knowledge frequently having connections to the religious and philosophical beliefs of local culture.
WPBA capabilities with IPUs
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This guide is split into two parts: the first provides guidance for veterinary schools on recognising and addressing fitness to practise concerns. Part two sets out the broad principles of fitness to practise that students should follow and which veterinary schools should expect and uphold. Your download should start automatically. If not download directly.
Medical students: professional values and fitness to practise. Contents. Paragraph(s). Page. Introduction. 1–7. 4. The purpose and status of this guidance. 1–7. 4.
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