Sheffield Undergraduate Curriculum competency based
Contents
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| Adopts the principles of reflective practice and life-long learning (GS1) |
Identifies learning opportunities
Recognises own responsibility for learning
Reflects on what comprises both ‘good’ and ‘bad’ learning opportunities
Determines own style of learning
Recognises different styles of learning may be appropriate for different
situations |
| Knows the limits of professional competence (GS2) |
Is aware of the ‘correct’ procedures and is up-to-date with recent advances
Observes the work of others in a critical manner
Reflects on own experiences, both ‘good’ and ‘bad’
Recognises when a situation is beyond, or about to go beyond, own competence
Seeks help in an appropriate manner |
| Presents information clearly in all formats (GS3) |
Makes effective oral and written presentations
Communicates effectively with peers, juniors, patients, relatives and others
Can present effectively numeric, statistical and textual information in the
appropriate manner
Makes presentations at the level appropriate to the ‘audience’
Uses technical terminology effectively, but avoids jargon |
| Is an effective teacher/mentor (GS4) |
Identifies learning and teaching opportunities as they arise
Engineers learning and teaching opportunities when necessary
Recognises the teacher/mentor role can occur between self, junior and senior
colleagues
Is aware of the context of teaching within the learning process
Recognises the diversity of learning/teaching/mentoring practices |
| Capable of self-management (GS5) |
Recognises own limitations (e.g. competences, time-management, tiredness
etc)
Seeks advice and can evaluate that advice effectively
Respects alternative opinions and philosophies
Identifies own limitations and where appropriate seek remedial support |
| Applies research principles and audit and studies topics in-depth (GS6) |
Is aware of principles and practice of audit
Can identify areas of strength and weakness and take action to remedy the
latter
Utilises resources (IT, library, colleagues etc) to improve knowledge and
skills
Can formulate research questions
Understands the principles of the scientific method |
| Can deal with uncertainty (GS7) |
Recognises self doubt
Recognises doubt in colleagues, patients and others
Recognises that some issues are insoluble
Recognises that the outcome of some issues may cause distress
Appreciates that research data can be conflicting |
| Manages information retrieval, presentation and manipulation electronically
(GS8) |
Is familiar with computing systems available on-site
Is familiar with and practised in the use of relevant software (including
patient records, statistics, information-retrieval etc)
Is not only technically competent but also 'IT literate'
Utilises appropriate software for presentation and communication (e.g.
statistics, word processor, graphical packages, email, literature searching,
WWW etc)
Maintains a healthy mistrust of data generated electronically unless it is
proven to be reliable and accurate |
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| Contributes to cure of illness, recovery from sickness and the easing of
suffering and discomfort in encounters with patients (CS1) |
Recognises the importance of adding life to years as well as years to life
Knows and applies the principles of pain management and palliative care
Knows the factors determining good outcomes of care |
| Participates in health promotion and in prevention of disease and disability
in encounters with patients (CS2) |
Recognises the determinants of health
Devises and recommends risk reduction strategies to individual patients
Collaborates with other professionals and agencies |
| Gathers relevant patient history information systematically either from
patient or third party (CS3) |
Tailors history according to the nature of the presenting problem, the
patients’ state of health and the patients’ capacity to provide the
information
Tailors history according to patient characteristics including age, gender,
ethnicity and culture
Obtains relevant information from a proxy under circumstances where some or
all of this cannot be obtained direct from the patient |
| Conducts complete mental state examination or selects appropriate components
in a systematic and directed fashion (CS4) |
Recognises, or responds to reports of, unusual behaviour, speech or
demeanour
Tailors examination according to the nature of the observed or reported
disturbance, the patient’s state of health, and the patient’s capacity to
provide the information
Tailors examination according to the patients characteristics including age,
gender, ethnicity and culture
Obtains relevant information from a proxy under circumstances where some or
all of this cannot be obtained from the patient |
| Conducts complete physical examination or selects appropriate components in
a systematic and directed fashion (CS5) |
Applies knowledge of normal structure and function to conduct physical
examination
Tailors the examination according to the nature of the presenting problem
and the patients’ state of health
Tailors the examination according to patient characteristics including age,
gender, ethnicity and culture |
| Makes accurate assessment of patient's problems and formulates differential
diagnosis (CS6) |
Recognises abnormalities in history and examination and correctly interprets
their meaning
Recognises urgent or life threatening conditions which require immediate
treatment
Identifies and prioritises patients’ medical and psychosocial problems
Applies knowledge of psychosocial influences on health and illness
Formulates a differential diagnosis for the patient’s problems |
| Selects & initiates appropriate investigations (CS7) |
Selects appropriate clinical, laboratory & imaging investigations required
to clarify diagnosis and inform management
Prioritises timing and order of investigations according to clinical need,
urgency, cost-benefit and local guidelines and protocols |
| Interprets and evaluates data from history, physical examination and other
findings to formulate diagnosis (CS8) |
Knows normal findings and recognises any isolated abnormality or patterns of
abnormality
Applies results to patients problems to consolidate diagnosis
Obtains further history or conducts additional physical examination as
required to consolidate diagnosis |
| Formulates & implements management plan and monitors its effectiveness (CS9) |
Knows and can appraise the range of therapeutic options available for the
patient's differential diagnosis
Formulates and implements a management plan balancing the patients medical,
psychological and social needs
Makes appropriate and timely referrals
Implements systems to monitor treatment recognising when the patient's
response is satisfactory, inadequate or unsatisfactory
Transfers care effectively and safely when responsibility for management
passes to others |
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| Can establish, build and maintain proper partnerships with patients, their
family / friends / carers (IS1) |
Explores and responds to patients’ needs, expectations, concerns and ideas
Establishes trust
Recognises own influence on the patient
Seeks to achieve a shared understanding of issues
Displays empathy |
| Communicates effectively (IS2) |
Presents medical information in everyday language
Listens effectively
Answers questions and gives explanations clearly and concisely
Recognises the role of physical contact and non-verbal body language in
communication
Selects appropriate method and environment for communication |
| Works effectively as a member of a multidisciplinary team (IS3) |
Applies the principles of effective team working
Liases effectively to co-ordinate care with all those involved in patient
care
Manages complaints, criticisms, conflict and change |
| Deals sensitively with patients, their family / friends / carers (IS4) |
Evaluates the relationship that the patient has with family and friends
Balances the patient's interests with the needs of family and friends
Manages difficult consultations
Understands how people behave under stress or following bereavement |
| Identifies potential danger for self and others and takes appropriate action
to limit impact (IS5) |
Identifies when a chaperone is required
Applies the principles of risk management
Knows the dangers of working at night, in the community or other isolated
environments |
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| Adopts a questioning approach to own work and that of others (PB1) |
Continually reviews what was done well and what could be improved
Critically appraises scientific evidence in published literature
Actively participates in audit of the work of self and others
Identifies particular weaknesses in skills and knowledge needed for current
clinical role
Seeks the best scientific evidence available to support and justify the
diagnosis and management of patients
Takes opportunities to engage in medical research
Demonstrates a willingness to learn from the experience and knowledge of
others
Fosters a culture of open reporting of clinical error and near misses in the
NHS |
| Works within limits of own knowledge and experience (PB2) |
Knows the legal and moral importance of “above all do no harm”
Recognises role and responsibilities of self and others in patient care
Asks for advice and knows who to ask when limit of own knowledge and
experience is reached
Recognises how stress and fatigue can impact on clinical performance. |
| Maintains patient confidentiality (PB3) |
Recognises the duty to maintain confidentiality
Implements legislation and common law governing access to medical records
and data protection
Understands the implications for patient-health professional trust and
communication if confidentiality is not maintained
Undertakes practical measures to optimise patient confidentiality in all
environments |
| Is responsive to changes in health care, policy and current science (PB4) |
Keeps up-to-date with relevant current literature and professional
guidelines
Participates in continuing professional development
Has knowledge of NHS structures and mechanisms for policy developments |
| Maintains an ethical approach (PB5) |
Applies care equitably
Knows responsibilities to patients, their family and friends, co-workers,
the organisation and society at large
Respects human dignity and the integrity and autonomy of individuals
Is able to identify and analyse ethical problems and maintain openness to
discuss these ethical issues that arise
Understands ethical responsibilities when conducting research particularly
regarding patient consent |
| Complies with legal responsibilities and requirements and guidelines of
regulatory bodies and the NHS (PB6) |
Has read and adheres to the principles laid down by regulatory bodies about
conduct
Does not present for work under the influence of alcohol, drugs or other
substances
Operates within local organization policies and guidelines
Recognises responsibilities and takes appropriate actions when a colleague
is not performing to an adequate standard |
| Demonstrates respect for the role and function of all those involved in
patient care (PB7) |
Is courteous to colleagues
Respects the experiences and perspectives of all those involved in patient
care
Recognises that there is a duty to care for family and friends whilst still
putting the patient’s interests first
Recognises the importance of giving and receiving constructive feedback
which should be directed at views rather than individuals |
| Demonstrates a patient-centred approach (PB8) |
Respects the rights of patients to a second opinion
Involves patient in decision-making process
Recognises that the patient's best interests may be served by supportive and
interventional approaches
Provides feedback to patient on progress
Is able to act as patient advocate
Adopts an holistic approach to patient management |
| Recognises and takes advantage of opportunities to teach (PB9) |
Plans teaching that is tailored to the needs of the individual
Ensures consent is obtained for any teaching involving a patient
Uses a framework to structure teaching in all settings
Takes opportunities to improve teaching skills and successfully evaluates
own teaching performance
Can identify factors that promote and inhibit learning
Recognises own skills in relation to colleagues and students and teaches at
all levels
Fosters a culture of life-long learning in the health service |
| Fulfils professional responsibilities in contexts outside work (PB10) |
Is honest and trustworthy and refrains from abusing professional position
Provides an appropriate response in an emergency situation
Refrains from bringing the medical profession into disrepute |
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| Ensures optimum patient comfort and privacy (PS1) |
Maintains patient dignity
Ensures history is taken and examination conducted in private
Takes steps to limit interruptions during interactions with patients
Provides patient with information to reduce anxiety
Puts the patient’s comfort first in all encounters |
| Prepares patient for, explains & conducts technical and practical procedures
effectively (PS2) |
Requests investigations according to local protocols
Confirms informed consent prior to performing any procedure
Prepares patient practically and with adequate information
Allows opportunity for questions and answers them fully or seeks out the
information
Able to perform defined procedures
Able to describe defined procedures |
| Ensures patient consent is obtained in all aspects of investigation,
treatment and management (PS3) |
Demonstrates knowledge of common investigations, procedures and treatment
modalities
Keeps a patient-centred approach
Communicates effectively with patient
Recognises own limitations and when to ask for help
Maintains responsibility for all aspects of ongoing patient care |
| Can access relevant information and record information accurately (PS4) |
Can access electronic and paper-based patient record systems
Can complete legally and clinically required documents
Safely prescribes patient medication
Maintains up-to-date, high quality records (written and electronic)
Records communications with patients, relatives and colleagues
Ensures results of patient investigations are recorded and stored
Can conduct a focussed search for information related to patient care
(electronic and paper based)
Can identify and access approved clinical guidelines |
| Makes thorough and accurate observations, measurements and calculations
(PS5) |
Follows procedures and protocols for clinical measurements
Is aware of the potential for measurement bias and error and takes steps to
overcome these
Is accurate with calculations and makes appropriate checks of accuracy
before acting on results |
| Recognises, identifies and can describe abnormalities and symptoms (PS6) |
Recognises what is within the accepted range of normal in the patient
history, physical and mental examination and investigations
Demonstrates clinical skills of a standard sufficient to identify
abnormalities
Presents findings from patient history and examination to colleagues |
| Demonstrates effective decision making (PS7) |
Recognise, define, and prioritise problems
Analyse, interpret, and prioritise information
Recognise and cope with uncertainty
Involve patient in decision-making process when required
Demonstrate awareness of influence of personal motivations |
| Manages life-threatening conditions (PS8) |
Recognises medical emergencies due to disease and trauma
Demonstrates a systematic approach to assessment of emergencies
Can administer CPR alone and as part of a team
Can administer fluid resuscitation
Recognises own limitations and when to call for help |
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