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Annex 4
Report of Standing Committees
EURACT Council meeting
September 25-28, 2002
Dublin, Ireland
Report of
CME Committee
Committee meeting CME/CPD, Dublin meeting 26th
September, 2002
Present: Paula Vainiomäki (chair and raporteur), Eva Jurgova, Bernardina
Wanrooij, Jan Heyrman
The action plan was discussed concerning the numbered issues below. Time schedule
for measurements was left open, and the committee will discuss it next time.
The committee was hesitating to change its name to CPD-committee and faced a
new slash –problem: CME/CPD.
The vice-chair for the committee was accidentally not elected. The original
proposal by President had been Eva/Mladenka.
1. CPD document by EURACT and EQuiP
The newly prepared CPD document, its implementation and follow-up were main
topics in the discussions. The document will be adopted, but adoption will not
be enough. How to promote and contribute to its implementation? The committee
will try to get the council involved within this discussion. Questionnaire to
be filled? Could this be a model how to implement documents.
Strategic lines were discussed and suggested to be discussed with the council,
mostly consisting of the following issues:
- What does this document mean in the everyday of GPs?
- What does it mean to accreditation processes?
- Could this idea be broadened to different specialties? (UEMS, EACME)
The aim was to let the council discuss of the questions presented above without
any questionnaire. Also contacts to EQuiP should be very important. Money for
printing has been promised by ESGP/FM.
2. Assessment methods for CME should be collected and courses organised
around the topic:
- Credit points system should be broader and cover all the methods of CME/CPD
(new slash problem as well?). This is the minimum.
- Credit points measure only presence, not learning and performance. How to
measure learning and performance change? Asking people themselves: self assessment,
portfolios, peer review evaluation.
- Rely or not to rely on people themselves? Do we need any formal system?
How to convince the authorities that we are able to do this ourselves?
- Needs assessment, how to recognise the blind spots – is it attitude?
Seminars and lectures needed for this issue! Is this done by GPs or specialists?
Or both?
3. Evaluation methods for accreditation purposes concerning courses and
other methods of CPD, what are the criteria?
4. Organise rolling courses for teaching and learning in CME, especially
for CME organisers and providers. This maybe is the most urgent issue.
Paula Vainiomäki
Report of BME Committee
The BME group met at the Dublin Council meeting with Gertraud, Jop, Ivana,
Stefan, Francesco, Anders and Yonah in attendance. At the previous Council meeting
in Maastricht we decided to work in three small groups focussing on three topics:
1) a checklist for teachers of BME, 2) assessment of students and teachers in
BME by patients, students and teaching organizations and 3) one-to-one teaching
in BME. At this meeting we decided to focus on preparing a teachers' workshop
for the WONCA conference in Slovenia in June 2003 on assessment of on-to-one
teaching of BME. This is to provide tangible evidence of the work of the BME
group and practical benefit for EURACT members and others who will be attending
the conference.
The proposed title of the workshop is: “How can I become a better teacher?:
A workshop on on-site assessment of one-to-one teaching in basic medical education
for teachers of general practice”.
The target audience of the workshop is both novice and experienced teachers
of BME and course organizers.
The overall aim of the workshop is to improve BME teaching in general practice.
The specific objectives are presented in the domains of knowledge, skills and
attitudes.
At the end of the workshop the participant will:
Knowledge
Identify learning needs towards creating a personal learning plan.
Know what is on-site assessment.
Know what assessment methods is used (self- assessment, direct observation,
video, small group).
Skills
Know how to plan and set-up onsite assessment.
Know how to convince others of its importance.
Know how to provide feedback to peers.
Attitudes
Value the importance of on-site assessment.
Structure of the workshop
The 90-minute workshop will be divided into 4 sections. It will open with a
10-minute mini-lecture describing the theory and function of peer assessment,
video review and feedback. This will be followed by the presentation of a short
(5-minute) trigger video showing a teacher debriefing a student on a case history.
The video will demonstrate “old style” behaviours in the teacher-student
relationship. This will be followed by a discussion lasting about one hour.
The discussion will use small groups, buzz groups and plenary format to review
the issues presented in the films and suggestions for improvement. The workshop
will end with an assessment of the process and content of the workshop by the
participants. The participants will be asked first to write down at least one
message that they take from the workshop to their own practices. A discussion
of the workshop will follow. As a late assessment, the participants will be
contacted by the organizers by e-mail 6 months later to determine if they remember
the workshop, if they remember their written message and if they put it into
practice.
The following division of tasks was proposed:
Preparation of the abstract – Yonah
Preparation of the mini-lecture including literature review and slides –
Ivana and Jop
Preparation of the trigger video (script and production) – Anders
Discussion leaders – Gertraud and Francesco
Preparation of handout – Stefan
Liaison between group members – Yonah
We must complete the abstract by the deadline set by the organizers in Slovenia.
We will complete a draft of the workshop materials for presentation at a rehearsal
with local teachers at the Council meeting in Vilnius.
The BME group participants were satisfied overall with the creativity and productivity
of the group at the Dublin meeting and hope to maintain the momentum through
subsequent meetings.
Yonah Yaphe
Report of
Specific Training Committee
Present: Margus Lember (chair), Dolores Fores, Llukan Rrumbullaku, Fergus
O`Kelly, Janos Szabo, Roar Maagaard
Statement on Selection of Trainers and Teaching Practices
Feedback from countries will be sought. The group decided that the most appropriate
way would be to use the European Journal of General Practice. Fergus
will write to Colin Bradly to look into possibilities and possible format of
the paper informing readers about the EURACT statement and asking for a feedback.
Thereafter Fergus and Margus write a paper to the journal.
Review of GP/FM training schemes
The committee considered this important. AS Jan has taken the initiative and
the EURACT council decided that the information should be on the web and updated
on a regular basis, the committee did not take a task to itself here.
Trainee Assessment
This was choosen as the topic for the next activities in Maastricht. This time
the committee discussed about the aims of the work, outcomes and possible ways
of action. The first step would be collecting material about the current situation
in Europe. Dolores had made a start by drafting the first questionnaire- this
draft was discussed by the group and recommendations given for the next draft.
Dolores will prepare an amended draft which will be presented to Igor
first and then to the council members to collect information. Margus
will write an introduction to the questionnaire. The final product will be an
EURACT Statement with overview of the current situation and recommendations.
The process will be similar to the development of the selection of trainers
document; the work will be presented at the WONCA conferences, feedback will
be sought. A workshop will be prepared for the Ljubljana conference. Roar
is responsible for preparing the draft abstract and distribute it to the group
members for feedback before submitting it to Ljubljana. Time will be booked
in the conference program- information passed to Igor.
Selection of trainees is another topic for future work
Huge differences are existing between European countries. Overview of the current
situation, working out EURACT recommendations and workshops at the WONCA conferences
will be the method of work. Llukan and Janos will prepare the first draft
of the questionnaire on selection of trainees by the Vilnius meeting. A possibility
will be checked if colleagues from UK will be interested to run a workshop on
competency-based selection of trainees in Ljubljana.
Margus Lember
Report of Member
Service Committee
Chairman: Egle Zebiene
Members: Athanasios Simeonidis, Igor Svab, Adam Windak, Justin Allen.
- There was common agreement about changing the structure of EURACT webpage,
to make it easier to find the necessary information, and more attractive and
friendly to visitors. More information about existing courses should be put
on website, more connections with other websites, and more information about
conferences organized by other organizations. Website to be reformed during
two weeks after Council meeting. Responsible- Sakis.
- Services for members.
- Agreement was achieved concerning the new members: after their approval
Agnes should send them booklet of EURACT member. Future plans - to make a
certificate of EURACT membership and send to new members after their approval.
- Some important decisions were taken concerning the sponsorship for courses
under EURACT patronage:
--the sponsored persons (for any course) cannot apply for sponsorship for
the following 5 years.
--application of members has to be supported either by mail (fax) or e-mail
message from national representative directly to Egle Zebiene. This would
ensure confidentiality of the provided information and help in selection procedure.
The support letter has to be requested from Council member by applicant himself.
The applications without support letter will not be considered for sponsorship.
- sponsorship for Dubrovnik course should be discussed after clarifying the
question about EURACT patronage issues during the next Executive Board meeting.
- Big discussion was held around the international training the trainers
course.
There was common agreement about the continuing need of appropriate training
of teaching skills, which is not trained on another ongoing courses, focusing
presumably on certain problems of General Practice or GPs everyday work. Courses
in Turkey and Greece were successful, showing high interest in teaching skills
among general practice teachers.
Aim
To improve the level of one-to-teaching in European countries
Objectives
- To run a series of courses for GP trainers;
- To ensure dissemination of knowledge and skills by course trainees in their
own countries;
- To prepare teaching materials for GP trainers;
- To develop a network of GP teaching organisations, involved in one-to-one
training;
Background
Most of the trainers in the practices are not prepared to this function.
Usually they are practicing physicians who want to contribute to GP teaching,
but do not have any specific knowledge and skills necessary for that. More and
more teaching at undergraduate level is provided by Primary health care teachers,
including general practice teaching, clinical skills training, etc. Basic principles
required for this teaching are developed, at the same time being different from
other teaching methods as group teaching, lecturing or hospital teaching. This
produced increase in demand of teachers coming from general practice setting.
This means a need to develop a specific training skills in areas of greatest
interest in Europe.
Courses have to be organized by EURACT together with the national colleges
and teaching organizations.
Action plan
Idea of running teaching the teachers course was presented at Executive Board
meeting after the Council meeting in Dublin. Decision was made to prepare application
for the project to WONCA Europe (deadline December 2002). Part of the course
expenses would be covered by EURACT in case the project gets support from WONCA
Europe. Responsible: all members of the Committee.
Egle Zebiene
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