Half and Full Day Release Course Core Functions
There are 3 different teaching groups as follows:
- First GP Groups (2) for trainees in their first GP placement in ST1
- Hospital Group for trainees in ST1 and ST2 hospital posts
- ST3 Group for trainees in their final year of training, based in GP
Please see the links below for information about how the 3 different teaching groups function and also reflective practice, a theme which runs through all 3 groups:
Reflective Practice in GPSTP Teaching
The overall aims of the Sheffield Day/Half Day Release Course are to facilitate the holistic development of the GPStR and to provide pastoral care. It also aims to address areas of values and beliefs, skills and knowledge.
- Learning about group process. This includes gaining and providing support for colleagues, negotiation and management of conflict, learning to take risks/”play”/tryout and developing self awareness.
- Developing core skills of reflection, learning to question assumptions, critical use of EBM and evidence of non-medical origin, creative integration of learning from many sources, learning to speak out. Organisational skills and learning to learn.
- Providing those areas of knowledge or skill learning that are most effectively provided to large groups of registrars.
- To identify problems with GPStR or training posts to the Programme Directors and enable appropriate responses
Each session provides both dedicated time for debriefing and registrar-identified or set curriculum topics.
The group setting enables teaching that is more suitable for delivery in group situations.
- Specialist courses or teaching sessions – dermatology, musculoskeletal, ENT, Do you speak English etc.
- Externally resourced speakers
- Consultation skills offering the opportunity to observe different styles and to try out alternative approaches in a safe setting
The groups are facilitated by Programme Directors from the GP Specialty Training Programme. This allows for:
- Skilled facilitation of group process
- Identification of problems with both trainees and training posts
- Provision of pastoral care and other interventions
- Role modelling by GPs committed to high standards of clinical and educational practice and to personal development
- Balanced view of overall needs of curriculum over time