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<p>Contributors, x</p> <p>Introduction, xi</p> <p>Acknowledgements, xv</p> <p><b>Chapter 1: What to learn in community settings, 1</b><br /><i>With Ann O’Brien</i></p> <p>Introduction, 1</p> <p>Early years, 3</p> <p>What to learn during early patient contact, 4</p> <p>Professionalism and personal growth, 5</p> <p>Patient perspectives on health and healthcare, 8</p> <p>Social and psychological aspects of health, 9</p> <p>Learning clinical method (history taking and examination), 11</p> <p>Clinical and procedural skills, 13</p> <p>Middle clinical years, 14</p> <p>Later clinical years, 22</p> <p>Learning in the community ‘out of hours’, 25</p> <p>Further opportunities, 26</p> <p>Summary, 29</p> <p>References, 29</p> <p>Further resources, 30</p> <p><b>Chapter 2: Learning the public health aspects of medicine, 32</b><br /><i>With Ann O’Brien</i></p> <p>Public health perspectives, 32</p> <p>Health promotion, 35</p> <p>Primary and secondary disease prevention, 36</p> <p>Behaviour change: health promotion and prevention for individuals, 38</p> <p>Public health and health education, 39</p> <p>Summary, 41</p> <p>References, 41</p> <p><b>Chapter 3: Preparing for and learning on primary care and community placements, 42</b><br /><i>With Maria Hayfron?]Benjamin</i></p> <p>Introduction, 42</p> <p>Preparing for your community placements, 45</p> <p>When you arrive on placements, 47</p> <p>Your responsibilities at the end of your placement, 59</p> <p>Summary, 60</p> <p>References, 61</p> <p><b>Chapter 4: Active learning in the consultation, 62</b><br /><i>With Catie Nagel</i></p> <p>Introduction, 62</p> <p>Learning objectives, learning plans, 63</p> <p>Learning consultation skills, 64</p> <p>Understanding the consultation, 65</p> <p>The art of consultation, 66</p> <p>Engaging with patients, introductions, information, consent, 67</p> <p>Working with patients, 68</p> <p>Active learning in the consultation, 71</p> <p>Student?]led consultations, 76</p> <p>Problems, pitfalls and suggested solutions, 77</p> <p>Complex consultations for the later clinical years, 79</p> <p>Summary, 82</p> <p>References, 83</p> <p><b>Chapter 5: What to learn from the primary healthcare team, 85</b><br /><i>With Will Spiring and Ann O’Brien</i></p> <p>Introduction, 86</p> <p>Professional behaviour in a team, 87</p> <p>What the PHCT does, 90</p> <p>Learning with and from the primary healthcare team, 95</p> <p>Learning from the practice nurses, 98</p> <p>Learning from the pharmacy team, 100</p> <p>Primary health team meetings, 105</p> <p>Learning from mistakes, 106</p> <p>Patients and public involvement in your education, 107</p> <p>Summary, 109</p> <p>References, 109</p> <p>Further resources, 110</p> <p><b>Chapter 6: Learning medicine in community settings, 111</b><br /><i>With Ann O’Brien and Will Spiring</i></p> <p>Learning from community visits, 112</p> <p>Learning from doctor’s home visits, 113</p> <p>Visiting residential care and nursing homes, 115</p> <p>Learning from community mental health teams, 116</p> <p>Long?]term mental healthcare in the community, 119</p> <p>Community mental health for the elderly, 120</p> <p>Community maternity and child health services, 121</p> <p>Community sexual health services, 122</p> <p>Palliative and end of life care, 123</p> <p>Summary, 126</p> <p>References, 126</p> <p>Further resources, 127</p> <p><b>Chapter 7: Clinical information systems, opportunities to learn, 128</b><br /><i>With Jane Kirby</i></p> <p>What are clinical information systems?, 128</p> <p>Why learn about clinical information systems?, 129</p> <p>Clinical information systems in community practice, 130</p> <p>Making the most of the CIS in learning and teaching, 130</p> <p>What do clinical information systems offer in the diagnosis and management of acute illnesses? How do they support your learning of these conditions?, 132</p> <p>How do clinical information systems support the management of long?]term conditions? How can they support your learning about this vital area of medicine?, 134</p> <p>Learning from clinical guidelines, 138</p> <p>How can clinical information systems support the learning of prescribing (and patient safety)?, 139</p> <p>Family medicine, using clinical information systems to learn public health aspects – what do you need to know?, 141</p> <p>Clinical information systems: supporting learning about communication with patients, and colleagues, 143</p> <p>Using clinical information systems in supporting assessment, 144</p> <p>Clinical information systems: problems and pitfalls, 145</p> <p>Clinical information systems: projects, audit and research, 148</p> <p>Summary, 149</p> <p>References, 150</p> <p><b>Chapter 8: Supporting learning in primary care using social media and other technologies, 151</b><br /><i>With Jonathon Tomlinson</i></p> <p>Social media in your primary care placements, 152</p> <p>When media becomes social media, 153</p> <p>Social media landscape, 154</p> <p>Your online profile and digital professionalism, 155</p> <p>Your digital footprint, 155</p> <p>Doctors and patients online, 156</p> <p>Digital literacy and information literacy, 157</p> <p>Social media sites: Facebook, Twitter, Blogs, Wikis, YouTube, Slideshare/Prezi, Scoop.it/Pinterest, 159</p> <p>Summary, 164</p> <p>References, 165</p> <p>Further resources, 166</p> <p><b>Chapter 9: Assessment, feedback and quality assurance, 167</b><br /><i>With Mark Williamson</i></p> <p>Assessment in your primary care placement, 168</p> <p>Assessments in medical courses, what should you expect?, 169</p> <p>What types of assessment should you expect on your primary care placements?, 171</p> <p>How can you best use your time on primary care placements to survive (or even excel) in your medical school assessments?, 174</p> <p>Some potential strengths of assessment in primary care, 177</p> <p>Opportunities for self?]assessment in primary care settings, 181</p> <p>Some final thoughts: why authenticity in assessment matters, 181</p> <p>Feedback within your primary care placement, 182</p> <p>Types of feedback in primary care placements, 184</p> <p>Giving and receiving feedback, 187</p> <p>Giving something back – your responsibility to offer feedback, 188</p> <p>Summary, 191</p> <p>References, 192</p> <p><b>Chapter 10: Conclusions: Looking to the future, 194</b></p> <p>Reference, 197</p> <p>Index, 198</p>

<p><strong>David Pearson</strong> is a?General Practitioner and?Director, Academy of Primary Care, Hull York Medical School, York. <p><strong>Sandra Nicholson</strong> is Lead, Academic Unit for Community-Based Medical Education, Barts and The London School of Medicine and Dentistry, London.

<p><i>How to Succeed on Primary Care and Community Placements</i> offers practical advice on how to get the most from your time on community visits, within patient consultations, and with the practice team. It highlights the unique opportunities and challenges you will face on placement, from using clinical information systems, to home visits and long term patient relationships, and how to take advantage of new ways of learning with web-based tools, mobile devices and social networking.<br /><br />Key features include:<br /><br />• Learning outcomes at the start of each chapter with links to web-based learning, case examples, and tasks to undertake whilst on placement<br />• An evidence-based, practical approach to improving learning, teaching, assessment and feedback in community settings<br /><br />Written by a team of experienced community-based medical education specialists, it is ideal for all medical students, whether on early clinical placements or later in training, and for tutors and preceptors looking for novel ways to engage their students.</p>

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