Tag Archives: medical education

In a ‘compassionate’ and ‘inclusive’ culture, what exactly is the purpose of erasure from the medical register?

There’s a near-complete unwritten rule that you should never read the ‘comments’ section of online Daily Mail articles.

Doctors who are the subject to sensational reporting in trusted media platforms such as the BBC, Daily Mail or Daily Express, for reason of being about to appear in front of the Medical Practitioners’ Tribunal Service, should be advised to follow that rule. The court of ‘public opinion’ includes a section of the population subscribing to the ‘lock ‘em up and throw away the key’ brigade. But this is not to airbrush that there are some doctors, previously registered, who have done unconscionable things while on the register, such as engracing their initials as surgeons into live organs. The medical regulator, the General Medical Council, like NHS England in its recent long term workforce plan, is wise to call for a ‘compassionate culture’ – but clearly this mandates mutual trust from all stakeholders involved (or included).

The NHS faces a record number of unfilled vacancies. The reasons for this are myriad. It is difficult, however, to deny a ‘culture of fear’ towards staff and regulators in the medical profession, especially given concerns of a racist atmosphere. There are doctors who have been ‘erased’ for five years, and who return with a full license to practise after five yeafrs. Unfortunately medical doctors become deskilled even after five weeks absent from routine clinical practise, and the reintegration required for doctors after at least five years is colossal. I got a feel for this when I returned to the register in 2014. Working practises had changed, including electronic prescribing, drugs themselves on hospital formularies (for example the introduction of monoclonal antibodies), and working hours. I felt that not only was a substantial extended induction was required for behaviours and skills in a contemporaneous clinical learning environment, but that a special return to practise programme for unanticipated leavers was needed for those unanticipated leavers like me.

Doctors who are removed from the medical register under law have to removed for five years at least, making any future professional rehabilitation close to impossible. The ’erasure’ of any doctor, whilst necessary to maintain high standards in patient safety, is in other senses a personal tragedy. Doctors and their friends or family experience a ‘social death’ and do become ostracised for years until they re-find their feet. Some of course never refind their feet. They are supposed to embrace ‘learning opporunities’ in other fields, but erased doctors always have a black blob against their name making professional rehabilitation in any sphere of life, for example accounting, the law, research or the media, difficult or impossible. To all intents and purposes, they are exposed to the very worst aspects of ‘cancel culture’. A further tragedy unravels, as the original factors such as poor practitioner health, for example anxiety, depression, or substance abuse, run the risk of being unaddressed, or a shortfall in knowledge and skills, or poor integration in social networks.

This prolonged period of disgrace is exacerbated by a marked institutional apathy towards a return to practise for unanticipated leavers in the medical workforce. They do not seem to be a priority for anyone, even given a worforce crisis. Prematurely entering the employment scrapheap, with individuals having invested time, effort and money into forming and consolidating a ‘medical identity’, is a complete waste – when they could be supported to solve the workforce crisis. Successive governments, irrespective of Brexit, have been addicted to the drug of outsourcing the professional maturation of clinicians to other jurisdictions. The exit from the European Union appears to have done nothing to promote the retraining of medical doctors. Whilst a scheme exists for nurses, no such scheme exists for doctors. Doctors who return to the General Medical Council return with a ‘spoiled identity’ or stigma, which far outlasts any criminal rehabilitation pursuant to the Rehabilitation of Offenders Act (1974).

I don’t deny that there are matters so egregious that it seems virtually impossible to give someone a ‘second chance’ in professional life. Likewise the alternative of no redemption or no forgiveness, or no further inclusion, reintegration or rehabilitation is hard to justify in terms of jurisprudence in the legal doctrine of proportionality – nor is justified in natural justice. I welcome public moves by companies such as Greggs or Timpsons, in the private sector, announced today. I think there should be a much more pro-active approach to embracing learning opportunities from mistakes or misfortune, and this will be for the growth of the medical profession I feel.  The medical regulator, the General Medical Council, to embrace compassionate and inclusive cultures, with advances in medical education,  and the current employment climate in the NHS, should consider carefully what the legal function of erasure is.

Meaningful learning for the SCE geriatrics from JRCPTB: more than meets the eye

“Geriatric Medicine: 300 Specialty Certificate Exam Questions” (CRC Press) by Shibley Rahman, Henry J. Woodford, pub. 13 August 2021

https://www.routledge.com/Geriatric-Medicine-300-Specialty-Certificate-Exam-Questions/Rahman-Woodford/p/book/9780367564001

I have an interest in geriatric medicine at a very tangential basis, mainly through being a full time carer for a loved one with frailty and dementia, and having done my Ph.D. and postdoc in Cambridge and London in dementia and movement disorders.

Latterly, as respite for me, I have been doing a Masters in medical education at the University of Nottingham, where I have been taught by somebody I have respected for a very long time as a geriatrician and a medical educator, A/Prof Nicola Cooper, herself a geriatrician in Derby. We have just completed our PGCert module in the practise of learning and teaching, and one of the core themes is how people meaningfully learn skills and knowledge situated in their setting and according to their backgrounds. In relation to this, I hope to go the ASME conference in researching medical education here in London later this week.

The schism between the practise of medicine and the esoteric book work can be enormous.  Dr Henry Woodford (woodford_henry) and I (dr_shibley) decided to write a book of questions for the specialty certificate examination (SCE) in geriatric medicine. Every time I publish a book, I promise to myself that I will never write another one. This one is no exception. I have vague recollections of negotiating the book contract, right up to getting shotgun demands for proofreading.

The SCE, set from the Royal Colleges of Physicians, it turns out, is nothing at all mysterious. The material is what you would expect a trainee to ‘know’ from the Joint Royal Colleges of Physicians Training Board (JRCPTB) curriculum in adult and geriatric medicine. After a while, you get to know what the favourite exam topics are on the MRCP(UK) anyway, and the format of the SCE follows the MRCP(UK) Part 2 written paper, i.e. the single best answer (SBA) format. The SCE is set in various medical specialties, and, after a while, you get to know that the mode of action of denosumab in osteoporosis or the evolution of Charles Bonnet syndrome from macular degeneration are ‘starters for ten’ in the geriatrics test, in as much as opsoclonus-myoclonus syndrome and Fabry’s disease are ‘starters for ten’ in the neurology test. There is overlap between some of the testable material, for example questions on the time window in thrombolysis or thrombectomy wouldn’t appear out of place in both the SCE geriatrics or SCE neurology.

Actually, neither Dr Henry or I have any involvement with the exam, which is why we can come to this book with “clean hands”. Having listened to various talks on this assessment over the years, I get the impression that nobody is trying to ‘trick’ anyone. I can say from writing hundreds of questions for this assessment, it is far more hassle to write a deliberately misleading stem. In terms of preparation, it’s definitely worth doing the practise questions on the BGS website (members’ area only), and getting a feel for the SBA format. There are also sample questions for other specialties, such as acute medicine, or diabetes and endocrinology, which can be quite fun to look at.

Preparing the book gave me a chance to look at what was current across the whole curriculum. The “blueprint” is helpful in establishing the approximate weightings of subject areas, but it soon becomes obvious that some topics such as frailty, deprescribing or movement disorders can straddle various parts of the blueprint. Writing the questions is much harder than it looks, and I really feel the pain of those people who ‘standard set’ for real for the College. I hope though that you find the book from me and Henry fun. Consider it like a glorified pub quiz in geriatric medicine, and you’ll get a gist of the random nature of some of the knowledge. The vast majority of it is what you would want your geriatrician to know though, we hope.

Dr Shibley Rahman, @dr_shibley

My 13th book will be ‘Principles of Neurology’. Lucky for some.

  1. Target Audience

Who are you writing this book for? 

Courses where the book might be considered ‘recommended reading’:

Courses for the Bachelor of Medicine/Bachelor of Surgery undergraduate medicine.

Physician Associates training is set out in careers advice (https://www.prospects.ac.uk/job-profiles/physician-associate).

Also especially nurses.

All AHPs including social workers with an interest in brain disorders, dietiticians, physios and OTs.

Pre-qualification and newly qualified especially.

Medicine is fundamentally multi-disciplinary and inter-professional now. Neurology is no exception. It would therefore be wise, in my opinion, to be forward-thinking, and to be considerate about the needs of the wider workforce who interact with neurological patients. This includes allied health professionals, especially nurses, physios and OTs, and physician associates. Any book which is written for juniors must reflect the end point of training. This means that such a book should be factually accurate and reflect current practise and guidelines which a reasonable consultant in neurology would be expected to know.

2. Rationale

I intend this book to be a quick to read ‘one stop shop’ for reading about the range of neurology for pre-qualification or ‘only just qualified’.

There are many new developments, such as headache, genetics, drugs, which have rapidly been adopted in the last few years, which would be missing from most if not all books currently available.

The new curriculum for neurology is being introduced next year, so this is the perfect time to introduce a text for medical students who one day will be trainees of the future. Feedback from a current NHS consultant in adult medicine in London said it was a lot of work to re-educate bad or out-of-date teaching in medical school, and it would be much more preferable for students to learn state-of-the-art material in the first place.

The new neurology curriculum for junior doctors comes into effect from 2021, and the current neurology curriculum for junior doctors is still very much active. I should therefore prefer a prompt publication of this book.

3. Contents

The book will be structured to reflect reliably the weightings of the current modern neurology curriculum.

The curriculum is clearly set out by the Joint Royal Colleges of Physicians Training Board (draft for consultation 2021 https://www.jrcptb.org.uk/sites/default/files/DRAFT%20Neurology%20Curriculum%202021%20250221.pdf and current version 2010 https://www.gmc-uk.org/-/media/documents/Neurology_Curriculum_FINAL_301110_V0.19.pdf_40512716.pdf).

The blueprint for the weighting of the higher specialist assessment of neurology is currently available here, https://www.mrcpuk.org/sites/default/files/documents/sce-neurology-blueprint%20.pdf, based on the JRCPTB curriculum loosely from 2010 to be updated, https://www.gmc-uk.org/-/media/documents/Neurology_Curriculum_FINAL_301110_V0.19.pdf_40512716.pdf.

List of contents (last column gives calculated number of book chapter)

Some of the blueprint headings have been given ‘punchier’ titles.

Bl* indicates weighting of the blueprint out of 200 questions – the corresponding number of pages for each book chapter can be calculated from this, assuming a book of length 70,000 words.

Chapter title Bl* Book
1 Stroke 15 5250
2 Disorders of consciousness and epilepsy 20 7000
3 Cranial nerves and visual system 10 3500
4 Peripheral nervous system and muscle 15 5250
5 Spinal cord and motor neurone disease 10 3500
6 Neurological specialties 20 7000
7 Neuro-inflammation 20 7000
8 Neurology in special groups 15 5250
9 Investigations 15 5250
10 Cognition, behaviour and neurorehabilitation 15 5250
11 Neurosurgery and intensive care 15 5250
12 Pain and headache 15 5250
13 Movement disorders 15 5250