RCGP Curriculum - 1 Being a General Practitioner

This section of our curriculum guide refers to statement 1, Being a General Practitioner, produced by the Royal College of General Practitioners (RCGP).

Photograph: Jason Heath Lancy
Photograph: Jason Heath Lancy

The core curriculum statement defines the key learning outcomes for the discipline of general practice, and the skills required to practice medicine as a GP in the UK. The domains listed in the core statement describe the fundamental aspects of general practice and provide the framework for the whole curriculum.

Here we have collated key articles from our journals to help you meet the curriculum requirements in this area.

In this section you will find articles on:
RCGP Curriculum Domains Other Areas of Interest

Primary care management

Person-centred care

Scientific problem-solving skills

A comprehensive approach

Community orientation

A holistic approach

The GP Curriculum

GP Training

nMRCGP exam

Revalidation

GMC Good Medical Practice

Others

 

Primary care management

1.1 To manage primary contact with patients, dealing with unselected problems
1.2 To cover the full range of health conditions

1.3 To coordinate care with other professionals in primary care and with other specialist

1.4 To master effective and appropriate care provision and health service utilisation

1.5 To make available to the patient the appropriate services within the health care system

1.6 To act as advocate for the patient

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Person-centred care

2.1 To adopt a person-centred approach in dealing with patients and their problems, in the context of patient's circumstances
2.2 To use the general practice consultation to bring about an effective doctor–patient relationship, with respect for the patient’s autonomy
2.3 To communicate, to set priorities and to act in partnership

2.4 To provide long-term continuity of care as determined by the needs of the patient, referring to continuing and coordinated care management

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Scientific problem-solving skills

3.1 To relate specific decision-making processes to the prevalence and incidence of illness in the community
3.2 To selectively gather and interpret information from history-taking, physical examination and investigations, and apply it to an appropriate management plan in collaboration with the patient
3.3 To adopt appropriate working principles (e.g. incremental investigation, using time as a tool) and to tolerate uncertainty
3.4 To intervene urgently when necessary

3.5 To manage conditions that may present early and in an undifferentiated way

3.6 To make effective and efficient use of diagnostic and therapeutic interventions

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A comprehensive approach

4.1 To manage simultaneously multiple complaints and pathologies, both acute and chronic health problems

4.2 To promote health and wellbeing by applying health promotion and disease prevention strategies appropriately

4.3 To manage and coordinate health promotion, prevention, cure, care, rehabilitation and palliation

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Community orientation

5.1 To reconcile the health needs of individual patients and the health needs of the community in which they live, balancing these with available resources

A holistic approach

6.1 To use bio-psycho-social models, taking into account cultural and existential dimensions

The GP Curriculum

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GP Training

nMRCGP exam


Revalidation


GMC Good Medical Practice

Others

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These curriculum resources are regularly updated with relevant articles from our range of healthcare publications. All articles are reviewed by GP advisers. We have set the standard lifetime of an article at two years and will aim to renew all articles within that timeframe. However, some older articles will remain in the listing if our reviewers believe there to be no significant changes to the topic covered.

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