The Learning Process and its General Objectives

Training is on the basis of apprenticeship and formal teaching in suitable environments. The principles of adult learning apply to both models. The example set by senior medical staff strongly influences the quality of the learning experience. This requires both good role-modelling by the clinical staff and DPT, and active participation by the trainee, with critical feedback in both directions at appropriate times.

Learning takes place in clinical settings (wards, outpatient departments and ambulatory care clinics) and includes access to regular continuing medical education sessions such as journal clubs, grand rounds, departmental meetings and research seminars provided for the ongoing education of medical staff.
An important element of training is the development of self-directed learning skills to enable trainees to keep up with and critically evaluate the rapid changes in current practice and scientific information. These skills form the basis of lifelong learning.

In order to prepare themselves for the Examination, basic trainees need to develop:

• a thorough grounding in the theory and practice of adult internal medicine;
  
• expertise in history taking, physical examination, diagnosis, therapeutics and rehabilitation;
  
• skills in communication with patients, their relatives/caregivers and other health professional staff including general practitioners;
  
• the ability to identify medical problems and develop strategies for their solution;
  
• taking responsibility for total management of patients in adult medicine;
  
• an ability to work as part of a multidisciplinary team, including the making of appropriate referral to other health professionals and delegation to junior medical and other staff;
  
• expertise in efficient organisation of patient care, including discharge planning and effective communication with those having ongoing responsibility for the patient (general practitioners and other primary care providers);
  
• skills in collation and presentation of clinical information for peer learning;
  
• skills in critical appraisal and assessment of medical literature;
  
• an understanding of the importance and practical application of quality assurance to maintain standards and improve efficiency.

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