The Family Attachment Scheme
Introduction to second year
Dr Kieran McGlade
k.mcglade@qub.ac.uk
Objectives this year
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Re-establish contact with your family soon
Two visits in each semester
Two tutorials in each semester
Write up your report
Learning Outcomes
(Figures in parentheses refer to programme
outcomes for the entire curriculum)
•Describe the cultural and social environment of the
families/household visited (10,15);
•Describe how social class, accommodation, neighbourhood,
schooling, work, and leisure pursuits inter-relate with illness and
disease (15,16);
•Construct a family tree using this to describe the household and
the broader family structure (15, 28);
•List the family's recent and continuing illness events (10, 12, 28);
•Describe how the family has dealt with these illness events
including occupancy of the sick role (16);
Learning Outcomes
(Figures in parentheses refer to programme
outcomes for the entire curriculum)
•Describe the definition of illness from the standpoint of the family and
the professional (12, 16);
•List the medical and social resources available in the community (9);
•Evaluate the extent to which family/household health care needs have
been met by available resources and identify why needs remain unmet
(9,12);
Learning Outcomes
(Figures in parentheses refer to programme
outcomes for the entire curriculum)
•Discuss how community efforts to prevent disease and promote health
impinge on the family (9,12);
•Discuss the specific family visited in relation to the known
demography, epidemiology and psychosocial factors of illness and
disease (10);
•Demonstrate an ability to work as a team member and discuss the
potential impact of the student's presence on the family (36,45);
•Demonstrate appropriate respect for patients and their rights to
confidentiality and informed consent (11,27,38);
• Demonstrate an ability to gather information efficiently and
synthesise relevant information in the form of a report.
Duties of a Doctor
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make the care of your patient your first concern;
treat every patient politely and considerately;
respect patients' dignity and privacy;
listen to patients and respect their views;
give patients information in a way they can
understand;
• respect the rights of patients to be fully involved
in decisions about their care;
• keep your professional knowledge and skills up to
date;
Duties of a Doctor (contd)
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recognise the limits of your professional competence;
be honest and trustworthy;
respect and protect confidential information;
make sure that your personal beliefs do not prejudice
your patients' care;
• act quickly to protect patients from risk if you have good
reason to believe that you or a colleague may not be fit to
practise;
• avoid abusing your position as a doctor; and
• work with colleagues in the ways that best serve patients'
interests
Sources of Information
• http://www.qub.ac.uk/cm/gp/Courses/Undergradua
te/FAS.html
• http://www.qub.ac.uk/cm/undergrad/year1/0405/fa
mily/
• Queens Online
• NB Other Courses!
– Second Year – The Individual in Society
– First Year – Science Society and Medicine
Writing your report
• An account of your visits
• An account of your impressions
• Draw on what you have learned in the “Individual
in Society” and “Science, Society and Medicine”
courses.
• Draw on what you have learned from others in
your tutorial group.
Family Attachment Scheme
Dept of General Practice,
Queen’s University Belfast
Visit Date:
Duration:
Dialogue Student/Patient/Family
Issues Arising
Any
-biomedical
-psychosocial
-professional
-factual
Issues that arise which the student needs to or
should find out more about – should be jotted
down here
For example:
- social class
-various conditions ( medical)
-odd behaviour requiring interpretation
Miss X volunteered with great feeling how
much she missed her mother and how she
had been a great source of strength at
difficult times in her life
Found it a bit embarrassing when Mrs X got
distressed talking about her mother. Must
bring this up in the tutorial group – what is
the best way to deal with these situations –
what should you say or do.
Why did Miss X never marry?
What proportion of the population remain
unmarried?
What influence has the unmarried state on
health?
Example of a student learning log
Response
What did the student do to resolve/ address
Issues
Eg Looked up
Spoke to etc
We were surprised at how profoundly this
elderly lady still missed her mother
Useful discussion in tutorial group about
loneliness and also about changing
composition of society and extended family.
See if we can get answers to how many
people do not marry etc. from census data
The Report
• For regulations see para 12.3 of the study guide
• Combined effort (two or three students)
• Main part (4,000 words)
• Personal reflection (750 words) in appendix
The Report
• Your GP tutor may wish to have a copy of your
final report
• Your tutor may be happy to review a draft of your
report but will not be assessing it
V Good
Introduction and background.
Description of how the study was carried out.
Ability to interpret and critically evaluate the “family’s” life experiences
Ability to draw parallels with experience gained from other parts of the course /
other students’ experiences.
Ability to quote from the relevant literature and relate this to own learning
experiences in the family.
Writing style
Salient personal commentary and conclusions
Appendices and documentation provided
Good
Adequate
Poor
Tips for preparing for the Report
• Use a diary
• Include information from tutorials and other
parts of the course as well as your visits
• Look at exemplars of previous reports but
write your own
• Do not pad the appendices!
• Don’t have to be nice about the course!
Deadline
• Last Friday of teaching in the Spring
Semester – but this may be brought
forward to avoid students having to meet
too many deadlines at the same time.