Content of learning

Understanding the language of the curriculum 

The following sections illustrate how the specific capabilities in the RCGP curriculum are broken down into more specific professional tasks and learning outcomes (detailed items of knowledge and skill). These map directly to the GMC's generic professional capabilities,12 which apply to all medical specialty training programmes. Relevant MRCGP assessments are shown for each of these capabilities and further information sources are also provided. 

The core capabilities in this document have been written as outcomes of training, in other words a statement describing the knowledge, skills and behaviours that should be demonstrated by a GP on completion of training. Their wording has been standardised according to the glossary in Table 3.   
 

Level of complexity

Description

Verbs used in the curriculum learning outcomes

Recall or respond The ability to recall previously presented information and/or comply with a given expectation  Accept, define, describe, follow, record 
Comprehend The ability to grasp the meaning of information in a defined context   Acknowledge, appreciate, clarify, identify, recognise 
Apply The ability to use rules and principles to apply knowledge in a defined context and/or display behaviour consistent with an expected belief or attitude 
Adopt, apply, communicate, contribute, demonstrate, implement, measure, obtain, participate, use
Evaluate The ability to use rules and principles to apply knowledge in a defined context and/or display behaviour consistent with an expected belief or attitude  Analyse, appraise, compare, differentiate, discuss, evaluate, explore, interpret, justify, monitor, reflect on, review 
Integrate The ability to bring information together to demonstrate a deeper understanding and/or demonstrate behaviour consistent with the internalisation of professional values  Advocate, challenge, commit to, create, deliver, develop, enhance, facilitate, integrate, lead, manage, organise, plan, prioritise, promote, provide, respect, tailor, value


Table 5: Taxonomy of terms used in the RCGP curriculum learning outcomes

Modified from principles in Anderson LW, Krathwohl (eds). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman, 2001. 

When the term 'appropriate' is used to describe an action, this means one that is evidence based, safe, cost-effective and in keeping with your clinical judgement, as well as the patient's situation and preferences.


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