| Introduction |
|
ix | |
| Abbreviations |
|
xi | |
| Acknowledgments |
|
xv | |
| Author Biography |
|
xvii | |
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1 | (44) |
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Capacity and the Mental Capacity Act (MCA) 2005 |
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2 | (5) |
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2 | (3) |
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Fraser guidelines for contraception provision in the under 16s |
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5 | (2) |
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7 | (6) |
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8 | (1) |
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Consent in an adult with capacity |
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9 | (4) |
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13 | (1) |
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Difficult decisions: Legal frameworks and guidelines in end of life care |
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13 | (10) |
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Lasting power of attorney (LPAs) |
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16 | (1) |
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Advance statements and advance care planning (ACP) |
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17 | (2) |
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Advance decisions to refuse treatment (ADRT) |
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19 | (1) |
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Do not attempt cardiopulmonary resuscitation (DNACPR) |
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19 | (1) |
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Implantable cardioverter defibrillator (ICD) deactivation |
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20 | (1) |
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21 | (1) |
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21 | (2) |
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23 | (5) |
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Other commonly encountered rules and regulations |
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28 | (12) |
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Patient group directions (PGDs) and patient specific directions (PSDs) |
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29 | (1) |
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30 | (2) |
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Use of social media and phones |
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32 | (1) |
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33 | (2) |
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35 | (2) |
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Female genital mutilation (FGM) |
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37 | (1) |
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Discussion on safe-guarding, coercive behaviour, and `mandatory' training |
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38 | (2) |
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The Mental Health Act (MHA) 1983 (Review 2007) |
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40 | (5) |
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MHA discussion and sectioning |
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41 | (4) |
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45 | (38) |
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45 | (2) |
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Accessing the general practice |
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47 | (1) |
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48 | (2) |
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50 | (1) |
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Problems with consultations: Time and money |
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50 | (4) |
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54 | (1) |
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Bringing patients back: Avoiding the revolving test door |
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55 | (2) |
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57 | (8) |
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65 | (2) |
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65 | (1) |
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Diagnosing `not-normal' signs |
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65 | (1) |
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Expecting abnormal examination findings - targeted examination |
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66 | (1) |
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Continuing symptoms and negative examination findings |
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66 | (1) |
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67 | (1) |
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Rounding off the consultation |
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68 | (1) |
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68 | (1) |
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Behaviours that aren't logical |
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69 | (3) |
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Personal experience which make patients and doctors risk averse |
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71 | (1) |
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72 | (1) |
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Patients who won't leave the consultation |
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72 | (1) |
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Continuing consultations are quite different |
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72 | (8) |
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Patient with continuing illness |
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72 | (2) |
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Patients requiring repeat medication review |
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74 | (1) |
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Sexual, obstetric and gynaecological histories |
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75 | (1) |
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76 | (2) |
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78 | (2) |
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Giving away consultations and curriculum |
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80 | (3) |
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83 | (30) |
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83 | (22) |
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Knowing that we can't know |
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84 | (2) |
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86 | (4) |
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Using figures of benefit and risk of harm in general practice |
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90 | (2) |
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92 | (3) |
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QRISK2: A risk score for the prediction of CVD in primary prevention |
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95 | (1) |
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Family history, ethnicity, genes and epigenetics |
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96 | (6) |
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Prescribing issues and guidance integration |
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102 | (3) |
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Medical statistics: A brief introduction |
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105 | (8) |
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Standard deviation, absolute risk and relative risk |
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105 | (2) |
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Changes in prevalence of conditions influences statistical benefits/harms |
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107 | (1) |
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Sensitivity and specificity |
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107 | (3) |
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Positive and negative predictive values |
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110 | (3) |
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113 | (30) |
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113 | (8) |
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113 | (3) |
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Beauchamps-Childress framework for medical ethics |
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116 | (5) |
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121 | (4) |
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On failures, errors and whistle blowing |
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121 | (1) |
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122 | (1) |
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Apprenticeship-master model of medical education |
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123 | (2) |
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How we learn on the job: Teams and leaders |
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125 | (9) |
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126 | (3) |
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Leaders: Cops, robbers and magistrates |
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129 | (5) |
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134 | (6) |
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Exploring Jehovah's witnesses, Catholicism, Judaism and Islam |
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136 | (4) |
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140 | (1) |
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Conscientious objection to abortion and to contraception |
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141 | (2) |
| Appraisal and revalidation |
|
143 | (2) |
| Conclusion |
|
145 | (2) |
| Index |
|
147 | |
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