Workshop Summaries 2015

A1: Return to Practice

Wed 25 : 12:15- 13:15
Room Number: Exchange 4 (seating capacity 80)

Trainees across all specialties frequently seek opportunities to take time out of training to undertake other activities. These can include research or non-clinical placements to develop leadership or education skills both in the UK and abroad. Furthermore, our increasingly feminised medical workforce takes time off for maternity leave. The return to clinical training for all these groups of trainees can be a personally stressful experience and there have been unfortunate examples of significant patient safety concerns occurring which have, at least in part, been attributed to the trainee’s time away from clinical practice. There is now an imperative to address these issues proactively and this workshop will showcase 2 specialties that have developed courses.

Chair: Dr Camilla Kingdon,  Head of London Specialty School of Paediatrics and Child Health, London

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A2: Litigation Avoidance in Education

Wed 25 : 12:15- 13:15
Room Number: Exchange 1 (seating capacity 62)

This workshop will address and discuss:

  • Why do we get to such serious incidents?
  • What can we do to avoid such extreme circumstances at each level; local education providers, ARCPs, schools and deans?
  • How do we work manage and complete the meetings, discussions and paperwork when litigation occurs?

Chair: Dr Claire Mallinson and Dr Rebecca Aspinall
Guest: Mr Philip Farrar Hill Dickinson

A3: Resilience

Wed 25 : 12:15- 13:15
Room Number: Exchange 9 (seating capacity 96)

Evidence is growing that doctors are under increasing pressure from work, and that this affects their ability to be effective. Developing resilience will be crucial for our future workforce. This workshop will provide an opportunity to understand more about resilience for individuals and for organisations. It will include:

  • An update on current theory on resilience
  • Links between resilience, professionalism and compassion
  • An opportunity to think how we maintain and model our resilience as educators
  • A focus and discussion on how we develop resilience in learners

If you are interested in having a go at assessing your resilience before or after the workshop go to

Dr Rebecca Baron, Associate Dean General Practice, Health Education North West
Dr Shirley Remington, Associate Dean, Health Education North West

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A4: Overcoming barriers to reflective practice

Wed 25 : 12:15- 13:15
Room Number: Auditorium

Reflection is a key ingredient in learning at all levels and there are a number of taken for granted assumptions about a) its utility and b) the ease with which people can achieve it. The latter is a particular challenge when there is an element of compulsion associated with it (e.g. appraisal). The purpose of this workshop is to explore common and less common barriers to reflection and to examine ways to overcome these. Participants will examine their own and others strategies and will produce, in outline, at least, one short reflective piece. A laptop or tablet would be useful.

Chair: Dr Mike Davis, Consultant in Continuing Medical Education, Blackpool

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A5: Confidentiality: Electronic Media and Mobile Devices’

Wed 25 : 12:15- 13:15
Room Number: Exchange 6 (seating capacity 80)

We regularly receive questions from patients and professionals about the appropriate use of electronic media such as apps and the use of mobile devices such as mobile phones or tablets.

While such technologies can offer many benefits, there are also risks to be considered.

In this workshop we will discuss the common issues related to the use of such technologies in clinical care and explore both the opportunities and the limitations.

We will also be listening to the views of the workshop participants as we are currently considering this topic as part of the review of our Confidentiality guidance.

Chair: Ms Christine Buicke, Policy Officer in the standards and ethics team, General Medical Council

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A6: Academic Training – How can we ensure excellence in both academic and clinical training?

Wed 25 : 12:15- 13:15
Room Number: Exchange 11 (seating capacity 64)

This workshop will give an overview of the academic training system. It will first consider how and why we may wish to develop academic tracks in an existing Foundation Programme and how to go about doing this. We will look at advantages to the Trust along with the potential barriers and pitfalls by using an example of an academic programme recently introduced at a DGH. We will then look at the academic pathway in General Practice and again consider the difficulties General Practitioners face in completing the pathway given their shorter training time.

The section on the training for academic clinical fellows in general practice will give a brief overview of the programme and the different pathways for general practitioners to become engaged in research once they have completed the programme.

A trainee who has completed the programme and who has progressed onto a Ph.D. Fellowship program will talk about some of the barriers specific to general practice and the support structures that have been put in place to overcome these barriers.

Chair: Dr Andy Watson, Associate Dean, Health Education North West

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A7: Sharing Best Practice

Wed 25 : 12:15- 13:15
Room Number: Exchange 2 (seating capacity 80)

How can the GMC as the regulator, and other organisations that manage and deliver postgraduate education and training inspire and promote excellence? This workshop will explore how we define and identify excellence, and how we can share what works well. A number of case studies will be examined and discussed, and participants are encouraged to bring their own stories for discussion. Health Education East Midlands will present on Multi Professional Visiting, an area they have identified as Best Practice.

The GMC publishes a number of case studies promoting best practice, at

Chair: Ms Jessica Lichtenstein, Head of Quality Assurance, General Medical Council

A8: The Able Trainee

Wed 25 : 12:15- 13:15
Room Number: Exchange 10 (seating capacity 48)

This workshop is going to explore how trainees and educators can work together to enable trainees to have more opportunities to achieve their potential. We will look at how educators can support and challenge all trainees, whether by discussion, provision of innovative resources or by improving the working and learning environment. Some research into stretching the more able trainee will be presented, together with the AOMRC Trainee Charter. The session will be interactive, with time to discuss innovative ideas from all settings and specialties, and explore plans for future development.

Chair:  Dr Nigel Scarborough, Deputy GP Dean, Health Education East Midlands

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B11: Career Choices

Wed 25 : 15:30- 17:00
Room Number: Exchange 4 (seating capacity 80)

This workshop will try and examine some of the factors that influence medical career choice. Three presenters will each present for approximately 10 minutes on different pieces of the jigsaw;

  • Evidence from a study by University of Nottingham on what influences choice
  • Feedback from the Medical Schools Council and the RCGP on promoting careers in General Practice
  • An update on different initiatives aimed at improving recruitment into GP.

We will then open the floor to a general discussion about delegates’ experiences and a sharing of possible solutions.

Chair: Dr Helen Mead, GP Dean Health Education East Midlands; Chair UKCEA

B12: Recognising Quality Education

Wed 25 : 15:30- 17:00
Room Number: Auditorium

The term “excellence” is ubiquitous when a medical education programme is described to include outcomes, satisfaction, relevance of curriculum and value for money.  There is probably more obvious concensus regarding the concept of excellence in undergraduate medical education.  Postgraduate medical education in the UK needs to be considered in terms in a more complex environment that relates to regulation, standard setting by national bodies and training occurring in the context of service delivery.  So what precisely do we mean by excellence in postgraduate medical education? How would we recognise it and how should it be graded?  This issue has arisen repeatedly in HETV when rating individual training programmes as part of submission of the Dean’s annual report to the GMC.  The outputs of a local initiative held with stakeholders and with the aim of ensuring clarity and consistency in the recognition of excellence will be presented.

Chair: Dr Michael Bannon, Postgraduate Dean, Health Education Thames Valley

B13: Supporting Learners in Transition through Induction programmes

Wed 25 : 15:30- 17:00
Room Number: Exchange 6 (seating capacity 80)

This session will include four presentations on how we support doctors in transition through induction programmes. Health Education North West will share their “Asked to see Patient” initiative on the stresses and difficulties of transition from student to doctor; Health Education North Central and East London will share their induction programme on a “day in the life of an F1”; Health Education Yorkshire and Humber will present their model for delivery of transferable generic training as part of induction for all trainees; and Health Education Wessex will share their induction session giving core and higher trainees the opportunity to work through difficult experiences and reconnect with a “culture of care”.

Chair: Dr Simon Plint, Postgraduate Dean, Health Education Wessex

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For queries on “A Day in the Life of an FY1” please contact


B14: Collaborating to Drive up Quality

Wed 25 : 15:30- 17:00
Room Number: Exchange 1 (seating capacity 62)

This session will look at how collaboration between education institutions can be used to drive up the overall quality of the education they deliver. It will outline the work that the Medical Schools Council Assessment Alliance (MSCAA) has done to increase collaboration between medical schools on assessment and the impact this has had on consistency between medical schools and quality. It will focus on two specific areas; selection and assessment and identify both the challenges and opportunities of greater collaboration. The session will look at how the MSCAA model of collaboration is being rolled out to include other areas of medical education with the establishment of the Medical Schools Council Selection Alliance (MSCSA). This session will be of interest to those involved in postgraduate education who would like to learn more about undergraduate medical education or those with a particular interest in assessment or selection.

Ms Clare Owen, Policy Adviser, Medical Schools Council
Ms Veronica Davids, Policy Adviser, Medical Schools Council

B15: Leadership and Development of Trainees

Wed 25 : 15:30- 17:00
Room Number: Exchange 2 (seating capacity 80)

Clinical leadership is integral to medical training yet current formal postgraduate training in this area is sparse and variable.   Relevant leadership development for current doctors in training is paramount to enable them to have the knowledge, skills and behaviours to become our future leaders within the healthcare system. This workshop explores different models of leadership development for doctors in training including implementation methods and how to address common challenges. We will also explore the development of a faculty of leadership educators to help engage doctors in training. 

Chair: Dr Adrian Brooke, Deputy Postgraduate Dean & Secondary Care Dean, Health Education East Midlands

B16: Simulations

Wed 25 : 15:30- 17:00
Room Number: Exchange 11 (seating capacity 64)

The last fifteen years has seen many significant changes in service delivery in the NHS across the UK that have impacted on the type and quality of training of all NHS services.

The simulation workshop will look at findings from the ASPiH simulation development project, and use these findings as triggers for discussion. There will be session focusing on the development of visual learning within Pathology as a result of increased service demand, and there will be an opportunity to discuss the challenges of developing this type of learning environment. There will also be a session which explores how to set up and run CMT simulation courses, as well as feedback on the development of the multi-centre simulation training programme in geriatrics.

Chair:   Dr Peter Donnelly, Deputy Dean for Postgraduate Medical and Dental Education,  School of Postgraduate Medical & Dental Education, Cardiff University

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B17: Professionalism

Wed 25 : 15:30- 17:00
Room Number: Exchange 9 (seating capacity 96)

Medical education plays an important part in helping support and nurture the professional practice and behaviour of students and doctors in training.

Work flowing from major patient safety inquiries of recent years, particularly around human factors, end of life care and supportive educational environments, has underlined how cultural and systems approaches adopted by the service and different disciplines are vital to strengthening professionalism.

This workshop looks at some of the work taking place currently that is attempting to bring greater coherence to the regulatory requirements for the development of professionalism, the assessment of professional behaviours and the cognitive and reflective aspects of professional practice.

Chair: Ms Tara Willmott, Head of Approvals, General Medical Council

C19: How do we educate our doctors to ensure we provide compassionate care?

Thurs 26 : 11:00- 12:30
Room Number: Exchange 2 (seating capacity 80)

This workshop will consider the challenges raised by a number of reports including the Shape of Caring report; share research into medical educator’s views of compassionate care; discuss the experience of focusing trainer development on this; and suggest a new approach of developing shared governance so that our education, training and working practices empower and involve staff at junior and frontline level to influence care.

The workshop will be split into;

  1. What is compassionate care? HEE’s Nurse Director, Professor Lisa Bayliss will define what we are aiming for in educating healthcare staff to provide ‘Compassionate care’
  2. Training for compassionate care: Dr Prit Chahal will share insights into senior educators views on postgraduate medical training for compassionate care, and how HEEM focused educator development on improving educators understanding of training for compassionate care
  3. Training Junior doctors to provide compassionate care through learning about shared governance: Sue Haynes will explain: What is shared governance, and what impact does that have on care in a large trust? Kerry Taylor will explore how might we teach junior doctors and the possible barriers to learning.

Brief presentations will be followed by a chance to share initiatives and ideas.

Chair: Professor Sheona Macleod, Postgraduate Dean, Health Education East Midlands and Chair of English Deans;  Honorary Professor University of Nottingham

C20: Quality Improvement

Thurs 26 : 11:00- 12:30
Room Number: Exchange 4 (seating capacity 80)

This session explores how doctors from being a medical student  to consultant can learn about, run and lead quality improvement projects in their organisations. The different skills, tools and ways QI education and training may be taught and used are described and examples given of QI in action. A journey through the practicalities of implementing QI training across a region and the barriers encountered will be described. The recommendations from a UK wide task and finish group, under the Academy of Medical Royal Colleges, on how we can embed quality improvement into undergraduate and postgraduate training are also presented.

Chair: Dr Emma Vaux, Programme Director of Quality Improvement (QI), Royal Berkshire NHS Foundation Trust

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C21: Global Health Training

Thurs 26 : 11:00- 12:30
Room Number: Exchange 6 (seating capacity 80)

Global Health Training – an antidote to declining application numbers for GP speciality training?

Obtaining a high fill of GP speciality training programmes is a priority for HEE. This workshop describes a pilot of 26 global health training programmes integrated with GP training. Each last for four years (3 years of GP training, and 1 year working in rural South Africa). It includes hospital placements in paediatrics, obstetrics and emergency medicine, a longitudinal series of seminars in global health and an intensive introduction to working in healthcare in the developing world. Trainees have the additional opportunity to study for the DTM&H. Placements are in rural South Africa, and include pastoral care, practical help with local regulatory bodies, a UK equivalent salary and local supervision.

These rotations are proving popular with 100% fill, and is being rolled out as a partial solution to the problems of under-recruitment to GP speciality training in many parts of the UK.

How to go about obtaining MTIs
During this interactive session I wish to share our experience from Rotherham of having medical training initiative doctors in our department. This will include how we recruited them, what changes we made to our rotas for their time with us and what the pros and cons were of the MTI scheme for both us and the trainee. We are all aware that there are increasing gaps on training rotas and the MTI scheme is one way in which to ease the pressure.

The MTI process.
The Medical Training Initiative (MTI) scheme evolved as a sustainable way of allowing international graduates to come to the UK following the withdrawal of permit-free training. Posts, which do not have to be official numbered training posts, are scrutinised for their training potential by the postgraduate Dean and College.  Candidates are interviewed in country by RCP and local physicians and sponsored through GMC recognition without PLAB. The Academy of Medical Royal Colleges sponsors their Tier 5 visa. MTI graduates have particular training needs while in the UK and specific problems related to working in a foreign country without any run in period as occurred with the old clinical attachment system. The RCP has attempted to address these. It currently sponsors 240 graduates in the UK. While the scheme has been very successful in addressing staffing shortages, this it is not its main purpose, which is to offer training for international graduates and keep alive international links many of which go back since before the development of the NHS.

Chair:  Professor Bill Irish, Postgraduate Dean of Medicine and Dentistry at Health Education East of England, Cambridge

C22: Wider Medical Workforce

Thurs 26 : 11:00- 12:30
Room Number: Auditorium

Delivering healthcare in the 21st century is challenging at the best of times, but is even more so when there are insufficient staff available. Very few acute services have a full complement of trainee medical staff and this new ‘norm’ needs new approaches to staffing. This workshop will hear how other staff groups can help improve patient care and educational delivery and allow our services to adapt and develop despite trainee shortages: we will focus on the importance of appreciating and developing these staff. We will hear about new professional groups in the NHS and what they have to offer. There will be time for attendees to share ideas and expertise with interested colleagues.

Chair: Dr Diarmuid MulherinConsultant Rheumatologist, Cannock Chase Hospital, Royal Wolverhampton NHS Trust

C23: Multi Professional Focus

Thurs 26 : 14:45- 16:15
Room Number: Exchange 1 (seating capacity 62)

The future of healthcare services in the NHS are dependent upon individuals being able to work together within and across organisational and professional silos. The importance of such collaborative practice is highlighted in key policy documents such as the 5-Year Forward View. In this workshop we will introduce a number of educational interventions that explicitly encourage individuals to break-out of their organisational and professional silos to learn together as a means for improving patient care. We will share our experiences of what can be achieved, and the benefits and challenges of encouraging multiprofessional learning. We will cover such multiprofessional learning in quality management, professional development, quality improvement, and delivery of education through networks.

Chair: Dr Sanjiv AhluwaliaHead of Primary Care Education and Development, Health Education North Central and East London

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C24: Values

Thurs 26 : 11:00- 12:30
Room Number: Exchange 1 (seating capacity 62)

Can you recite your NHS values?  Why are they important?  And how do we teach and assess for them?  In this workshop we will explore what’s behind the values-rhetoric, how we select for values and their fundamentally important relationship with person-centred care.  The workshop will take the form of three brief presentations followed by an open forum for discussion.

Chair: Dr Tim Swanwick, Postgraduate Dean, Health Education England, North Central and East London

C25: Supporting Trainees

Thurs 26 : 11:00- 12:30
Room Number: Exchange 9 (seating capacity 96)

The purpose of this 90-minute workshop will be to guide participants through difficult case studies of unsupportive environments. Solutions will then be considered. A summary of interventions will be presented which aim to change undermining cultures & areas of good practice as well as new innovations and guidance. This will also include an overview of the GMC and Academy of Medical Royal College’s recent work in the area and the incorporation into the new standards. Finally use of current legislation and rules to support trainers where more collaborative approaches have failed will also be discussed.

Chair: Professor Namita Kumar, Postgraduate Dean, Health Education North East; Consultant Physician and Rheumatologist

D27: Patient Safety and Human Factors

Thurs 26 : 14:45- 16:15
Room Number: Exchange 2 (seating capacity 80)

The two biggest challenges facing us are how do we improve patient safety and still maintain excellence in training. In the session we have brought together world class expertise to answer this question from many angles. We know that after hours, the bulk of emergencies happen we are reliant on trainees to deliver the treatments. How do we make sure they can. This session will guarantee to be enlightening and give you something practical to take home and start tackling these fundamental issues.

Chair: Dr Damian McKeon, Editor Clinical Tutor, NACT UK

D28: New Ways of Educating and Cross Speciality Learning in Primary Care

Thurs 26 : 11:00- 12:30
Room Number: Exchange 2 (seating capacity 80)

The nature of primary care education is changing. Formal programmes of education are blurring at the edges and there are more multi-professional interventions. This workshop will discuss “Flipping GP teaching” – see and ; a unique collaboration of GPs and Paediatricians in training with good learning outcomes for both disciplines; and an inter-professional project delivered across eight GP ST Programmes by academic social workers to GP trainees. What is driving these changes and what could that mean for other sectors?

Preparatory material – Please access prior to the session:
Ken Robinson: How to escape education’s death valley
Excerpts – Watch 12.30 – 16.30

Flipping healthcare: an essay by Maureen Bisognano and Dan Schummers
BMJ 2014;349:g5852 doi: 10.1136/bmj.g5852
(Published 3 October 2014)

Flipping GP teaching sessions – a summary
HEWM TPD workshop report 2015.

Chair:  Professor John Howard, Head of education and quality for primary and community care/Postgraduate GP Dean/Deputy Postgraduate Dean, Health Education East of England

D29: Doctors with Difficulty Progressing in Training

Thurs 26 : 14:45- 16:15
Room Number: Auditorium

This session will provide an overview of the definitions, common presentations and current research into doctors who have difficulty with training progression, and present options for managing this challenging issue.

The start of this session will provide an overview including definitions, categories and common presentations.  There will be brief presentations on the research findings into:

  • the value of WPBA in predicting doctors in difficulty
  • how WPBA can be used to predict exam performance and / or the need for additional training time.
  • Investigating differential attainment in medical education and training: an update on the GMC’s work programme
  • What factors contribute to successful intervention

With a wider discussion on what these findings might suggest is the optimum approach for the future

Predicting and Managing Doctors in Difficulty (DiD)
Brief presentation to give an overview of DiD including definitions, categories and common presentations and research findings on the value of WPBA in predicting DiD

New insights into identifying Trainees in difficulty
This presentation considers whether Work Placed Based Assessments indicate if a trainee is likely to experience difficulty passing their professional exams or might need additional training. A quantitive analysis was used to find which WPBAs were most likely to predict adverse outcomes. This suggests that by using a limited number of WPBA and competency ratings we can identify trainees who are likely to fail their exams and/or need additional training.

3 Differential Attainment GMC
The Equality Act duty applies to the GMC and to the organisations and systems regulated. In the context of education, this means that the design of the education and training pathway is fair for all. The GMC undertook analysis of patterns of differential attainment and commissioned a rapid literature review which identified complex interrelationships and wide variation in the extent and nature of support. This presentation describes this, the implications and the next steps

4 Why do trainees fall into difficulty and how can we identify those at risk?
Reviewing 2 relevant pieces of work
The first relates to the personal attributes of identified trainees.  You’ll see that self-efficacy is an important dimension which can be assessed easily and improved by education and training interventions. The second relates to cognitive ability assed by the WAIS which again provides important insights, especially for IMG graduates whose first language is not English.

Chair:  Professor Sheona Macleod, Postgraduate Dean, Health Education East Midlands and Chair of English Deans; Honorary Professor University of Nottingham

D30: Difficult Conversations

Thurs 26 : 14:45- 16:15
Room Number: Exchange 1 (seating capacity 62)

This interactive workshop will explore the development of educational interventions to address:

  1. Conversational challenges which may arise when dealing with underperformance issues of trainees (and on occasion, trainers).
  2. Inter-professional communication involving conflict between trainees and colleagues.

We will discuss the process, challenges, and strategies to help trainers to have constructive meetings with trainees when concerns have been raised.

We will present our experiences developing training radiology trainees to navigate difficult conversations with colleagues. Delegates will be encouraged to formulate approaches relevant to their own situations when such conversations may be needed.

Chair: Dr Saleem Farook, Consultant and Vice Chairman, Emergency Medicine, Hamad Medical Corporation, QATAR

D31: Change and Adaptive Leadership

Thurs 26 : 14:45- 16:15
Room Number: Exchange 11 (seating capacity 64)

This workshop provides an introduction to the key concepts of change and adaptive leadership for those who wish to develop an understanding of how to manage change and gain an evidence base to help them become more effective leaders in a complex world. The workshop comprises interactive group activities, short presentations and individual exercises aimed towards gaining insight into how change can be planned for, managed and led from personal, interpersonal and organisational perspectives. Core topics include the leader as an agent of change, models of change management and change in complex organisations and contexts.

Professor Judy McKimm, Director of Strategic Educational Development, School of Medicine. Swansea University and Director, ASME Leadership Development Programme
Professor Paul Jones, Programme Director, Graduate Entry Medicine Programme, School of Medicine. Swansea University and Course Faculty, ASME Leadership Development programme

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D32: Professional Standards

Thurs 26 : 14:45- 16:15
Room Number: Exchange 9 (seating capacity 96)

Professional standards underpin our professional practice. All doctors become teachers, whether formally or informally, even if we no longer learn by: “see one, do one, teach one”. This interactive workshop brings together examples of innovations that facilitate the very best professional practice in this area: describing and discussing ways to support the local Faculty Trainer, provide Supervisor Accreditation and Training, run a MOOC on ‘Clinical Supervision with Confidence’ and collaborate on providing academic opportunities and qualifications tailored to particular groups of educators. Bring your own ideas and come prepared to contribute to raising the professional standards of medical educators.

Chair: Dr Susi CaesarGP, Appraiser, Medical Education, Quality Assurance and Training Provider, Associate Dean, Wessex Appraisal Service Lead, Care Quality Commission Specialist Advisor, Medical Director for Revalidation, RCGP

D33: Writing for Publication

Thurs 26 : 14:45- 16:15
Room Number: Exchange 4 (seating capacity 80)

This workshop is structured around an interactive presentation on writing and submitting a journal article from the editorial perspective of ASMEs journals The Clinical Teacher and Medical Education – including what makes a good paper, ethical considerations, common pitfalls and the submission and review processes. Small group activities encourage participants to reflect on their experience of writing for publication, what makes a good manuscript, and defining a target audience and journal for your work. There will be plenty of opportunities for questions and discussion of any issues relating to publication which participants wish to discuss.

Chair: Dr Michael Ross, Co-Editor-In-Chief of The Clinical Teacher journal, Programme Director MSc & PhD Clinical Education and Senior Clinical Lecturer in the Centre for Medical Education at The University of Edinburgh