The session will provide a brief overview of the work of the Medical Schools Council Selection Alliance (MSCSA). There will be a presentation of research commissioned by MSCSA that has looked at the impact of how different elements of the overall selection process to medical schools are weighted and sequenced on widening participation. For example if a school places more weight on the results of an aptitude test such as UKCAT rather than A level results what impact does this have on widening participation.
There will also be a number of short presentations from medical schools setting out the activities they have done that have made a positive impact on widening participation. This will include sessions on outreach, work experience and using data to monitor the progress of widening participation.
This session is suitable for anyone who wants to learn more about widening participation to medicine or medical school selection. Those wishing to become involved in efforts to widen participation to medicine would also find the session interesting.
Evidence shows that when clinical staff feel valued and engaged, it promotes more efficient safe patient care and staff wellbeing. Current issues within the medical workforce include low morale, disillusionment and decreasing applications to postgraduate training programmes. This workshop will explore practical methods by which these trends can be addressed.
The Northern Ireland Medical and Dental Training Agency (NIMDTA) has proactively developed a strategy to enhance appreciation of the value of doctors in postgraduate training programmes. This VALUED strategy is being taken forward with partner organisations including Health and Social care employers. This strategy is wide ranging and includes engaging with and listening to trainees, providing high quality training with enhanced learning opportunities, applauding the success of trainees and supporting work-life balance.
This workshop will explore with delegates learning initiatives developed under the VALUED strategy including peer mentorship, clinical leadership fellow programme, trainee ambassador schemes and enhanced communication through trainee fora, newsletters and social media. Participants will have the opportunity to share learning around these themes and consider new ventures appropriate for their own practice setting.
This highly interactive workshop looks at enhancing understanding of how to support trainees. Case scenarios and group work will be used to highlight the different resources available and will look at
The NHS is under increasing pressure to manage the needs of its patients and this challenge is not just financial but as defined in the Five-year Forward View relates also to the need to improve both quality of care and general population health through prevention.
These challenges are particularly predicated on the increased number of people with multiple long-term conditions, whose care cannot be managed in a single environment or by single specialty. This requires a paradigm shift in the approach that the NHS takes to managing patients across the system and therefore for the education and training programmes to be adapted to this new reality.
This session will describe some responses to these challenges. In particular, consider how we move training from what has traditionally been a secondary care centred environment to one in which training in the community mirrors the need for the significantly increased care in the community. To support this the session will consider how we can expand the training of the workforce in the community utilising an interprofessional approach.
Since the publication of ‘Quality Improvement: Training for Better Outcomes’ in 2016, the Academy of Medical Royal Colleges has been working to put the recommendations into practice. The 2016 NHS Improvement ‘Developing People – Improving Care’ includes a commitment to develop a strategy for implementing these recommendations as part of its action to embed improvement and leadership development in the NHS.
Four AoMRC QI work streams (curricula, revalidation, developing a repository and wider system engagement) are exploring how to embed training in quality improvement science and support valued quality improvement activities systematically and comprehensively not just for doctors but for all health staff, both clinical and non-clinical.
In this workshop, we will explore progress on implementing the recommendations across the UK to date, different approaches and models used, with many practical examples, and provide plenty of time for discussion on practical ways of implementing quality improvement into everyday work, making it “more than a tickbox”, including top tips and how to overcome possible barriers.
Morale in junior doctors is at an all-time low. Currently many doctors do not enter further training immediately after completing foundation training. The GMC state ‘we . . . need to think creatively about retaining new graduates (and) re-integrating those who have had time out’. Consequently, in this session we will present and discuss a variety of research projects aimed at understanding and improving the experiences of training doctors, with an emphasis on how we can best value our doctors in training.
HEE Wessex present their novel web-based survey of trainees using the ‘day-reconstruction method’, enabling us to understand what features of the working day doctors enjoy or dislike, and identify demographic and work-place characteristics as predictors of emotional affect. HEE Kent, Sussex and Surrey present their work on engagement and retention of doctors taking time out of training after completion of the Foundation Programme. HEE Yorkshire and Humber discuss their evaluation of Core Medical Training and improvement strategy. Finally, we will hear from HEE South London on developing a GP charter to improve the educational experience of GP trainees.
The General Medical Council has developed the Generic Professional Capabilities (GPC) framework in partnership with the Academy of Medical Royal Colleges to ensure that doctors in specialty training develop holistically as responsible professionals.
The framework will be relevant at all levels of medical training and practice, from medical student to consultant.
The time available for training within the NHS is under major pressure due to the need to meet ever increasing service demand. Whilst much valuable learning can take place at the same time as providing service, to do so effectively increasingly requires a different approach.
In this session, we will present several novel ways to do just this. These will include multiprofessional working between doctors and Prescribing Pharmacists, a collaborative ‘virtual’ model for on-call trainees in Radiology, joint approaches to training between vascular surgery and radiology trainees, Quality Improvement training sharing a digital platform with cross-organisation collaboration and the increasingly popular ‘Boot Camps’ in Surgery which bring some unexpected benefits.
Delegates will be able to see the principles of all of these initiatives and understand how these can be adapted to their own training needs.
This session is intended to allow GP educators to explore two educational toolkits used across HEE NW to improve re-sit trainees pass rates in the AKT(Applied Knowledge Test) and CSA(Clinical Skills Assessment) components of the licensing GP examination(MRCGP). In order to support these trainees in the CSA, a dedicated group of educators was formed and trained. The group used a specifically designed educational tool to analyse trainee developmental needs and form the basis of a subsequent triadic tutorial with the trainee and their educational supervisor. In the AKT, very specific reasons why candidates fail were identified and an online resource designed to support a stepwise approach to preparing and passing the AKT. The AKT package was used with several cohorts of serial AKT re-sits and produced very encouraging results which proved to be directly linked to engagement with the package. Delegates will be given the opportunity to explore both the AKT package and the CSA Tool in order to analyse learning needs and plan some educational strategies using a number of case studies. The interactive format will also allow discussion concerning the concurrent use of both toolkits in order to prevent MRCGP re-sits.
Trainees in all areas of the NHS are currently under huge pressures to maximise their educational opportunities at the same time as both they and their supervisors are facing relentless service demand. Supporting these doctors in training is one of the most important functions of Health Education England and over the last year there have been several initiatives to improve this support and reduce attrition.
This session will explore the factors which contribute to individual trainee difficulties and outline a variety of ways to address these.
Several different approaches will be described in this session-including trainee’s peer mentoring, bespoke trainee risk assessments, translating research in this area into practice and demonstrating the utility of a dedicated trainee support lead for a specialty school.
Delegates will be able to appreciate the range of strategies available which are very likely to be applicable to their own trainees and challenges.
This session focuses on new simulation based education (SBE) technologies and their application and how they could potentially revolutionise healthcare education. The presentations include an evaluation of new “wearable” systems, an e-learning programme for pathology, cadaveric gynaecological based training, an in-situ programme for paediatrics and the experience of setting up a new virtual training school. All presenters are Professorial level and are experts in the field of SBE and technology enhanced learning and the session will explore personal and organisational issues surrounding the introduction of sustainable SBE programmes based upon new ideas and platforms.
In this session three examples of new working paradigms will be presented and discussed:
The Deloittes Leadership and Transformation Fellowship, developed in partnership with the Royal College of Anaesthetists & HEE, is designed to equip senior clinicians with leadership skills for both local and system-wide transformation. Discussions will centre on the fellow’s experience in the industry placement, their management and leadership skills development and the outcome of a major service improvement project undertaken during the role.
The Medical Education Fellowship in Anaesthesia PA(A) project aims to support the integration of the Physicians Assistants in Anaesthesia (PA(A) workforce into multi-professional anaesthesia delivery. They are an established group of healthcare professionals assisting in the delivery of anaesthesia under the supervision of medical consultants. Their scope of practice presently varies from non-theatre sedation to general anaesthesia, tailored to local needs. Discussions will consider the output of the role.
The chief registrar programme was developed by the Royal College of Physicians following The Future Hospital report. A number of these roles have been developed across the U.K. The discussion will focus on the how, since their inception, they have made an impact on local services, improving patient flow and quality of care.
Career progress in the field of clinical education is rarely clear and straightforward. The aim of this session is to promote and enhance careers in medical, dental and veterinary education. We will look at the ways in which individuals can harness formal and informal networks, engage in scholarship, and seek out structures and career pathways to help them develop a rewarding and worthwhile career in an exciting but still professionalising field. Facilitators and delegates will share practical experiences, insights and advice on developing careers in medical, dental and veterinary education leadership, management, research and practice. We will outline some of the ways in which medical, dental and veterinary educators can achieve recognition for their skills and commitment, and will assist delegates to produce their own career plans.
An exciting session on educational scholarship and faculty management will focus down onto 3 broad themes for the 90-minute workshop.
a. Improving Integrated academic-clinical training (IACT):
i. What do trainees and other stakeholders think about the current state of integrated academic-clinical training (IACT) for doctors and dentists. How can we use qualitative research findings to further refine and improve this successful initiative?
ii. What can we change through the Shape of Training initiative, to assure and develop IACT?
b. Cutting teeth – academic publications for the enthused educator:
i. Turning small educational projects into publishable research
c. Faculty management:
i. Using educational theories to develop effective training interventions to improve clinical performance
ii. Transfer of learning: the challenge for health professions education to improve performance and care.
This session will focus on current issues in undergraduate medicine.
The first workshop will investigate current initiatives aimed at selecting those applicants to medical school who have the potential to become excellent doctors in the future. It will consider the evidence that Situational Judgement Tests (SJTs) and Multiple Mini Interviews (MMIs) differentiate usefully and accurately between candidates and offer advice on how to create effective SJT scenarios and MMI stations.
It will them move to the undergraduate curriculum and using an example from a medical Royal College (RCPCH) reflect upon how the College engaged with the Regulator, students and academics to develop a child health curriculum found helpful and engaging by medical schools.
Professionalism and fitness to practise are key attributes for medical students. The joint GMC/MSC guidance published in 2016 has been supplemented by additional resources for medical schools and students and this will be explored in the session.
Finally the workshop will consider the GMC’s plans to develop a Medical Licensing Assessment in the light of feedback to its consultation in Spring 2017. The responses are being analysed as this programme is being developed but the meeting will provide an opportunity to explore ways forward.
This session presents a range of primary and secondary care joint working new initiatives commenced this year with new models of care in mind. Speakers present their stream of educational innovation, including initial findings on the effectiveness of the projects in terms of achieving the stated learning outcomes, suitability of the project models used, acceptability to the learners, and applicability to future scaling up to support health innovation, and new care models programmes.
The workshop offers frameworks and facilitates small groups to draft a range of their own primary secondary care interface learning opportunities
Examples of themes include:-
This session will be delivered by members of Education Research Committee, Association for the Study of Medical Education (ASME). We each have significant experience of running workshops for clinical and academic colleagues, specifically related to Medical Education Research (MER).
The session will start with a brief overview of the depth and breadth of Medical Education Research, highlighting how evidence can be applied in policy and practice.
Attendees will be introduced to useful frameworks for critiquing the evidence base before applying these to conducting research in three areas pertinent to contemporary challenges in medical education:
(this will be interactive, in small groups, with support from the ASME Education Research Committee)
Time will be allowed for further questions and open discussion on approaches to ensuring high quality MER has practical impact in the final part of the session.
Attendees will leave better-equipped to evaluate MER, and with an understanding of the practical value that high-quality MER can offer clinicians and patients, through impact on training.
The session will provide an overview of the impact of technology enhanced learning on enhancing the educational experience of learners and creating sustained impact for improving patient care. The session will commence with a presentation of the ASPiH/ HEE National standards for simulation education. Discussion will focus on the standards framework and its importance, relevance and utility for the simulation community with a future focus on an accreditation model in 2018. Within the session, a workable model of developing multi-stakeholder consensus, on a multi-modality simulation program will be presented and how it can be sustained it in a challenged environment. The session also includes a presentation on E teaching and a modularised programme aimed at small group teaching which facilitates peer teaching or multi-professional teaching by junior members of staff. Their innovation is due to the fact that the teacher is learning from preparation and presentation and then acts as facilitator. The session will conclude with a presentation about the London FOAM ( Free open access to meducation) website, a fellowship programme that has delivered digital tools for EM trainees and an e-module for trainers (multi-professional and multi-specialty) on the uses of internet based education and training including social media.
Developing clinical reasoning (CR) is of primal importance in medical education. Yet, teaching CR isn’t easy for clinical teachers who often use scripts to establish diagnoses. Considering this, our Faculty development office and the medical education program collaborated in providing a three year faculty development program, aiming to supply teachers with strategies and tools, including the integrated SNAPPS-OMP, to better assist students in developing their CR skills.
This workshop aims to provide some insights into strategies that will best develop students’ CR skills and the steps that can be taken by Faculty to help clinical teachers apply these. The faculty development program and its components will be briefly presented then participants in the workshop will be given the opportunity to use one of the main tools included in the program: the integrated SNAPPS-OMP. Based on results from a follow-up study using this material, participants will partake in a group discussion of both the program and the tool, such that winning conditions and pitfalls can be identified.
*Contributing authors: Pr Carolle Bernier, M.D.; Pr Nathalie Gagnon, M.D.; Pr Ann Graillon, M.D; Mrs Sylvie Houde, Ph.D.
Doctors today work in a volatile environment: they can no longer expect their whole careers to be spent working with the same group of colleagues, with consistent roles and expectations and a settled hierarchy. This changing work environment has refocussed medical educators’ attention on the so-called ‘soft’ skills – the important practical and intellectual resources that doctors need to work in teams, lead change and drive improvement, deal with adversity and uncertainty, design, develop and introduce clinical innovations, and motivate and support a wide group of colleagues. This session features reports from five groups of educators who are working to develop these skills in medical students and trainees.
From August 2016 the North West of England Foundation School piloted Longitudinal Integrated Foundation Training (LIFT) for newly qualified doctors. This was a collaborative quality improvement Innovative between Foundation Trainees, Supervisors, Health Education England, and partnering Local Education Providers; to enhance professionalism and patient centeredness and care. In LIFT the trainees accompany the General Practitioner’s (GP) panel of patients’ across the health care system. This increased exposure to primary care, with its consequent role modelling, is expected to enhance recruitment in primary care. In this interactive workshop we will share the many lessons learnt from LIFT, and explore with you how you can translate this learning to your own area of medical education.
High quality reflection in combination with supportive and constructive feedback is essential for the professional development of all trainees. However, these activities may also be undertaken poorly and may have a negative impact on the training environment.
Whilst the assessment tools have not changed, it is appreciated that the way in which they are used and recorded, influences the manner in which the assessments are conducted. This may unintentionally result in a ‘tick-box’ mentality.
Formative assessments play an important role in medical training in order to shape the learning process and inform individual development, with an emphasis on constructive feedback to improve performance.
The workshop reflects the latest guidance from AoMRC Assessment Working Group Improving Feedback & Reflection to Improve Learning: A Practical Guide for Clinicians, published in 2017.
This interactive workshop will consider the role of feedback as part of the learning environment at three different levels:
Working in small groups, delegates will have the opportunity to discuss the principles of feedback and reflection within this context; and identify the elements that enhance effective feedback as part of the training process.
A workshop led by the General Medical Council and COGPED
Differential attainment refers to the differing levels of educational achievement between demographic groups. The Equality Act makes it unlawful to discriminate against people on the basis of their membership of a group with a protected characteristic, and provides a framework for taking positive action to support groups at risk. This workshop will share understanding about the importance of addressing differences in attainment, and share ideas and practice about how to identify and support trainees in the context of their demography. It will explore barriers to and enablers of progression, including access to curriculum, fairness, opportunities for flexibility in training, unconscious bias and cultural factors as well as a number of possible interventions. These include promoting cultural intelligence for educators, delivery of the curriculum and one area’s programme of Closing the Gap.
The workshop will be interactive and allow delegates to discuss and express their opinions and experiences. This should allow delegates to develop more confidence in delivering effective support to their trainees.
Improving clinical performance, including prescribing competence and management of the acutely ill patient, requires a personalised approach to teaching and learning. An essential aspect of this approach is an enhanced structured feedback model that includes the key self-regulated learning processes used by the learner.
This workshop will allow participants to  increase their awareness of the importance of self-regulated learning for personalised learning,  develop their skills in using an enhanced structured feedback model in their daily practice, with an emphasis on identifying the key self-regulated learning processes used by the learner and  consider the application of an enhanced structured feedback model that includes the key self-regulated learning processes as an effective intervention to improve clinical performance, including its adoption as a HEE exemplar project.
This interactive session, delivered by two members of the team from the Collaboration for the Advancement of Medical Education Research and Assessment (CAMERA) Team at Plymouth University, will explore the increasing attention given to remediation and the impact that this has on individuals who go through the process.
The session will examine the current approaches used across the UK in both undergraduate and postgraduate medical education settings and consider the impact that structured revalidation, as mandated by the General Medical Council has on individuals. We will also consider some of the research and educational principles relating to professional identity formation at different stages of career development.
Participants will then be invited in groups to discuss remediation processes within their own organisations and to consider how these process may impact on learners who are involved in the process.
Finally, we will consider the idea of identity disruption and invite discussion about how this can be tackled as part of a holistic approach to remediation.
Much attention has been paid to the management of underperformance among trainees in postgraduate medical education. However, underperformance among supervising faculty, although less commonly highlighted in the literature, has important implications to good quality training. In this workshop, we will be discussing the symptoms of underperformance with clinical and educational supervision and how we could recognize, prioritize and manage concerns that could be due to the supervisor.
Symptoms of poor educational supervision may range from unhappy trainees to suboptimal patient care. What presents as an underperforming trainee issue may in fact be attributable to the supervising faculty, although hard to prove and even harder to tackle. Information may sometimes be gathered from trainee feedback surveys and quality visits. Solutions may require the necessary engagement of stakeholders from within the training program and the employing institution.
The chairs of this session have collaborated in the past in managing complicated issues with learning environment and trainee underperformance. We will work through some case scenarios from our own experiences and encourage participants to share theirs. Finally, we will attempt to identify possible strategies for dealing with these issues in the most effective manner.
Apprenticeships are being used as a tool of recruitment and retention in primary care in North West London and whilst apprenticeships in administration were already being used, this area was the first in London to implement clinical apprenticeships. This workshop will cover Health Education England’s support of apprenticeship programmes that have taken place, including the lessons learnt from the first health care assistant apprenticeships and the implementation of the work-swap apprenticeships between Care, GP Practices and Community. This cabaret style workshop will allow delegates to discuss the possible steps they can take to introduce similar programmes.
The aim of this symposium is to explore the context of remote telesupervision. This process involves developing the skills of experienced clinical educators to support less experienced clinical colleagues. The project arose out of considering ways to introduce learners into geographical areas where there were limited numbers of experienced educators.
The speaker has facilitated a group of educators to develop remote supervision. In introducing the concept of remote supervision and trialling the process, a variety of issues arose. The purpose and responsibilities of those involved was reviewed. The challenge of relating to learners remotely was explored. Ethical issues arose around consent of the primary learner and any clinical scenarios discussed. There were legal aspects related to recording the event. Technology and data management were considered.
Those engaged with this new project valued the experience. They developed a more collaborative approach to reviewing learning needs and assessments.
The participants will discuss the challenges and benefits of this innovative form of supervision. Identifying the opportunities for commencing and developing remote working will be considered.
Out of Hours GP care is increasingly in the spotlight. Across England there is a patchwork of providers whilst in Scotland and Wales services are almost exclusively delivered directly by Health Boards. Education for GP Specialty trainees can be given a low priority in some areas and opportunities for relevant clinical experience can be limited. A new contract in England for junior doctors also poses some challenge to the traditional models of GPST experience in OOH care.
In practical terms finding ‘conventional’ shifts for GPSTs can be more difficult, instead there is increasing exposure to novel clinical environments such as walk in centres, GP ‘front of house’ in Emergency Departments, ambulance services and work with community based mental health and other specialty teams.
This workshop will examine the increasing ways GPSTs can gain experience in OOH and unscheduled care. We will consider the relevance and validity, how such experience can be matched to the curriculum and how quality of provision can be monitored by Deaneries or their equivalent.
This workshop considers the early identification of trainees who could benefit from additional support so they can successfully complete their training without the need for any additional training time. We will do this by discussing a method of identifying trainees which is based on the results from a quantitative research project. This work allowed the development of ‘In Training Assessment Profiler’ (iTAP). iTAP has the potential of being a cost-effective evidence based method that can be used across different specialties. It is currently being used in general practice training.
We will also discuss why these trainees might have difficulty in progressing with their training. While it is accepted that many trainees who have difficulty in progressing come from particular demographics, such as not being a UK graduate, this workshop challenges the notion that demography is needed to identify these trainees and tools such as iTAP allows us to identify these trainees without the use of demography. These are complex issues but this workshop will allow participants to discuss these issues.
As medical educators, we are expected to ensure that trainees develop the right values. This can be difficult to teach, and experience suggests that trainees may be uncomfortable with the topic when they feel their own personal values are already sound. A simple free tool is introduced which can be used with trainees alone or in a group, to explore their own personal values in an engaging and non-threatening manner. This workshop will allow participants to undertake the tool themselves, and discuss options for its use in practice
Starting with a brief overview of the national priorities, drivers and initiatives the session will then follow a journey across some of HEE‘s local GP teams and through the continuum of initiatives to enhance recruitment into GP Specialty Training. Each HEE office has its own ways of attracting GP trainees: wonderful location, innovative training or marketing strategies. Some of these will be shared explored with an opportunity to contribute to further innovations. The workshop will then share experiences including clinical leadership in commissioning roles and explore how to best engage GPs to remain in a locality beyond training. These experiences will highlight inter professional relationships and the relevance of different professions’ cultural awareness and maturity. The session will then consider 2-year complex analysis of training programmes suggesting changes in the breadth and balance of programmes that might make them both more attractive and better preparation for GP careers.
It is hoped that the session will bring together GP educators and others involved in recruiting into Primary Care and ensuring a sufficient and sustainable workforce, to share experiences and good practice, to also share what has not worked and also to brain-storm further initiatives.
Clinician Numeracy is the ability to use numeric concepts and quantitative data in the context of taking care of patients. It is important for accurate drug dose calculation, for data interpretation and well-founded decision making. Errors in prescribing and in medical data interpretation may lead to patient harm. This session will discuss evidence of poor numeracy in medical students and doctors, explore the types of error being made, and consider strategies to improve performance.
The finance session will focus on understanding the allocation of Health Education England funding for medical education. In particular it will focus on understanding your Medical Tariff as It is recognised that whilst Tariff is ring-fenced for education in many Trusts it is not always possible to use this to maximise the support of junior doctors in training. So the session will look at top tips on how this money can be accessed by education. In addition in a climate of efficiency savings and cost pressures the workshop will also look at innovative ways in which education centres can income generate to support new initiatives ensuring education facilities meet the training needs of today’s generation of junior doctors.
This session will contain a number of presentations looking at different aspects of the primary care workforce and its education and development, and will include Medical Assistants in General Practice, using Training Hubs to help Practice Nurse recruitment, and an example of inter-professional learning between GP Registrars & pre-registration Community Pharmacists, followed by questions and hopefully sharing of examples of good practice from the audience
Traditional career pathways in defined specialty areas are well established and described with plentiful information from Medical Royal Colleges and Specialist societies. However for those doctors that are less certain, may require additional support or advice or are not in training posts advice is harder to come by and requires a different knowledge base. This session aims to explore other options and how these may be delivered individually as well as supporting system wide change to support this work whilst valuing the entirety of our work force.
Areas that will be explored are detailed individual careers advice particularly for non- training grades of doctors- including consultants, maximising support including different methods of delivering careers advice, implementing a four nation careers strategy and supporting an equal and diverse workforce, the latter being particularly relevant with regards to the issue of differential attainment.
We will make a short presentation based on findings from our current study looking at support for doctors in training with mental health problems. This will be an interactive session one purpose of which will be to build a clear picture of current provision of support. The remainder of the workshop will be spent developing and drafting guidelines for postgraduate deans about the provision of mental health support not only during times of crisis and severe illness but also in the provision of support of trainees with concerns about their mental health but who wish to address concerns about less disabling mental health problems. The might be looking for self-help activities or interactive group work. Participants will work in groups of 8 and will use selected transcripts from our study as well as relevant articles describing prevention and early intervention measures in mental health support. Groups will share their findings in a final plenary and the leaders will write up and circulate a summary of the workshop findings.
The role of the educational supervisor has evolved from purely pastoral through providing appraisal, assessment and setting educational objectives. It has been further modified this year by the requirements of the new junior doctor contract. The workshop will discuss these changes, share current experience and consider how to engage trainees and trainers.
The session benefits from input from educators and employers to particularly explore the changes associated with the new contract. We aim to increase the understanding of these changes and allow participants to exchange challenges, concerns and solutions.
We will explore what support the educational supervisors need to help them in their expanded role.
The GMC defines “Educators” as individuals involved in teaching, training, assessing and supervising learners in the course of their daily clinical practice; and that these educators should be trained and appraised to reflect their education responsibilities.
Alison Cooper & Liz Spencer will discuss the definitions of “faculty” and the various models of educating the educators from informal department conversations to regional and national faculty development / Train the Trainer courses.
Suzi Ceasar will discuss the variation in the reported benefits of medical appraisal for revalidation. Appraisal should be a formative and developmental experience that is valuable to the individual doctor in facilitating self-reflection and planning quality improvements across the whole scope of work. Doctors deserve well trained appraisers and the right resources and support to make valuable appraisals a reality.
If the benefit of appraisal is related to the skills of the appraiser – what are those skills and how are we educating the appraisers?
In this session there will be very brief presentations by the speakers and then round table discussions addressing the questions….how to develop faculty and appraisers, do we have a language to discuss quality improvement?
The Annual Review of Competence Progression (ARCP) is the formal method by which a trainee’s progression through their training programme is monitored and recorded. Consistent and high quality processes to manage ARCPs are crucial in order to ensure fair outcomes for trainees and robust decision making for ARCP panels. This interactive workshop will share insight into improving the quality of the ARCP process and invite attendees to share their own insights.
Reviewing and Enhancing Assessment
Share the purpose and early findings of a review of the ARCP process undertaken by HEE with key partners and explore the implications of the findings and possible future recommendations.
What does the College ever do for Quality Managing ARCPs?
Share the RCGPs revised QM processes the RCGP follows, their effectiveness with the opportunity for participants to reflect upon their experience of ARCPs and feedback on what would make the RCGP QM more effective in supporting deaneries and HEE local offices enabling a fair and robust system for ARCPs.
ARCP Appeals: How they work and how to avoid them
Presentation of anonymised accounts of ARCP appeals and discussion of how to collect information for ARCPs to ensure that outcomes may be correctly applied
General Internal Medicine ARCP process – auditing for high quality decision making
Explores local auditing process used to ensure e-portfolio evidence matches outcomes awarded for GIM ARCPs, including practical tools and tips for ensuring robust ARCP decision making.
This session brings together a plethora of initiatives across a variety of clinical settings that have successfully developed and implemented collaborative approaches to multiprofessional training. Speakers will discuss barriers and solutions to multiprofessional training and focus on resources involved and outcomes achieved, both in terms of educational goals and health-care delivery. This will include discussion of programmes for an interprofessional workforce in medicine, surgery and beyond with identification of mechanisms to improve patient safety as well as support networks and feedback strategies for trainees from different disciplines.
The session promises to incorporate a mixture of examples of good practice and interactive group discussion, facilitated by leaders in the field. Speakers include Heads of School and Postgraduate Deans with a wealth of expertise in the development and delivery of blended educational programmes.
Yorkshire and the Humber began training its educational supervisors in coaching skills in 2012. The initial pilot review was overwhelmingly positive from both coachees and coaches, and resulted in established funding for a coaching scheme and ongoing coach training.
We anticipated that trainees would value coaching. What we were surprised by was how helpful educational supervisors found their coach training, and how widespread they described the resulting benefits. Coaching has value personally, professionally, organisationally and strategically. It is an important resource for leadership development amongst trainees, and has particular value at the present moment when morale in the junior workforce is low. It is also of benefit in expanding the skill set of trainers, and resourcing them personally at a time when working in healthcare is particularly challenging. This session will include an exploration of the different domains of added value of coaching to medical education and clinical leadership, and will hear the experiences of a coachee, a practising coach and the organiser of the scheme.
This session is divided into two halves, both addressing different aspects of quality assurance of postgraduate medical education. The first half will look at Health Education England across the East of England’s development of new metrics, enhancing the applicability of the NTS outcomes. In particular the work is focussed on new ways of analysing & presenting the data, so that the outcomes are easily accessible to all stakeholders who utilize the GMC NTS survey. The second half will bring together GMC developments in thinking around quality assurance, and will start the discussion around ‘what comes next’ after the current cycle of GMC QA comes to an end in 2018. Both sessions will encourage discussion and debate, and include interactive components.
HEE was mandated to develop a national Quality Framework in 2015 to ensure an effective and consistent approach to quality management of healthcare education across England. The framework was developed around the principle of continuous quality improvement. The framework was co-produced with key stakeholders, including patient and public input. HEE worked with an academic partner from an early stage to develop the evidence base. Local offices piloted and tested key elements of the framework.
There are also many examples of innovative local ideas taking Quality Improvement in education and training forward across the UK
The session will use case-based discussion to look at a number of methods of examining the quality of education and training provision in a local faculty; regional programme; organisation; and cross-disciplinary learning initiative.
Scenario-based vignettes will be used to aid discussion and debate.
This interactive session will focus on lessons from the implementation of initiatives, including HEE’s new framework.
Conclusions drawn will be aligned with national frameworks for quality in education, as well as highlighting innovative techniques across the field of medical education nationally and internationally.
We live in challenging times. Ensuring that we understand the political context of service and educational delivery is therefore important in identifying opportunities and challenges to delivering high quality healthcare. In this session we will do just that – offer a context for reflection and discussion. We will also touch upon the opportunities in education that can make a big difference – thinking about education is smaller places and the role of human factors in high quality services. But this is not enough – no way. We need to better engage with those that matter most – our patients and lay representatives.
So come along and hear about how the world of education might look in a brave new world, how we can ensure that smaller places and providers can offer the kind of educational experience not available elsewhere, the value of human factors training in improving our understanding of interactions with each other and patients, and what/how patients and lay representatives can offer valuable insights in developing and delivering high quality education.
We anticipate an exciting and wide-ranging session with participant involvement. You will be changed by participating so join us for an interesting 90 minutes.
There is increasing awareness of the differential in outcomes for BAME groups in the progression to medical leadership posts.
This workshop will highlight how we can be more aware of the issues and risk of systemic and personal bias and explore what excellence could look like, using learning from WRES implementation.
This will provide an opportunity to consider practical solutions on how to avoid bias as an educator and how to navigate the system as a BME doctor wanting to lead and influence.
To develop skills and systems to reduce the risk of facing an ARCP appeal, including tips on appeal case handling.
Content and delivery:
This interactive workshop will share experience from appeals in two HEE local teams, covering all groups of doctors in training.
The workshop will highlight how excellent educational reports feed in to an effective ARCP process.
Dealing with ARCP appeals will be explored through a range of case studies, provoking discussion and analysis in small groups, empowering participants to confidently avoid potential pitfalls and mount an effective defense at every stage of the appeal process.
Skills and Knowledge:
Participants will gain insights into: the range and scope of appeals across all specialties and stages of training; educational practices which improve defence against successful appeals; potential improvements to processes resulting from experience in preparing appeal documentation; practical measures to minimise legal risk; potential improvements to feedback and training provided to grassroots educators to enable formative benefits of excellence in report writing; principles of gold-standard educational supervisor reviews;
The workshop will be delivered by Prof Geeta Menon and Dr Chris Warwick from HEE KSS and Nathan Jones and a representative from HEE EM.
The overriding theme of this facilitated, interactive session is that of transition. The term transition has been defined as a “process or a period of changing from one state or condition to another”. While this is a generic description, it is particularly appropriate with respect to medicine. A medical career invariably consists of a set of transitions: from high school to medical undergraduate; from medical student to that of qualified but inexperienced junior doctor; to specialised training which is followed by transition to independent practitioner. Periods of transition continue subsequently with acquisition of new roles and responsibilities and in many cases, a complete change of career. Transitions in medical careers may be stressful as they are associated with uncertainty and the need to rapidly adapt to unfamiliar environments, culture and processes. It is self evident that successful initiatives that minimise the challenges associated with transition should be of benefit to both doctors and patients. A variety of such programmes are explored in this workshop to include support for new consultants, induction and ensuring international medical graduates are integrated into the NHS. There is also an innovative presentation on ensuring educational supervisors are equipped with the skills needed to ensure successful transition of trainees. The session will hopefully provide an introduction to this important topic and provoke useful discussion.
This varied and interactive session will start by looking at how we can improve outcomes for patients with acute mental health problems by utilising simulation environments to equip clinicians with a skill-set that allows recognition, signposting and treatment of this vulnerable patient group. As mental health services traditionally have a higher proportion of non-training grade doctors that many other areas of practice, we then examine how to broaden the training and careers support offer to doctors outside of traditional training routes to make the most of the scarce resources available. The session then broadens to examine how we can sustainably use all our scarce resources to ensure that all medical education, training and development is offered on a sustainable footing.
Finally, the session examines the miracle treatment that allows improvement and sustainability of mental and physical health for both patients and professionals – exercise. The session concludes with why this must be an essential part of medical education and how it can be achieved.
NHS Education for Scotland (NES) has identified key gaps in the preparedness of doctors to provide appropriate communication after the death of a patient especially in respect of an unanticipated death. Mapped to the GMC Generic Professional Capabilities Framework, and with the support of UK wide stakeholders, NES has produced a new framework for the teaching, training and development of these skills from undergraduate to consultant level. Participants will understand what influenced and shaped the development of this framework. They will consider key steps in supporting its successful implementation and potential contribution to further work on the toolkit of resources.
This session focuses on Foundation training presenting new and innovative solutions which have applicability to all postgraduate training. The presentations, and subsequent discussion, will address both improving the quality of training and general support for trainees.
Topics include interventions to support FY1s when moving into the workplace in the first few months, exploration of the unique challenges transitioning between FY1 and 2 and examples of delivering professionalism training in the early years. The focus on improving quality will explore feedback on the quality of educational supervision as well has highlighting the benefits of joint UG and PG quality management visiting.
The session will be particularly interesting to both undergraduate and postgraduate trainers and although focused on foundation training the topics are transferable to all stages of training.
This highly interactive workshop will draw on the presenters wide ranging experience in community and hospital based multidisciplinary teams. It will look at principles and practice of mentoring for doctors, dentists and all healthcare professionals including