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Recognising and Approving Trainers: The Story so Far. Heidi Gaffney – Project Manager 6 October 2014. Why recognise and approve trainers. Quality of care dependent on quality of training Raising profile of trainers Emphasising importance of good training
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Recognising and Approving Trainers: The Story so Far Heidi Gaffney – Project Manager 6 October 2014
Why recognise and approve trainers • Quality of care dependent on quality of training • Raising profile of trainers • Emphasising importance of good training • Drive up standards of Education & Training
Background • Published implementation plan – with key steps and milestones • GMC Position statement on Role of the Trainer
Who needs to be recognised and approved • Named educational supervisors in postgraduate training • Named clinical supervisors in postgraduate training • Lead coordinators of undergraduate training at each local education provider • Doctors responsible for overseeing students’ educational progress for each medical school.
Who needs to be recognised and approved • Not necessary for other doctors even when their practice contributes to the teaching, training or supervision of students or trainee doctors • Local arrangements can recognise trainers not in the four specific roles
When will recognition and approval be required: the Milestones • The GMC has identified 4 milestones for Education Organisers - EOs: • Milestone 1: Submit a timeline for implementation by 31 December 2012 • Milestone 2: Criteria and systems in place by 31 July 2013 • Milestone 3: All required information is entered and trainers have been categorised as provisionally or fully recognised by 31 July 2014 • Milestone 4: Confirm all medical trainers in the four roles are fully recognised by 31 July 2016
Milestone 2 Progress Report • Evidence against Milestone 2 provided by the Data Quality Reports (DQRs) and Medical School Annual Returns (MSARs) • Reviews information and shares good practice • Published on GMC website by Oct 2014
Progress Report Themes • Levels of supervision appropriate to the competence and experience • How trainers are involved and contribute to the learning culture • Required training • Trainer responsibilities and job plans • How trainers are selected, supported and appraised?
Implementation of trainer recognition • Developed criteria by UK medical schools and Deaneries or LETBs is evidence of meeting milestone 3 • Criteria and systems are in development or in implementation • Medical schools and Deaneries or LETBs are well underway in implementing systems
Summary • Three quarters (75%) of Deaneries /LETBs have begun recognising trainers. • Compared to over half (54%) of medical schools.
Best practice: Data storage • Data collection done on an annual basis, some collation every six months. • Possibility for live data systems – this would improve integrity of the data and record training progression. • All Deaneries or LETBs are using spreadsheets or databases - coordination between undergraduate and postgraduate in the pipeline.
Best practice: Implementation • Wales: Educational Supervision Agreement to address eligibility requirements and trainer responsibility • Kent, Surrey and Sussex: Defined key meetings to be held over the course of a trainee’s rotation. • London and East of England: Produced a framework for Professional Development of Supervisors.
Best practice: Implementation • West Midlands: Created an FAQ and user guide for trainers on the appraisal process and gathering evidence • Scottish Trainer Framework covering trainers in undergraduate and postgraduate settings and provide guidance on adherence to standards
Best practice: Undergraduate and Postgraduate Coordination • Manchester, Cardiff and Exeter: training schemes developed applicable for both UG and PG trainers avoiding duplication/ saving resources • UEA: all trainers to undergo clinical supervisor training to have transferable skills for both PG and UG training • Liverpool: development of a joint accreditation system • Warwick and HYMS: working with LETBs to develop a regional approach aiming to align combined programme routes
Next steps: Milestone 4: 31 July 2016 • Confirm all medical trainers in the four roles are fully recognised • Deaneries or LETBs and medical schools to report against Milestone 3. • Recognise that different approaches work better for different places.
