The Future of SpR training

1. The Future of SpR training SAC, SDEB, PMETB and other useful abbreviations

2. Who?

3. The Accord • General Dental Council • Dental Faculties of Surgical Royal Colleges • Other educational bodies (CHDDS, COPDEND, JCSTD) • May 1996 • Updated 2007 and submitted to GDC

4. Postgraduate Medical Education and Training Board (PMETB) • Independent regulatory body responsible for postgraduate medical education and training • Established to develop a single, unifying framework for postgraduate medical education and training • Began operations on 30 September 2005 • Role: • Set and secure standards for postgraduate medical education and training • Certify doctors for GP and specialist registers • Lead on developing and promoting postgraduate medical education and training

5. General Dental Council • “Sole competent authority” for arrangements for training and listing of dental specialties • Overall supervisory responsibility for courses of training • Ultimate responsibility for decisions on award of CCST

6. Specialist Dental Education Board (SDEB) • Set up following GDC Specialist List Review Group report • Reports to GDC Education Committee • First met in July 2007 • Chair: Prof Kevin O’Brien • Six members

7. Specialist Dental Education Board (SDEB) • Develop a generic curricula framework • Approve individual curricula for each specialty • Set guidelines for approval of specialist training posts • Establish guidelines for recognition of previous training, experience and qualifications • Set the framework for assessment of equivalence of non-UK specialist training and approve outcomes of such assessments by Dental Faculties

8. Dental Faculties • Developing curricula • Assessment and examinations • Equivalence assessments • Entry qualifications • Length and quality of training • Recognition of previous training

9. Specialist Advisory Committee (SAC) in Restorative Dentistry

10. Specialist Advisory Committees (SACs) • Focus and location for aspects of work of Dental faculties • Keep national register (start and completion dates and progress) • Annual survey of trainees • Provide advice to GDC, SDEB on practical aspects of training • Alert GDC, SDEB to changes in practice

11. Stage we are at now • SACs to develop curricula and submit to SDEB for approval • To follow Gold Guide • PG deans to deliver and quality manage curricula locally • GDC should quality assure system nationally

12. A Guide to Postgraduate Specialty Training in the UK (aka The Gold Guide)-available on MMC websites

13. Information to be provided: • Criteria for entry to specialist training • The curriculum for the training programme • Clear statement on measurable outcomes of training • Criteria for the assessment of training, with emphasis on how outcome of training is to be assessed

14. Rationale Content of learning Models of learning Learning experiences Supervision and feedback Managing curriculum implementation Curriculum review and updating Equality and diversity Standards for curricula

15. Example curriculum:Dermatology

16. Example assessment:Dermatology

17. Medical model

18. Dental model Hospitals, Practices Quality Control SACs, Colleges, Faculties, Specialist Societies Deaneries Quality Manage SDEB Quality Assure GDC

19. GDC BDA NES: Organogram COPDEND Universities of London, Dundee Royal Colleges PMETB Acknowledgements: Photographs