REVIEW of TRAINER
ACCREDITATION &
REACCREDITATION
Dr Mohan Kumar
RATIONALE FOR CHANGE
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Multiple learners
Multidisciplinary learning environments
Meeting PMETB Standards & QA
Increasing numbers
Transferable Trainer Accreditation
Reciprocal Approval
RATIONALE FOR CHANGE
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Trainer and Practice Feedback
Visitor Feedback
Trainee Feedback
Past SEAs
Everything else has changed!
Matryoshka
Cascade of Change
• Reaccreditation ( process)
• Accreditation (process)
• Criteria and standards for training
(standards)
• Trainer and Learning environment
(standards)
• National standards: PMETB Gold guide
Gold guide
Trainer as a Doctor
Trainer as a Teacher
The
Educational
Programme
The Learning Environment
1.1 General Practice Experience
1.2 Personal and Professional Values
1.3 Availability and Accessibility
1.4 Clinical Competence
1.5 Ability to critically appraise and
quality assure clinical service provision
1.6 Ability to communicate
1.7 Ability to work in Teams
1.8 Continuing Professional
Development
1.9 Probity
1.10 Health
Trainer as a
Doctor
2.1 Personal Qualities
Trainer as
a Teacher
2.2 Preparation for Teaching
2.3 Organisation of Teaching
2.4 Demonstrable Teaching
abilities
2.5 Creates Opportunities for Learning
2.6 Reflective and Peer Appraised
2.6 Formative Assessment
2.7 Summative Assessment – CCT/
nMRCGP
2.8 Understanding of Employment
obligations
2.9 Continuing Professional Development
as Educator
3.1 Equality and Diversity
3.2 Induction
3.3 Educational Contract
3.4 Health and Safety
3.5 Workload
3.6 Organised Learning Programme linked to curriculum
3.7 Study Time and Leave
3.8 Educational Resources
3.9 Varied Training Experience
3.10 Supervision and Feedback
Educational
Programme
3.11 Multi-professional input
3.12 Overall Effectiveness
4.1 Premises
4.2 Records and Registers
4.3 Practice multi -professional Teams
4.4 Practice Management
4.5 Audit and Performance Review
4.6 Practice Library and Teaching Aids
Learning
Environment
4.7 Access to services
4.8 Practice Workload
4.9 Practice Professional Development
4.10 Practice as an employing organisation
Key Changes
• Parallel approval processes for Trainer
and Learning Environment
• No ‘routine visits’
• Educator re-approval interviews will be
reflective and will assess the quality of
the educational process and the
trainer's understanding of the core
competencies of Trainers.
Key Changes
Evidence to be collated and triangulated
from
(a) Trainer and Practice self reported
information
(b) Deanery Database that includes
Trainer CPD
(c) Multi –Source and Peer Feedback
(d) Trainee Feedback and
(e) The Practice visit (if needed)
Key Changes
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The Visitor forms redesigned to
be fit for purpose and allow ease of
electronic input
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Annual self reportage of any
changes that may impact on
training
Triggers for visit
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New Trainer
Request by Practice/ Trainer
Random for Quality assurance
Feedback from Trainee(s)/ Peers/ PDs
Changes that may impact provision of
training
Thank You!