UCL School of Life and Medical Sciences
UCL Medical School
UCL Medical School
Medical Education Conference
Teaching, learning and assessing in the workplace
John Tooke, UCL Vice Provost (Health)
UCH Education Centre, 11th June 2012
NHS Future Forum
•
The NHS Future Forum established as an
independent advisory panel to drive
engagement and advise Government on
how to improve NHS modernisation plans.
•
NHS Listening Exercise four core themes:
–
–
–
–
Choice and Competition
Public Accountability and Patient Involvement
Clinical Advice and Leadership
Education and Training
•
Report published in June 2011.
•
Secondary Education and Training report
published January 2012
NHS Future Forum
•
The NHS Future Forum established as an
independent advisory panel to drive
engagement and advise Government on
how to improve NHS modernisation plans.
•
NHS Listening Exercise four core themes:
–
–
–
–
Choice and Competition
Public Accountability and Patient Involvement
Clinical Advice and Leadership
Education and Training
•
Report published in June 2011.
•
Secondary Education and Training report
published January 2012
NHS Future Forum
•
Health Education England
•
Local Education and Training Boards (LETB)
– Service and academic representation
•
PG Dean function linked to HEE and University
To deliver the NHS of the future requires all staff, not just professional
staff, to have access to continuing professional development (CPD).
CPD is essential for building in flexibility to enable the staff of the
NHS to respond to changing heath care needs, new technology and
ways of delivering care. CPD needs to be regarded seriously,
adequately resourced and prioritised, and should be linked to staff
appraisals.
Academic Health Science Networks
Barts & The
London
QMUL
“Building on the AHSC model of adoption and diffusion, we will establish a
number of academic health science networks (AHSNs) across the country…
The AHSNs will present a unique opportunity to align clinical research,
informatics innovation, training and education and healthcare delivery.”
BIS, Strategy for UK Life Sciences, Dec 2011
UCL Partners as a pilot LETB
Early experience as a ‘pilot LETB’
•
42% PGMET in London
•
Curriculum ‘refresh’
•
Modular Masters – ‘enhanced contributions’ e.g. service improvement,
research, public health
•
(Multiprofessional) CPD
•
Staff College
•
PG Nursing role models
UCL Partners as a pilot LETB
Early experience as a ‘pilot LETB’
•
42% PGMET in London
•
Curriculum ‘refresh’
•
Modular Masters – ‘enhanced contributions’ e.g. service improvement,
research, public health
•
(Multiprofessional) CPD
•
Staff College
•
PG Nursing role models
Medical and Dental Education Commissioning
System (MDECS)
•
UCL Partners is to act as lead provider for 42% of London’s PG clinical trainees.
•
The proposal included that all such trainees undertake a Certificate / Diploma /
Masters programme at one of UCLPartners academic partner institutions (UCL,
Queen Mary University of London and City University). Taking such a course will
be optional but strongly encouraged.
•
Trainees will be expected to take modules ranging from generic health-related topics,
to specialty-specific topics blueprinted to the GMC approved curricula. They would
choose whether to study to Certificate level (year 1), Diploma level (year 2) or Masters
level (year 3).
•
An MDECs Working Group has been charged with assisting UCLP to implement the
Programme.
Postgraduate Medical Education Opportunities
• Modular Masters programmes
– Generic e.g. research, education, improvement science (etc.)
– Specific e.g. cardiovascular science
• Clinical curriculum redesign
Transforming the current workforce: CPD
• 60% of the current workforce will still be in post in 10
years time
• Strong foundations are critical
• The risks of role substitution
Achieving the cost effective skill mix that
meets health need
Expeditious solutions
Role substitution
• May erode the professional base from which the substitute
derives
• May not be more cost-effective1
1 Bonnie Sibbald et al; Changing the skill-mix of the health care workforce;
Journal of Health Services Research and Policy Vol 9 2004; S1 28-38
Apollo and CPD
•
SLMS and the Apollo Hospitals Educational & Research Foundation
(AHERF), Bangalore, are co-developing a selection of CPD/certificated
medical postgraduate programmes.
•
The early stages of the Apollo project prompted wide interest in converting
existing SLMS Masters programme content into Short Courses. We hope to
continue to expand our Short Course portfolio.
•
In parallel, Steve Caddick (Vice-Provost Enterprise) is leading a UCL-wide
initiative to promote CPD activity in all Schools and overseeing the
implementation of the necessary College wide structures for successful
delivery.
Educational consultancy
•
Major initiative to offer a range of consultancy services to enable the
education and training of the next generation of doctors in India.
•
To be provided in a socially accountable manner that reflects the local
healthcare needs and seeks to drive economic growth.
•
Such services will embrace but not be confined to:
– Context-specific curriculum design
– Development of novel learning methodologies
– Definition of the physical, technical and human resources to deliver such
programmes.
– ‘Training the trainers’
– Core skills programmes and supportive technologies for primary care workers
National Student Survey success
• Ranked No. 1 in London, and joint 4th
in the UK
• Impressive overall student
satisfaction score of 95%
• Quality of teaching, opportunities for
personal development and learning
resources scored particularly well with
the first two being above the sector
average for all medical degrees
Preparing for the future
• Precision / public health
• Improvement / innovation
• Precision medicine
Profound
education – not
just training
Cancer strategy
‘Precision’ medicine
Medical Education Scholarship / Research:
Critical Success Factors
• Basic biomedical science with clear clinical motivation
• Collocation (basic in clinical setting)
• Collaboration (local and international)
• Engagement with practitioners and patients
• Industry collaboration
Project Retrosight. RAND Europe 2011
Medical Education Scholarship / Research:
Critical Success Factors
• Basic biomedical science with clear clinical motivation
• Collocation (basic in clinical setting)
• Collaboration (local and international)
• Engagement with practitioners and patients
• Industry collaboration
• + Focus (e.g. assessment)
Project Retrosight. RAND Europe 2011