SIFT Annual Report 2010/11 UCL Medical School 2 UCL Medical School SIFT Annual Report July 2011 3 University College London (UCL) Medical School is committed to excellence in education and has a strong reputation for teaching informed by cutting-edge research. The School has a distinguished cadre of academic staff who are at the forefront of international research in medical sciences and clinical medicine. UCL Medical School is one of the largest in the country with a total yearly intake of c.380 (c.330 in Phase 1 & an additional 55 in Phase 2) undergraduate students on the MBBS programme and it has the widest range of intercalated BSc opportunities in the UK. The Medical School also offers postgraduate programmes and clinical training. UCL Medical School is situated in the heart of London at three main campuses; the Bloomsbury campus, the Royal Free campus, and the Whittington campus; all with clinical facilities, teaching laboratories, lecture theatres, and libraries. We also work with a number of District General Hospitals (DGH), numerous mental health partners and over 200 GP practices. This infrastructure along with a dedicated team of internationally acknowledged world leaders and highly trained technical staff provides the ideal intellectual learning environment for medical students. Staff research activities, directed towards patient-centred outcomes, are supported by partnerships with NHS trusts. Several world famous clinical and research institutions are closely associated with the Medical School. UCL Partners, one of the first academic health science centres, was set up during 2009/10. There are 5 Founding Partners: UCL; Moorfields Eye Hospital NHS Foundation Trust; University College London Hospitals NHS Foundation Trust; Royal Free Hampstead NHS Trust; and Great Ormond Street Hospital for Children NHS Trust; it now has 4 Executive Partners, one “Future Partner” and 10 members. It works to advance medical research, quality patient care and medical education. Status of this report This report has been prepared for the sole use by NHS London, and no responsibility is taken by the Medical School to any director / member or officer in their individual capacity, or to any third party. UCL Medical School SIFT Annual Report July 2011 4 Contents Summary 5 Introduction 5 Detailed Report 6 A. Student number time series information to highlight future bulge and fallow intakes 6 Student population as at 1 December 2010 6 Forecast for Autumn 2011 intake 7 Number of qualifiers in summer 2010 7 B. Summary of SIFT expenditure against budget C. Reporting of quality assurance exercises 8 11 QA of Clinical Placement Providers 11 QA of the MBBS Programme 20 D. Summary of developments, innovations, best practice to include significant future changes to the curriculum or any other important achievements 22 Developments and innovations 22 Appendix 1 – SOP for QA SIFT visits 24 Appendix 2 – Management Plan arising from the last QABME visit (2004/05) 27 Appendix 3 – Internal Quality Review 2009-10 Action Plan UCL Medical School SIFT Annual Report July 2011 5 Summary Introduction The Medical School is required to complete and return an annual report to NHS London (the Strategic Health Authority) on the following MBBS (Bachelor of Medicine and Bachelor of Surgery degree) items: student numbers: totals for the preceding year, 2010/11; forecasts for the following year, 2011/12; and qualifier totals; summary of service increment for teaching (SIFT) expenditure against budgets; quality assurance exercises; and developments, innovations, and best practice. This is the fourth SIFT annual report that has been prepared by the Medical School SIFT Office and the Quality Assurance Unit (QAU). It provides a summary of relevant Medical School data, with some discussion of strengths and weaknesses, and has an emphasis on areas we consider to be examples of good practice. The QAU, working closely with the SIFT Office, has been developing the processes for the review and enhancement of the quality of our teaching activity over the past few years. The period this report covers (April 2010 – March 2011) has again been characterised by on-going uncertainties regarding the service landscape and the future funding of medical education in London. The UCL MBBS Curriculum Review moved into its initial piloting and implementation phase with the introduction of the New Final Year. The action points that arose from last year’s Internal Quality Review (IQR) have been addressed and are either complete or ongoing. For the second year, the General Medical Council (GMC) required an Enhanced Annual Return to comply with their QABME procedure following the publication of the new Tomorrow’s Doctors in September 2009. The uncertainties and increased scrutiny have had a significant impact on the activities of the MBBS executive, the SIFT Office and the QAU. Regarding the future and the increase in regulation, it is important that the Medical School is closely involved in the new regulatory arrangements that come with commissioning as well as with the additional requirements of the GMC. UCL Medical School SIFT Annual Report July 2011 6 Detailed Report A. Student number time series information to highlight future bulge and fallow intakes Student population as at 1 December 2010 Table 1 Student Population by year group and by Home / EU and Overseas as at 1 December 2010 Year Group Home/EU Overseas Total Population Year 1 309 36 345 Year 2 254 10 264 New Year 3 (IBSc) 284 20 304 New Year 4 342 26 368 New Year 5 342 21 363 New Year 6 359 21 380 Until recently students have been able to intercalate after years 2, 3 and 4 which has led to unpredictable variations in numbers. The new policy is for all students to intercalate after year 2 (with the IBSc year being renamed New Year 3). Year 2 is an unusually small cohort; this will impact on NHS providers when the students join New Year 4 in September 2012. UCL Medical School SIFT Annual Report July 2011 7 Forecast for Autumn 2011 intake Table 2 Year Group Forecast for Autumn 2011 intake by year group and by Home / EU and Overseas Home/EU Overseas Total Population Year 1 309 32 341 Year 2 309 36 345 New Year 4 339 24 363 New Year 5 342 26 368 New Year 6 356 22 378 New Year 3 (IBSc) The total forecast is higher this year due to the small cohort moving into NY3. Number of qualifiers in summer 2010 Table 3 Number of qualifiers in Summer 2010 Number qualified, repeating or failed Qualified 339 Repeating 24 Failed 0 Did not complete / withdrew 0 Total UCL Medical School SIFT Annual Report July 2011 363 8 B. Summary of SIFT expenditure against budget Table 4 Summary of SIFT expenditure 1 April 2010 to 31 March 2011 Budget Elements FTE BUDGET ACTUAL VARIANCE IN LONDON SIFT SLA Trusts Barking, Havering and Redbridge 7.29 £86,992 £86,992 £0 Barnet and Chase Farm Hospitals 34.13 £616,623 £616,623 £0 Barnet, Enfield and Haringey Mental Health 12.66 £151,072 £151,072 £0 Camden and Islington Mental Health and Social Care 40.16 £2,862,346 £2,862,346 Camden Primary Care Trust 37.10 £3,447,525 £3,447,525 £0 Great Ormond Street Hospital 5.03 £60,023 £60,023 £0 Islington Primary Care Trust 4.33 £469,194 £469,194 £0 Moorfields Eye Hospital NHS Foundation Trust 8.37 £99,926 £99,926 £0 29.58 £534,456 £534,456 £0 2.62 £31,264 £31,264 £0 202.27 £21,064,544 £21,064,544 £0 0.58 £6,921 £6,921 £0 University College London Foundation Hospitals 192.86 £22,173,985 £22,173,985 £0 Whittington Hospital 135.98 £8,649,037 £8,649,037 £0 712.96 £60,253,908 £60,253,908 £0 North Middlesex University Hospitals Royal Brompton and Harefield Royal Free Hampstead Royal National Orthopaedic Sub Total £0 UCL Medical School SIFT Annual Report July 2011 9 Budget Elements FTE BUDGET ACTUAL VARIANCE OUT OF LONDON SIFT SLA Trusts Basildon and Thurrock University Hospitals 45.21 £817,280 £817,280 £0 East and North Hertfordshire 30.44 £550,253 £550,253 £0 2.23 £26,611 £26,611 33.77 £611,013 £611,013 £0 3.28 £39,140 £39,140 £0 18.93 £237,568 £237,568 £0 133.86 £2,281,865 £2,281,865 £0 147.39 £431,845 £431,845 £0 £1,758,855 £1,758,855 £0 £882,449 £882,449 £0 147.39 £3,073,149 £3,073,149 £0 31.10 £371,148 £270,696 £100,382 3.64 £43,436 £30,964 £12,472 34.74 £414,584 £301,660 £112,924 North Essex Partnership NHS Foundation Trust Luton and Dunstable Hospital North Essex Mental Health Trust West Hertfordshire Hospitals Sub Total GP GP Education and Infrastructure (inc Small and Tasked GP) GP Clinical Placement GP Facilities Sub Total OTHER Non Contract Trust Budget (includes Non SLA Trusts) Clinical Phase 1 SSCs Sub Total UCL Medical School SIFT Annual Report July 2011 10 CLINICAL TOTAL Clinical Total Budget Elements 1028.94 FTE £66,023,506 BUDGET £65,910,582 ACTUAL £112,924 VARIANCE ADMIN BUDGET Teaching the Teachers £117,837 £117,837 £0 Occupational Health £157,210 £177,175 (£19,965) £12,204 £12,204 £0 Clinical Skills Tutors £140,018 £140,018 £0 SIFT Co-ordination Budget £158,478 £158,478 £0 Simulated Patients for teaching and assessment £26,778 £26,778 £0 Patient Database Administrator £15,173 £15,173 £0 £627,698 £647,663 (£19,965) £66,651,204 £66,558,245 £92,959 CRB Checks Admin Total Total 1028.94 The Non-Contract Trust budget and the Clinical Phase 1 student selected components (SSCs) budget both show underspends; previous experience has shown that many providers invoice late for services, often well beyond the end of the budget year. UCL Medical School SIFT Annual Report July 2011 11 C. Reporting of quality assurance exercises QA of Clinical Placement Providers i) Executive summary of the Medical School’s QA of Clinical Placement Providers in 2010/11 Quality Assurance Unit The purpose of the Quality Assurance Unit (QAU) is to ensure that high standards within teaching and learning processes for undergraduate medical programmes are recognised and rewarded, and problems are identified and addressed. The Unit has oversight of all quality assurance and enhancement of the MBBS programme, including clinical placements, as well coordinating responses to programme review. It was established in 2006 in response to recommendations made by the GMC; recognising that the area of quality assurance was not adequately resourced within the Medical School. The QAU employs a range of strategies to create a picture of the students’ educational experience across the whole curriculum. The QAU works in conjunction with the SIFT Office to ensure financial accountability. During 2010/11, the MBBS submitted a second, Enhanced Annual Return to the GMC to comply with their QABME1. Because these reviews necessitate input from academics and administrators across the Medical School and from our NHS partners, the normal programme of visits was somewhat curtailed to free up QAU staff time. As last year, this proved to be a necessary strategy, however the School is mindful of the situation and is reviewing its practice to cope with a significant rise in regulatory demand as well as continue its regular quality monitoring processes of peripheral sites. Student Feedback The QAU gathers feedback from students throughout the programme using a tailored, on-line student evaluation questionnaire for each module. Data can be analysed by module and NHS site and in many cases, by individual clinical firm or GP practice. The QAU also works directly with student representatives to improve responsiveness to issues they raise. Trust QA visits – summary The School’s standard practice for quality assurance SIFT site visits is currently undergoing an extensive review with the aim of increasing efficiency as well as meeting the needs of the increasing volume of mandatory QA reporting processes (e.g. the GMC’s QABME processes). while we look at the appropriate proportionality of QA processes. These new processes will be survey-led, and provide an assessment of the quality of teaching provision. Underperformance will be addressed via a light-touch visit, focused on providing support where necessary and reducing local barriers to improvement. This is partly driven by the as well as the unit aiming to increase efficiency. 1 Quality Assurance of Basic Medical Education UCL Medical School SIFT Annual Report July 2011 12 Following on from the “focused visits” pilot (2008/09), where areas in need of attention were raised and discussed at the central trusts’ Undergraduate Teaching Committees, the Unit is now planning to adapt this model for DGHs. The aims of the visits are to: ensure the quality of educational provision meets the requirements laid out in the Learning and Development Agreement, Tomorrow’s Doctors 2009, QABME report and any other guidelines issued by the School, the GMC, the SHA, College and the QAA; review action plans from previous visits; and promote good relations with the Trust through dialogue, feedback, and support. share good practice After each visit, the QAU produces a QA SIFT site visit report which is sent to the Trust. The report includes a summary that recognises good practice and outlines Necessary and Desirable recommendations in an Action Plan. The report is signed off by the visit’s academic lead and the SIFT Co-ordinator. Reports are published on the Medical School QAU website: http://www.ucl.ac.uk/medicalschool/quality/site-visits/#reports The QAU is looking to review and realign the self-assessment questionnaire it sends out to the trusts. This process will ensure the communication of GMC and Medical School standards to our teaching partners, as well as facilitate the transfer of information to the GMC’s enhanced annual return format. In this way, sites outside the visit cycle will also participate in the remote evaluation; all returns will be collated and considered alongside the student feedback and any prior action plans. QA SIFT monitoring 2010/11 The revisiting schedule for 2010/11 is below. Table 5 Overview of status of site visits and reviews of hospital trust (at May 2011) SITE VISIT STATUS (date last visited) TYPE OF VISIT COMMENT Barnet October 2010 Full Joint visit with Chase Farm Basildon February 2011 Focused NC Roadshow / NC6 visit Chase Farm October 2010 Full Joint visit with Barnet King George December 2011 Full For Yr4 only (Yr5 N/A) / NC Roadshow Lister / QEII May 2011 Focused Joint visit with QEII NC Roadshow / NC6 visit Luton & Dunstable May 2011 Focused NC Roadshow / NC6 visit UCL Medical School SIFT Annual Report July 2011 13 SITE VISIT STATUS (date last visited) TYPE OF VISIT COMMENT North Middlesex May 2011 Focused NC Roadshow / NC6 visit Royal Free Planned for July 2011 Extended focused UCLH October 2009 Extended tbc Watford (W Herts) December 2010 Full Whittington July 2009 tbc tbc Full = look at O&G, Paediatrics, Medicine, Surgery (Y5) and A&E Focused = look at a selection of the attachments NC = New curriculum NC6 = New curriculum final year Roadshow = Disseminate details of New Curriculum Extended = continuation of the Trust’s Undergraduate Teaching Committee led by the QA SIFT team . UCL Medical School SIFT Annual Report July 2011 14 ii) Description of process used Activities are usually run in accordance with rigorously developed Standard Operating Procedures (SOPs). A detailed SOP for QA SIFT visits is included in Appendix 1. iii) Strengths/ Areas in need of improvement for each Trust visited The table below is a summary of information is derived from the reports of the sites visited since the last SIFT Annual Report was submitted. Table 6 Strengths / Areas in need of improvement for each Trust Trust / date of previous visit Strengths Areas in need of improvement Barnet Hospital Paediatrics and O&G teaching good. Final year surgery at Barnet could benefit from closer collaboration with sister site at Chase Farm. Overall positive introduction of the newly restructured final year despite a rather rocky early start, which was due to administrative problems; these were picked up and remedied. Basildon 23/01/2008 Provided excellent support for all students, in particular the retaking cohort. Resources – the standard of accommodation is poor. Final year – feedback is excellent, students received a large amount of regular and varied teaching. Chase Farm Surgery teaching on this site is exceptional – and is the only site to get consistently good / very good evaluation for surgery. UCL Medical School SIFT Annual Report July 2011 Paediatrics Reported uncertainty about the future of this site affected many students’ confidence and this might have been 15 better managed. King George Not used for final year. None Paediatrics teaching continues to be outstanding. O&G (provided at Queens Hospital) – no concerns. Lister A fair introduction to the new final year. (19/01/2007) Generally the feedback is good and the staff appear enthusiastic. O&G teaching is good. Paediatrics has improved, but because of the fragmentation of the service it needs constant attention. The site will be working on tightening arrangements for supervision in the assistantships. Plans to improve IT access by September 2011 to be monitored. Luton & Dunstable (26/01/2009) Outstanding contribution to new final year, both in terms of clinical placements and additional support, most notably in patient safety, prescribing and clinical skills. None Paediatrics – feedback is excellent, the attachment is very well organised. Obstetrics & Gynaecology – feedback is very good, consultants are welcoming and happy to teach. Final year – feedback is excellent, due to excellent organisation and a large amount of bedside teaching. Resources – accommodation is excellent. North Middlesex (03/12/2008) Generally good. Significant improvement from last year, most notably running the revision session and OSCEs UCL Medical School SIFT Annual Report July 2011 Some difficulties in administration and failure to identify cover during staff 16 (which were reported as excellent by students). absences (particularly in A&E). Paediatrics – feedback is excellent, due to the large amount of teaching received. Resources – there is little access to clinical skills facilities. Obstetrics & Gynaecology – feedback is excellent, it is well organised with consultants providing excellent teaching and encouraging students to get involved. Inadequate IT provision for students in the hospital will be addressed by the end of 2011. Need to ensure that ALL accommodation has WiFi or cable. We will monitor. QEII Rapid response to negative feedback. (19/03/2009) Resources – accommodation is excellent. Obstetrics & Gynaecology – feedback is poor, probably caused by poor timetabling of teaching. Some increasingly concerning feedback towards end of the academic year revealed that the site was fundamentally unable to deliver at the quality required. Undergraduate staff immediately decided to transfer all undergraduates to the Lister site for academic year 2011-12, and we will follow up carefully. Watford (West Herts) (02/12/2009) Obstetrics & Gynaecology – feedback is very good, the specialty lead commits a great deal of time to organising and giving teaching. Final year – feedback is excellent, as is the supporting administration. Outstanding contribution to new FY, both in terms of clinical placements and additional support, most notably in clinical s/v and clinical skills. This quality is delivered despite significantly lower SIFT UCL Medical School SIFT Annual Report July 2011 None 17 reimbursement however the site is seriously considering abandoning teaching which would be a huge loss to the UCL undergraduate teaching resources. UCL Medical School SIFT Annual Report July 2011 18 iv) Strengths / Areas in need of improvement for each Trust not visited The following information is derived from the information provided by the sites in combination with online student feedback for sites not visited since the last SIFT Annual Report was submitted. Trust / date of last visit Strengths Areas in need of improvement Colchester Obstetrics & Gynaecology – feedback is excellent, partly due to the opportunities for students to be involved. No issues Royal Free 03/07/2009 General Medicine/Medicine in the Community – very good feedback for a very well organised attachment. General Medical Specialties– excellent feedback due to it being wellorganised with very good seminar teaching. Paediatrics – good feedback Yr3 Surgery – there seems little desire to teach from consultants, (junior doctors receive positive feedback) leading to many teaching cancellations and a poor quality of sessions. Removing students from this site for this specialty is being considered. Some improvement needed in Orthopaedics teaching. Yr4 O&G – timetables not always reliable UCLH 20/10/2009 COOP/ O&R – feedback is very good, in particular for rheumatology due to the excellent timetabled teaching sessions, and COOP due to the excellent bedside teaching. General Medicine/Medicine in the Community – excellent feedback, the attachment is well organised with lots of teaching. Paediatrics – good bedside teaching contributes to the very positive student feedback. Obstetrics & Gynaecology – Feedback is very good in particular the midwife teaching. Yr3 Surgery – much improved on this site since last year, but more work needs to be done. Similarly for the Gen Med Spec attachment, for which some improvement is needed. Yr4 - no issues Whittington 23/07/2009 COOP/ O&R – feedback is excellent for all three parts of the module in particular the organised teaching sessions. Surgery – feedback is good as the attachment is well organised with good teaching and variation. Paediatrics – high volume of teaching and good feedback. Obstetrics & Gynaecology – excellent feedback for a well-organised attachment with high quality, enthusiastic teaching. Yr3 - No issues Yr4 – no issues UCL Medical School SIFT Annual Report July 2011 19 v) Common issues / Good practice As part of the review and reporting activities the QAU generates an annual summary of good practice to be disseminated to all Trusts and made available on the website Site Subject Good practice Royal Free Palliative Care Pastoral care - Ensuring availability to see students in a more formal capacity and informally via email or impromptu face to face meetings. Pastoral care - Promoting independent, self-directed learning and fostering an atmosphere where students feel comfortable to question and critically appraise material. Whittington Paediatrics Assessment – A registrar contributes to exam setting and OSCE station writing and as well as being a regular OSCE examiner, is involved in facilitating the training of OSCE examiners. Course management – Provision of information, support, objectives and guidance to all outside speakers who deliver sessions. Pastoral care – Introduction of a more formal programme of support than the University’s programme of “buddying” of first year students with more senior students, by providing a Registrar for each student. Teaching tool - To increase awareness of the impact of health and illness on the whole family real “patient journeys” are used as teaching tools. Interviews with families about their experiences of having a child with a long term condition are written up and each student is “given” a real patient journey in instalments and is prompted by questions to reflect on what is happening to that family over time. This is facilitated by group discussions about the issues raised from these “journeys” and a reflective essay on some of the issues raised, before students collect their own “patient journeys” from families who have volunteered for use in the next academic year. General Practice Communication - Set up a 4th year tutor Moodle site to facilitate communication between a geographically disparate population of new and experienced tutors. This has enabled sharing of practice, teaching resources and expertise about teaching organisation. Pastoral care - On joining the James Wigg Practice for Gen Med MiC, students are introduced to staff, given a tour of the practice, introduce themselves to the group and discuss the course and timetable, learning objectives, ideas, concerns and expectations, and career aspirations in an open and non-judgemental small group environment. Teaching tool – Creating a bank of patients who are happy to volunteer to be involved in student teaching at the practice. Training – Provision of support, mentoring, teaching sessions to observe and example lesson plans to newer members of the teaching team. UCL Medical School SIFT Annual Report July 2011 20 QA of the MBBS Programme i) GMC Review - Enhanced Annual Return (EAR) 2010-11 All medical schools in the UK were again required to submit an Enhanced Annual Return in January 2011. The aim of the EAR 2010/11 was to enable schools to revise the self-assessment of the status of its compliance, update cohort data (such as student demographics, fitness to practise and progression data) and to provide information on progress made in the last year. The extensive spreadsheets are available on: http://www.ucl.ac.uk/medicalschool/quality/monitoring/monitoringx/QABME_feedback_2010 In addition, the school was again required to provide an update on the Change Management Plan arising from the last QABME visit (2004/05) included in Appendix 2. ii) UCL Internal Quality Review Following completion of the IQR, UCL Academic Services produced a report with recommendations. The School was required to provide an action plan, and the Director of Medical Education has been invited to meet the panel (approximately 1 year after the process) to give them an update. The Medical School’s external scrutineer commended the following as examples of good practice: The speed of response by the School to the need for change. This includes the creation of the Division of Medical Education and transformation of ACME; Use of Excellence in Medical Education Awards to motivate further the high quality teaching staff; Top teachers awards The creation of the site-based posts of Sub Deans and Education Fellows; Innovative OSPE (Objective Structured Practical Exam) and OSCE (Objective Structured Clinical Exam) stations; and Effective fitness to practice procedures. Other examples of good practice include: A Medical Education conference is planned for late June 2011. This will offer an opportunity for sharing best practice and developing our clinical teachers as educators. Introduction of a texting / Email service for students to report incidence of cancellations where no alternative teaching has been provided; initially it is a simple monitoring exercise. A website for students to raise any serious concerns that they may have is being developed (see fig 1). This system is bespoke for medical students as they are often reluctant to use the Whistleblowing Policy. UCL Medical School SIFT Annual Report July 2011 21 Fig. 1 UCL Medical School SIFT Annual Report July 2011 22 D. Summary of developments, innovations, best practice to include significant future changes to the curriculum or any other important achievements Developments and innovations Notes on New Curriculum and new Final Year UCL is in the process of introducing a new MBBS Programme and in a rather unconventional move began with a new final year in September 2011. The focus was to improve the transition to the Foundation stage by focusing on preparation for practice under the banner “Think like a doctor, act like a doctor”. The key innovation included 16 weeks based at a single site (with peel off to GP practices), assistantships, student-held procedures records and tight processes for academic and clinical supervision, including work-based assessments and multisource feedback. The feedback from both students and staff at clinical sites has been extremely positive. Staff have been energised by the changes and students have matured as they become actively involved in clinical care and feel part of the community of practice. UCL is very proud of the close working relationship with Trusts, GP practice and the Foundation School that have facilitated this development. Major priorities over the next year are to expand the assistantships, harness the energy of junior doctors better, enhance students’ ability to make clinical judgements in acute and complex situations and step up improvements in prescribing. Information Technology and NHS teaching The biggest challenge to delivering the new UCL Curriculum is the variability of IT access for students. A multi-stakeholder group is working on drawing up expected standards for IT at NHS sites including students, Library services, and UCL information services as counterparts at key NHS sites. i) Curriculum Review of the MBBS A major review of the structure of the MBBS commenced in 2007 and the changes from this are still in the process of being implemented. ii) Curriculum Content Review - Update UCL Medical School is devising and implementing a New Curriculum which builds on the strengths of the current MBBS programme and new opportunities within the School of Life and Medical Sciences and UCLP. With an emphasis on scientific rigour, clinical reasoning and professionalism, achieved through greater integration and better application of educational methods, the new curriculum will prepare The UCL Doctor for the contemporary healthcare environment. There will be a phased introduction of the new structure; in 2011/12, we are piloting a number of new changes including: a new “Foundation Module” introduced to the Year 1 timetable a cardio-metabolic disease patient pathway, including extended patient contacts, piloted for Year 2 students the use of a computer-based portfolio tool by students in Year 3. UCL Medical School SIFT Annual Report July 2011 23 The full rollout, however, will begin in September 2012. Further information is available via the MBBS New Curriculum website: http://www.ucl.ac.uk/medicalschool/staff-students/mbbs-new-curriculum UCL Medical School SIFT Annual Report July 2011 24 Appendix 1 – SOP for QA SIFT visits Table 7 N.B. This procedure is under review for 2011-12 Timing Activity End of academic year Request pre-visit documentat ion Email U/G Tutor /Administrator (DGH) or Campus Sub-Dean (HOME) the pre-visit documents along with their web-links via the QAU Website, reminding the Trust of the deadline for returning documents (normally the start of the academic year). Send an Action Plan from the previous year and request an update. SEND REMINDER A WEEK/2 IN ADVANCE OF THE DEADLINE! QA Assistant At start of academic year Decide which sites to visit Decision based on: when last seen; any problems we know about via administrators/ MMGs; student feedback; returned documentation. Also decide what to focus on if not a mandatory three year visit. Once visits are decided, assign Visit leads. Sub Dean Quality / QA Officer / QA Assistant Arrange suitable date for visit Get available dates from Visit lead and then coordinate with Undergraduate Tutor and Undergraduate Administrator (for DGHs) or Campus Sub-Dean (HOME sites) about dates for the visit that preferably coincide with the last couple of weeks of a student rotation. QA Assistant Send confirmatio n email Email DGH Undergraduate Tutor and administrators, managers etc, Visit lead, SIFT Coordinator, QA Officer QA Assistant Invite rest of the Visit team Invite a DGH representative, preferably with knowledge of one of the weaker attachments/ areas. Invite a student representative, preferably who has knowledge of attachments that are being reviewed (the clinical president may be able to help with this) QA Assistant Create agenda Liaise with UG administrator over agenda, ensuring there is suitable time for meetings, breaks etc. (see template) QA Assistant Start creating the pack Start making the pack using the blank template. Request relevant timetables. Finance information can be found in the shared drive under Finance. For focused visits, include relevant information and a summary of attachments not being reviewed, e.g. Chase Farm 12/05/09 QA Assistant Compiling The pack should include: QA Assistant After finalisation of visit date 8 weeks prior to Action Responsibil ity UCL Medical School SIFT Annual Report July 2011 25 the visit the pack Agenda (see template); Previous year’s action plan; General pre-visit self assessment questionnaire; Library pre-visit self assessment questionnaire; Summary of firm lead questionnaires; Student feedback on each specialty and cumulated data on facilities and administration, including summary, comparison charts and free text; Table from the first page of the most recent SLA (containing a summary of SIFT payments for the year, and available from Finance on the shared drive or SIFT); Statement of SIFT Accountability (available from Finance on the shared drive or SIFT); Any further information provided by the Trust and of interest to the visiting team, including timetables; Directions to the DGH/ HOME attachment; and Contact details for all members of the team in case of problems with travel. 4 weeks prior to the visit Sending the pack Request the best place to send the pack to members of the visiting team. QA Assistant 3 weeks prior to the visit Sending the pack Bind each pack of double sided sheets with plastic covers and a front cover with CONFIDENTIAL in plain sight and contact numbers on the inside cover. A pack is to be sent to all the team members as well as to the Site. QA Assistant Day before the visit To take on the day Prepare name tags for Team members(name and role), copies of: QA Assistant Whistle blowing policy (x1); Rights of patients (x1); Guidelines for consultants (x1); Guidelines for students (x1); Guideline questions to ask Students (1 per attachment x 2); General possible prompt questions (1 per team member); and Travel expenses forms for visit team member to sign (facilitating quick processing). Day of the visit After the visit During the day Write the report At start of the day, distribute name tags, general prompt questions (to all) and student questions (1 per attachment to Visit lead/ student rep and for QA officer/assistant) Make notes on the discussions, ensuring to record the attendees from the Trust. Also ensure that the day runs reasonably to time. Using the template for reports, use the feedback from the students, consultants on the day and previous student feedback along with the questionnaires to create a report, e.g. UCL Medical School SIFT Annual Report July 2011 QA Officer/ QA Assistant QA Officer/ QA Assistant 26 QEII After completing the draft report Send to Visit team for corrections/ additions QA Officer/ QA Assistant After finalising the draft Email to UG Tutor and UG administrator, giving them 3 weeks to respond with factual corrections QA Officer/ QA Assistant Either after 3 weeks or the return and update from the UG tutor and/or administrator send in hard copy to the Trust Chief Executive, with an updated letter from the Visit lead, and cc copies to specific trust members who were present at the visit (e.g. medical director) and to UG tutor, finance representative and administrators Ask for an update of action points from the report 6 weeks after sending the final report UCL Medical School SIFT Annual Report July 2011 QA Assistant 27 Appendix 2 – Management Plan arising from the last QABME visit (2004/05) EAR 2010/112 - Section A Response to previous QABME requirements and recommendations For all schools except those reviewed in 2009/10 for submission by 14 January 2011 Please note that responses to this section may be published on the GMC’s website. The School’s previous report can be found at http://www.gmcuk.org/education/undergraduate/undergraduate_qa/medical_school_reports.asp. Please answer the following questions to provide an update. 1. For all requirements, please provide an update indicating how they have been addressed. Tomorrow’s Requirement Action taken – If none, explain why Contact Supporting documents list Timeline Curricula content, structure and delivery Changes towards Response too large for table, document available on request. Professor Jane Dacre (Director of Medical Education); Dr Deborah Gill (deputy) Organogram Ongoing Curricula content, structure and delivery Review teaching styles in Phase 1 to facilitate student transition between Phases Response too large for table, document available on request. Professor http://www.ucl.ac. uk/medicalschool/ staffstudents/mbb s-review/ Ongoing doctors 2003 area 2 integration of the management as updated in January 2011 UCL Medical School SIFT Annual Report July 2011 Mike Gilbey 28 Curricula content, structure and delivery Further development of Quality Assurance Activities including Quality Enhancement Staffing changes: Dr Ann Griffin http://www.ucl.ac. uk/medicalschool/ quality/ Jean McEwan Minutes of UCLH/UCL Joint Undergraduate Teaching Committee 06-10 - Admin staff now 2.4FTE and academic staff 0.2FTE. New Sub Dean Quality started Sept 2010. Many processes are well established and internal reviews and audit (UCL IQR/SIFT site and annual monitoring are either in hand or have been completed. Developments include: - Upgrade of Opinio© database for quicker reports which allow greater intra-SEQ analysis - Redesign of all Phase 1 SEQs - Inclusion of core questions for all teaching to allow comparability of data and analysis of placement quality. - New certificate of merit for medical student teaching. - "No show" texting system for short notice teaching cancellations. Work in progress: - Review of whistleblowing policy and practices - Preparation for practice graduate survey - Patient engagement in QA Adequacy of teaching space following the completion of the move to UCH Following the progress reported last year, the situation appears adequate, with no complaints about the facilities from the teachers or students. However, we are monitoring closely as there may be a change in pressures with the introduction of a new curriculum in 2012. QA/SIFT UCLH site visit reports 05-10 UCL Medical School SIFT Annual Report July 2011 Ongoing 29 2. For any recommendations, state those that have been fully completed or not been fully implemented providing an explanation and indicating how they have been addressed. Tomorrow’s Requirement Action taken – If none, explain why Contact Supporting documents list Timeline The School needs to ensure sufficient teaching space and staff is available as the course develops Response too large for table, document available on request. Dr Jean McEwan Minutes of School Estates Strategy Ongoing Some clinical staff are involved in teaching of Phase I, but at present, no basic scientists are involved with teaching in the later stages of the course. This is an issue the School wishes to work towards and the visiting team would commend this approach Response too large for table, document available on request. Professor Mike Gilbey The School should consider providing the results of the Student Satisfaction Surveys back to students. Feedback to the students about the results of the NSS is now provided in two ways. One as a summary and link to the whole NSS results on the QA website and a slightly longer document for the student (RUMS) bulletin. Ms Ann Glasser doctors 2003 area Committee MMG Minutes and http://www.ucl. ac.uk/medicals chool/staffstud ents/mbbsreview Ongoing Completed 3. Please identify any planned changes or improvements as part of the School’s continuous improvement and quality management regarding any aspect of the School’s undergraduate degree/s that are not part of the School’s response to Tomorrow’s Doctors 2009. We have been undertaking an on-going curriculum review process into which we are incorporating Tomorrow’s Doctors 2009 and therefore have included reference to this in the relevant sections of Annex 1 (even where we have indicated that we are already compliant) UCL Medical School SIFT Annual Report July 2011 30 Appendix 3 – Internal Quality Review 2009-10 Action Plan Active action points RECOMMENDATIONS RECOMMENDATION IN FULL Action taken or planned in response to the recommendation, or reasons why no action is being taken. Ensure that the vision for the programme is disseminated more widely and engaged with by staff at all levels. Ensure that the vision for the programme, clearly articulated by the Vice-Provost (Health) and by the Dean of the Faculty of Biomedical Sciences, is disseminated more widely and engaged with by staff at all levels. This vision is of a vibrant and evolving programme, which seeks to educate doctors not only for the requirements of twenty-first century medicine, but also as future scientists and leaders in the profession, whilst fully acknowledging and incorporating the key aspects of UCL’s globalisation agenda. (i) We are on the cusp of implementing the first pilots and changes associated with the new curriculum. We have a communication plan built into the project implementation plan. Both the VP weekly newsletter and the DOME termly newsletter are being used to communicate about the curriculum and from March 2010, developments in the new curriculum. A stakeholders' group has been set up as one of the new curriculum working parties and the project manager will be setting up a communication strategy for providing information in a range of formats regarding the new curriculum. (ii) We are introducing a new curriculum in 2012. We are using this opportunity to ensure communication and ‘buy in’ of the vision of the curriculum extends to all staff and students. We have devised and are rolling out a comprehensive programme of communication and staff development: • We have appointed a new curriculum project manager who has taken a lead in devising a comprehensive communications strategy • We are undertaking ‘road show’ presentations in all three main trusts and are aiming to reach all the DGHs by the end of this academic year • We have presented to students and student representative groups to encourage enthusiasm and support • We have begun a series of workshops with GPs tutors and other visiting tutors such as Professional Development tutors • We have introduced a standing item on all module management groups and key committees concerning a new curriculum update and the core new curriculum group ensure there is attendance at all meetings by one of the team • We have extensively advertised a new curriculum website which is prominently linked to the main Medical School website • We have used a core conditions consultation exercise to further encourage dialogue UCL Medical School SIFT Annual Report July 2011 31 Continue to press for improvements in the consistency of the teaching provided by the NHS Trusts. Continue to press for improvements in the consistency of the teaching provided by the NHS Trusts. Whilst the students the team met and the evidence from the supporting documentation indicated that teaching was of a good standard overall, many students and staff raised concerns regarding a small minority of NHS Trust staff that they considered did not fulfil their teaching obligations or meet the expected standards. The team acknowledges the difficulties arising from the fact that many teaching staff are employed by the NHS Trusts rather than UCL. However, given UCL’s responsibility for ensuring the quality of the educational experience of its students, the team advises the Programme to continue to raise these concerns and press for solutions with the NHS Trusts, in order to satisfy itself that students’ expectations of teaching are fulfilled, and to have in place mechanisms to mitigate situations where a poor experience is reported. An active programme of site visits is planned for 2010-2011 which will provide all sites with detailed feedback on their teaching performance. Evaluation practices are being developed which will include a consistent body of core questions so that all sites will have data that will allow them to compare their teaching quality with other providers. During this academic year we devised a “league table”, which was used to identify highly performing clinical sites as well as a few sites which needed to make improvements. In addition, two new processes are being introduced which will allow instant reporting of cancelled teaching (SMS texting) and a system which allows students to directly feedback to the QAU about unsatisfactory educational experiences. In order to enhance the feedback to teachers, across the NHS trusts, the QAU will survey these sites to investigate how to develop systems more responsive to their needs. The Medical School is in the process of devising a more comprehensive set of standards for clinical teaching, this is against the background of the GMC introducing its own benchmarks in this area and it is hoped that these new standards will clearly articulate what the Medical School's expectation of placement teaching will involve. Extend the proactive approach taken for its widening participation strategy and consider ways to enhance this provision Extend the proactive approach taken for its widening participation strategy and consider ways to enhance this provision in order to broaden student diversity and the numbers from non-traditional backgrounds (see the Academic Manual Document F9 http://www.ucl.ac.uk/academic-manual/part-f/f9). The Programme might wish to investigate ways that the BMAT might be further utilised as a diagnostic tool to identify students with potential, in a similar way to the use of the National Admissions Test for Law (LNAT) by the Faculty of Laws. Revisit the personal tutoring system to assure itself that it: (i) provides appropriate support for the whole of the student experience, including academic and pastoral advice; (ii) that it is an effective first point of call for students’ personal problems and welfare matters, thus reducing the burden on the Programme’s welfare provision (and in particular on the Faculty Tutors) and (iii) it is in line with the aims, principles and suggested practice of the UCL Personal Tutoring Strategy, which has recently been approved by Academic Committee. A preliminary meeting with the Faculty of Laws to discuss good practice has already happened. Meetings with partnership schools are currently being set up to discuss ways to extend the proactive approach to the widening participation strategy. Revisit the personal tutoring system to assure itself that it (i) provides appropriate support for the whole of the student experience (ii) is an effective first point of call for students’ personal problems and welfare matters (iii) is in line with the aims, principles and suggested practice of the UCL Personal Tutoring Strategy UCL Medical School SIFT Annual Report July 2011 i) We have brought together the method by which students gain access to the entire welfare team to further improve the continuity of care for all MBBS students, across the MBBS programme, however we strive to improve academic support outside of pastoral welfare support - ongoing. ii) To further support and advise Personal Tutors in order to be more effective in their role - ongoing. iii) We have implemented most of the aims, principles and suggested practice of the UCL Personal Tutoring Strategy in the guidance we give to Personal Tutors and students, in respect of their role as Personal Tutors, frequency of meeting students and expectation of what these meetings will address ongoing. iv) The School has taken the opportunity of a wide-ranging curriculum review to address outstanding issues in our personal tutoring system. We have made considerable progress to date and will be fully compliant across all year groups by Sept 2012 when the new curriculum is introduced. We aim to introduce some changes in Sept 2011 which will address issues i) and ii) and we are in discussion with our NHS partners to ensure that a smaller number of clinical tutors get the recognition in their job plans for an increased work load due to increased frequency of meetings with students. 32 Completed action points Revisit the role of the Departmental Equal Opportunities Liaison Officer (DEOLO) Revisit the role of the Departmental Equal Opportunities Liaison Officer (DEOLO) to satisfy itself that it is covering student as well as staff matters. The students the team met appeared to be unaware of the role of the DEOLO and the assistance and advice available on equal opportunities matters. It may be helpful to include a description of the DEOLO’s purpose, key activities and contact details in the student information and on the MBBS website (see the Academic Manual Document A10 http://www.ucl.ac.uk/academic-manual/part-a/a10). A DEOLO for students has been appointed to provide advice to students. A description of the DEOLO's purpose is available on the UCL website: http://www.ucl.ac.uk/hr/equalities/depts/role.php Revisit the student information to ensure the use of the GMC criteria can be beneficial for the students Revisit the student information to ensure that it makes it clear that the use of the GMC “Fitness to practice” criteria is not necessarily punitive, and that it can be beneficial for students both in monitoring problems and in identifying the need for support. An additional sentence has been added to the Fitness Practice section of the A-Z policies for students to convey that GMC criteria can be beneficial for students. UCL Medical School SIFT Annual Report July 2011