NHS Education for Scotland Faculty Development Project for Scotland Update Report to Stakeholders October 2012 1. Introduction This update report is one of a series prepared by the NES Project Team to keep stakeholders involved in the Faculty Development Project for Scotland briefed on progress. 2. Status of Project The Faculty Development Project for Scotland commenced in 2010 and is sponsored by a number of stakeholder groups including the Directors of Medical Education (DMEs) Group, the Scottish Deans Medical Education Group (SDMEG), the Medical ACT Working Group (MAWG) and Postgraduate Medical Deans. It is governed by a Project Board that reports to the sponsoring stakeholder groups and brings together representatives from all these groups to oversee the project. The focus of this work is on what was commonly known as “educator” and “trainer” training, to ensure adequate support and professional development of Scottish educators and trainers of medical students and doctors in postgraduate training. The key driver for this project is the GMC’s Approval and Recognition of Trainers requirements and the implementation plan recently published. 3. Recent Progress The final draft of the Working Group 1 report has been welcomed by stakeholders and is now considered complete. Michael Ross is looking at options for the publication of the report. A briefing note has been prepared for all those educators and trainers who were originally invited to complete the Working Group 1 survey and includes a one-page summary of the report, a link to the GMC implementation guide and an update on developments from all Working Groups. Working Group 2 (Development of a Plan for Programmes) met on 26 September to review the GMC implementation plan and the mapping work done to date against the Academy of Medical Educators (AoME) areas to be used by Educational Organisations -Medical Schools and Postgraduate Deaneries - (Eos) in demonstration of trainer compliance to the GMC. The group continues to develop a two-phased approach in considering the differing needs of existing and future educators and trainers, and to develop the concept of “CCT Trainer Ready” for doctors in training. Working Group 3 (Implementation) has been developing the role of educational appraisal in the implementation of GMC requirements for the approval of trainers. At the last meeting of the group on 29 August next steps were agreed including the concept of developing a framework for the educational infrastructure to support NHS Boards. An over-arching approach to IT and data-base needs is now evident. Options for the development and delivery of on-line materials, and an automatic electronic feed to and from other systems are being explored. Ensuring on-line booking captures and reports trainer activity where possible to support Eos is work ahead. NES continues to review all the faculty development programmes it currently provides including on-line, face-to-face and blended learning programmes. The aim is to ensure all provision is being co-ordinated to meet the needs of trainers towards their recognition with the GMC. 4. GMC Approval of Trainers Consultation The GMC consultation on the Recognition and Approval of Trainers closed at the end of March 2012. The GMC then issued their report on the outcome of the consultation in July along with an implementation guide. This is available at http://www.gmcuk.org/Approving_trainers_implementation_plan_Aug_12.pdf_49544894. pdf The first milestone for EOs is due by 31 December 2012 and is the submission to the GMC of a timeline for implementation for trainer recognition. NES will liaise with the Medical Schools through SDMEG on the respective submissions to ensure a consistent approach. Working Groups 2 and 3 (see below) have been reviewing their work programmes based on this plan. The requirements set out in the implementation plan are broadly in keeping with the existing direction of travel adopted by the project. 5. Update on Working Groups Four working groups have been established to support the project. Working Group 1 (Development of Core Competency Framework) The final draft report was issued to all stakeholders and was well received. There were only a few final comments of a presentational nature which were incorporated. The final report is available on the NES web-site at http://www.nes.scot.nhs.uk/media/13967/WG1%20final%20report.pdf. A short summary report was also circulated to stakeholders and is to be issued as an update to all teachers and trainers who were invited to participate in the original survey. Michael Ross is looking at options to publish the final report. Working Group 2 (Development of a Plan for Programmes) This group is chaired by Gillian Needham, PG Dean North. As well as mapping the 18 high priority competencies in the Working Group 1 report to the AoME areas, the 55 medium priority competencies have also been mapped. Further work has also been done to consider the content of available specialty-specific trainer training programmes and Royal College. Aspirations for future “CCT Trainer Ready” are being further developed to see how far this could achieve the top 18 priority competencies as well as the next 55 priority competencies. The outline work programme for the group was circulated with the last update report and received no comment so it has been assumed that stakeholders are content with the approach. (This is attached again for information at Appendix 1). A joint meeting with Working Group 3 to agree next steps is taking place on 24 October 2012. Working Group 3 (Implementation Planning) A meeting of the group was help at the end of August and the following actions were agreed; A key output from Working Group 3 could be the development of a framework to support Boards develop the most efficient educational infrastructure to meet GMC requirements but also allow local flexibility. This could identify the most appropriate infrastructure required for both UG and PG medical education at a department/specialty level and would allow the targeting of SPA time where most useful. A letter has been sent to the Scottish Association of Medical Directors to ask them to work with DMEs to consider how to capture the educational role within the appraisal process for educational supervisors or other consultants with a significant teaching or training role. The educational infrastructure should help target future faculty development activity to specific educational roles and remits (based on work being done by Working Group 2). NES is to consider the development of a financial model to support the development of a educational infrastructure framework. This could be based on the undergraduate Measurement of Teaching (MoT) work already underway along-side identifiable investment in the postgraduate educational infrastructure. The DME Group is also to consider the most appropriate approach to the development of job plans to ensure educational activity is identifiable in line with emerging GMC requirements and to try to ensure a greater degree of consistency across Scotland than at present. Working Group 4 (Electronic recording) Stewart Irvine, NES Medical Director, continues to develop the remit for Working Group 4 which is to develop electronic recording systems to support the project. The aim of this group remains to ensure interim arrangements are in place to capture training being undertaken by all teachers and trainers in existing key programmes. NES will need to work collaboratively with Medical Schools and NHS Boards to achieve recording systems that are aligned across a trainer group that involves individual trainers potentially with multiple roles , are UG & PG-facing, who are employed by different NHS Boards and supervise students from different medical schools. 6. Project Board In June the Project Board agreed that an opportunity should be sought to invite the GMC to attend a workshop session in Scotland with members of all stakeholder groups to explore their requirements and our work to date. A date is being sought and further details will be circulated in due course. The scheduled meeting of the Project Board on 15 October was cancelled due to the number of apologies received. A review of membership will be carried out to ensure sufficient representation can be available for future meetings and that it is constituted to ensure support for Eos for delivery of the GMC Recognising and approving trainers implementation plan. 7. NES Provision NES already provides a number of faculty development products which include SCOTS workshops, STAR online modules, the National Trainers Delivery Group products for GP Trainers, and the Leadership and Management Programme (LaMP) for trainee doctors. NES has started to review all of the projects presently delivering faculty development products. The aim is to ensure all NES programmes are being co-ordinated and will support the overarching plan for Scotland and the work being led by Working Group 2 8. Communications The communications action plan agreed with stakeholders continues to be monitored by the NES Project Team. Feedback from stakeholder groups is seen as a key feature to ensure good co-ordination. This section of the NES web site for the project has been reviewed to ensure all the relevant material is kept up-to-date. 9. Feedback All stakeholder groups are asked to review this update report and provide any relevant feedback. 10. Contact Details Michael Ross, Working Group 1- michael.ross@ed.ac.uk Gillian Needham, Working Group 2 – gillian.needham@nes.scot.nhs.uk Emma Watson, Working Group 3 – emmawatson@nhs.net Stewart Irvine, Working Group 4– stewart.irvine@nes.scot.nhs.uk Jayne Scott, Project Manager – jayne.scott2@nhs.net The Faculty development for Scotland Project has a dedicated link within the NES web site– http://www.nes.scot.nhs.uk/education-and-training/bydiscipline/medicine/about-medical-training/generic-training/facultydevelopment.aspx Jayne Scott Project Manager 19 October 2012 Appendix 1 Working Group 2: Outline Work programme The geographical mapping of current activity was a bold attempt but was unlikely to be helpful given the overlap of provision between regions. It was agreed that as well as mapping the 18 high priority competencies in the Working Group 1 report to the AoME domains that the next set of 55 priority competencies should also be mapped to the domains. To complete the exercise of mapping existing provision to the AoME domains and the competency framework, more work would need to be done with stakeholders to obtain detail of current programmes. It was agreed to put this exercise on hold meantime but to return to this work in due course. Further work needs to be done to collate details of existing NES provision, including GP training, and ensure this is included in the database. It was agreed that the end product should include all relevant programmes provided in Scotland including those run by NES, Medical Schools and Royal Colleges. Further discussion needs to take place to agree an approach to accreditation to ensure the programmes included in the framework agreed in due course with stakeholders are competent to meet the GMC standards. It was agreed that the framework should provide flexibility for individual trainees to choose relevant programmes, however, this needs to be balanced with the need to ensure value-for-money for investment in faculty development. It was agreed to split the work of WG2 into two phases, 1. Priorities for the existing cohort of teachers and trainers to meet GMC requirements from 2013, and 2. Priorities for future teachers and trainers using the concept of “CCT Trainer Ready” using the approach being developed by NES through the Leadership and Management Project (LaMP) which uses the SCOTs Clinical Supervisors Course. Phase 1 will focus on the 18 top priority competencies for existing teachers and trainers, although many of the next 55 priority competencies will also be relevant for this group. However, further guidance is awaited from GMC to identify how the 2013 requirements will apply to the existing cohort of trainers/teachers. Aspirations for future “CCT Trainer Ready” are to be further developed to see how far this could achieve the top 18 priority competencies as well as the next 55 priority competencies. It was agreed to further develop the work on roles and remits to support the development of a framework for the educational infrastructure with a view to identifying additional courses more relevant for specialist teaching roles. The framework should also be available for Specialty Doctors.