Is there a Doctor in the house?
Then take me to your leader.
Engaging medical and clinical staff
in Post Graduate accredited
workbased leadership development
Jan Metcalfe
Senior Learning Facilitator
CETAD
Workbased learning division
Faculty of Health and Medicine
Lancaster University
2 cases of leadership development
40 junior doctors 40 ward managers
Key themes:
• Client connection
• Engaging participants
• Innovation in Teaching Learning
and Assessment strategy
Client connection: programme design
• Director of Medical
Education
• FHM professor/ NHS
consultant
• Validation of a PGC
medical leadership for
F2 doctors
• Traditional academic
approach
• Focus on theory and
content
• 3 modules
• Director of Nursing
• CETAD workbased
learning centre
• Organisation / client needs
• Competency framework
• Collaborative design of
bespoke programme
• Focus on learning and
workplace development
• Post graduate level to meet
both WM needs and also to
meet M level requirements
Client connection: programme delivery
•
•
•
•
•
one cohort 40 students
weekends
lecture theatre
Assessments
3 x 4000 word essays
• 2 cohorts
• time off work to attend
• away from workplace –
dedicated training venue
• Assessments
• range of work related ,
workplace assessment tasks
Client connection: engaging participants
• Told to attend
Thoughts – how would
you feel about the
prospects of being on this
programme
• Director introduces
programme at WM meeting
• Explains benefits and also her
expectations
Engaging participants
• Building a learning community
• Style and approach focused on developing key learning
processes
• Fun, interactive , experiential
• Explain the reasons why leadership development needed
• Sell the benefits to their practice
• Ensure content is specifically related to their context
Client connection
• Director of Medical
Education
• Left us to it
• Told students didn't
need to do assessments
– just a tick box
exercise for BMC
• Director of Nursing
• Lots of involvement behind
the scenes regular review
• Attending workshops for
specific input
• Collaborating on the nature
of the assessments
• In house support
• Action learning sets
facilitation
First assessment
Analysing drivers for change in the NHS
• 4000 word essay
• To be submitted 8
weeks after workshop
• 9/40submit
• 5 fails
• 2 plagiarism
• Doh !!!!
•
•
•
•
•
•
In class
Group activity
Quick - after day 2
Peer expectations
Fantastic results - 68 -75
Celebratory
Ward managers assessments
• Group task to analyse drivers for change for impact on WM
• Personal development plan : linked to change, competence
framework, MBTI and 360 feedback
• Change Management Project Proposal
• Reflective diary – leading others through change
• Design an evaluation for achievement of change in work
context
• Final group presentation – design and conduct own evaluation
of learning from programme, including evaluation of
experience of working in action learning sets.
Ward Managers
Their end of programme evaluation
And for the doctors…….
•
•
•
•
•
Erratic attendance
Not taking up tutorial support
More essays
Assessment submissions fewer and fewer
Standard weak
• Yet enjoying the course !
How did we turn this around?
Client connection to understand:
• what medical leadership development junior doctors need
• their personal development needs
• when learning needs to happen - to dovetail in with the
medical development and clinical supervision
And to agree
• how best to meet those needs
How did we turn this around?
Client connection: to engage key stakeholder
• with the value and benefit of medical leadership
development to workplace practice
• in understanding different learning needs , learning styles and
learning processes
• to model organisation commitment and ownership for
medical leadership development .
How did we turn this around?
Student engagement: New programme
• Takes place during the working week
• Timetabled as part of their education programme
• Flexible timings to accommodate their work patterns, exams ,
job applications etc
• Highly interactive, participative, experiential
• Sell the benefits
–
–
–
–
in terms of a qualification
in terms of their CV
in terms of developing their practice
in terms of relevance to their experience
How did we turn this around?
Assessments:
• First assessment : quick early, group based, in class
• 34 /41 participated and achieved marks between 62 – 75
• Those who didn’t attend ( due to being on nights have asked
if they can do an individual assessment
• Followed promptly by an individual assessment
Assessments
• Personal development plan – focused on medical
leadership – timely for when they should be reviewing
their development with their clinical supervisors – signed
off by organisation
• Team working module – at time when they begin to have
more responsibility for the contribution of others
• Assessed by a teamworking task based on a typical team
scenario in workplace
Final assessment
• Assessment centre
• Range of activities : interviews, discussion groups,
presentations, problem solving, work related scenarios
• Reflects what happens in workplace when applying for ST
positions
• Also links to BMC sign off by Director of Medical Education
Our learning from these 2 cases
• Client connection: understand what they want, get inside
what they really need, keep them involved
• Student engagement: need to stimulate their interest and
motivate them to participate , need to promote benefit
beyond a qualification, need to make relevant and connected
to application to their context and roles as DOCTORS
• Assessments: innovative, creative, workplace, work related
assessments, of tangible benefit to them
Our learning from this one organisation
•
•
•
•
•
Be careful not to make assumptions !
One Trust
Two clients
80 participants
But not the same attitude and approach to developing and
supporting the development of their staff
• So ongoing role for us to continue to support individual
learning AND organisational learning
0
