The Pharmacy Vocational Training Scheme Stage 2

1. The Pharmacy Vocational Training SchemeStage 2 Induction presentation Sept 2014

2. What is the Pharmacy Vocational Training Scheme? Stage 4 Education and training, Leadership and Research Advanced training Stage 3 Specialist training – modules Stage 2 General training/Foundation training

3. Lets get started.... • What do you wish more information about? (5 mins)

4. What will we cover today? • the model of training • competency framework • resources available • forms for evidence • support for training • assessment process • e-Portfolio

5. What is Stage 2 of The Pharmacy Vocational Training Scheme? Competency based training framework Meetings with tutor Appraisal Based on reflection of actual practice in the workplace ePortfolio for evidence Development of a wide range of Foundation /Generalist skills Guidance on what to do when Resources to help your learning -web pages, ePortfolio

6. The competency framework

7. The competency framework within ePortfolio

8. Resources within ePortfolio

9. Guidance for timelines for activities

10. Screen shot of the VT web pages

11. Advantages of undertaking training It increases confidence It gives you career choices It enables structured training by specialists Develops a systematic approach to practice Development of non professional skills – organisational, communication, team skills

12. Disadvantages... Often write up done in my own time Takes time to do the work... Often specialists want different things.... Getting feedback from people takes time... Getting feedback from people takes time...

13. Concrete Experience Active experimentation Reflection Conceptualising Shows learning through experience, reflection, discussion and experimentation before undertaking the experience again.... How do we learn? Kolb’s learning cycle Learning from experience and reflection in the workplace..... Source: Kolb, 1984

14. What is the key to success? The key to success with any vocational training scheme is the ability to reflect on practice and learn from the experience. and to develop a portfolio of ‘..a collection of evidence that (demonstrates) learning has taken place.’ (Source: Knowles et al. (1984)Snadden and Thomas, Med Teach (1998 ))

15. What is our curriculum ? Looking at the competency framework.....

16. The competency framework

17. The Competency framework A Personal competencies Commitment to CPD [needs host of CPD records] A23 equality and diversity Interaction as a team member B Aseptic services Focus on pharmacist role Knowledge of preparation process B23 Use templates –no Rxs or worksheets to be included in portfolios CPD webinar on NES website to help you develop CPD records… but watch… there is a skill to develop CPD records for training…. Aseptic services modules to help you learn about aseptic services

18. Clinical pharmacy C Clinical Pharmacy Care plans Full cases, ~2000 words, referenced. Exec summary as front page, include learning C24 Case for medical gases mini – CEX CbD Care planning webinar……….to help you…

19. D Clinical Governance Need to highlight own local process and involvement in process, SEA , Audit , SOP [draft and action, i.e. link theory and their practice] NES website for information about audit and SEA, risk management webinar, patient safety webinar…. Ensure trainee understands what is required when submitting an SEA and also how to do an audit with criteria and standards....

20. Competency framework E Cost Effective Use of Medicines Learning about procedures for out of hours, formulary process, relationship between clinical practice and technical practice F Dispensing services Learning about the different dispensing processes. Link theory to practice, templates to be used G Education and training Demonstration as teacher. Power Point presentations, feedback forms, Reflection pages, 4 scenarios. Seek feedback from participants. ‘Develop your portfolio’ section of the VT pages of the NES website ..............has more information….

21. Competency framework H Medical gases Learning about oxygen saturation, how to store and the clinical use of medical gases. Case study e.g. respiratory, presentation online +MCQs Demonstrate knowledge of the clinical use of medical gases. Webinar on NES website to help you I Medicines information Processes for the searching of information, critical appraisal of the literature and delivery of a reply to a healthcare practitioner. Range of enquiries. No need to submit MiCal booklet. Use templates instead of original enquiries. Critical appraisal recordings on NES website + MCQs to help you… Need a mix of Level 1,2 and 3 enquiries e.g. 6 of level 2 and 3...

22. What should a good portfolio contain? A structured collection of your evidence that is clearly referenced to the competency framework codes… Examples of your own practice confirming your involvement in the experience Evidence that shows progression in your practice and progression in your learning Summaries of your personal reflection of your learning for each task/piece of evidence.

23. What should a good portfolio contain? Feedback forms that contains information on progress from the tutor, trainer and other healthcare professionals (out with pharmacy) Confirmation from your tutor that your evidence is at a suitable level

24. Support for learning Consider the following scenario... John, your VT2 trainee has been working on his training for about 6 weeks now... He given you some evidence to review two days before your meeting. The meeting was meant to be several weeks ago but it had to be postponed as John had to deliver a peer review session... The evidence that he has submitted is not reflective in nature, is messy and doesn’t meet with the examples as specified in the competency framework....

25. Consider the following.... • What is your role? • What would you expect of your trainee? • How will you provide feedback about the standard of their evidence? • How will you ensure agreed actions are undertaken? • What are the benefits of written feedback vs verbal feedback? • Would you expect to see any changes more than once? • How would your communication style in the meeting change if John continues to act in this way over the next few months...?

26. What do we expect ?Trainees Examples of their own personal experience Various different forms of evidence developed over a period of time to show progression.... e.g. • CPD records , care plans, case studies, • Mini-CEX, CbD, Audit, SEA, templates Reflections and learning from undertaking the experience/task in practice Attendance attraining sessions, monthly meetings with tutor Submission of ‘appraisal forms’ at intervals specified.

27. Portfolio Types of evidence Forms, logs,,,

28. Forms for recording evidence

29. Action record

30. Dispensing services reflection record

31. Aseptic services log....

32. The reflections from this experience...

33. Example of care plan.... But use the one on the VT web page and upload into your personal library...

34. Med info activity log

35. Forms for assessment of performance

36. One type of evidence Record of completion of section form....Complete this at the end of each section... Can be linked to the very 1st competence in each section of the framework

37. Mini- CEX form

38. Case Based Discussion form

39. Appraisal form 6,9 15 months...

40. Portfolio Evidence

41. Evidence Using the Evidence Booklet ……….. Review each piece in turn…. look at the structure… don’t worry about the content e.g. clinical content…. Take about 5 mins per piece and comment after each piece has been reviewed….. This may take about 1 hour…..

42. Portfolio Assessment information

43. Assessment Continuous assessment by tutor/specialists Informal feedback from locality tutor prior to submission Formal Portfolio assessment [Pass/fail] Final face to face assessment [Pass/fail]

44. Assessment Portfolio assessment Portfolios assessed in pairs, trained assessors, using scoring sheet Evidence is sampled Max 5 small pieces of remedial action >5 small pieces or >2 larger pieces then defer to next assessment Written feedback e mailed to trainee Portfolio retained by NES, evidence can be requested if required

45. Final assessment Final assessment ~2 weeks post portfolio assessment Presentation on item within portfolio [reinforce reflections, learning points] Problem solving scenarios [personal limitations, systematic approach, response to questioning] Discussion about portfolio

46. Portfolio Collecting evidence - E Portfolio

47. How do we complete the ePortfolio? E portfolio List of forms and logs within e portfolio Log in page with links to Audit, SEA pages on NES website

48. List of forms and logs within e portfolio

49. Competencies linked to different forms of evidence Any piece of evidence when complete for can be ‘linked’ to the curriculum. There is a button at the bottom of the screen when you finish a log /form... Case study log completed for this one… Binoculars indicate item is linked to a piece of evidence

50. The personal library for storing of CPD records... Only empty folders can be deleted....