The Postgraduate Medical Education and Training Board PMETB Prof Dinesh Bhugra Dean Royal College of Psychiatrists Octo

1. The Postgraduate Medical Education and Training Board (PMETB)Prof Dinesh BhugraDeanRoyal College of Psychiatrists(October 2005)

2. 3 major developments in postgraduate medical education: PMETB Modernising Medical Careers (MMC) European Working Time Directive (EWTD) All are inter-related

3. Modernising Medical Careers New generic Foundation Programme for the first 2 postgraduate years (F1 and F2)

4. Modernising Medical Careers New generic Foundation Programme for the first 2 postgraduate years (F1 and F2) Followed by a ‘run-through’ model of specialist training (ie no mid-point reselection)

5. Modernising Medical Careers Ongoing problems with numbers of Foundation posts available Currently insufficient specialist training posts after F2 There will be a ‘missing’ intake into specialist training in August 2006 (because Doctors will be going into F2 instead of specialist training)

6. European Working Time Directive (EWTD) Limits the working hours of Trainee Doctors: Max 58 hours per week Cannot work continuously for more than 13 hours without a minimum of 11 hours off Considered to be working if required to be in the hospital, whether awake or asleep

7. Major consequence of MMC and EWTD Who will do all the work?

8. The Postgraduate Medical Education and Training Board

9. Remit of PMETB PMETB will be the single competent Authority for postgraduate medical education, training, and assessment throughout the UK Starting 30 September 2005

10. Remit of PMETB Responsible for all postgraduate medical education and assessment of doctors completing final postgraduate training It will also be in charge of establishing, maintaining and monitoring standards relating to medical training in the NHS and elsewhere

11. Remit of PMETB Responsible for issuing: Certificates of Completion of Training (CCTs) Statements of Eligibility for Specialist Registration STA will cease after September 2005 CCSTs will no longer be awarded – they are replaced by CCTs

12. Remit of PMETB New Regulations will come into operation for Specialist Registration for EEA and overseas-trained doctors

13. PMETB: key personnel Chair: Prof Peter Rubin Chief Executive: Paul Streets OBE

14. PMETB: committee structure Board: Training Committee Assessment Committee QA and Standards Committee

15. PMETB: involvement by College members and staff Training Committee (Mike Shooter) Sub committees: Curricula Foundation Programmes Specialist Programmes (Joe Bouch) Environments Academic Medicine

16. PMETB: involvement by College members and staff Assessment Committee Sub committees: Standards and Outcomes (Anne Bird) Workplace Based Assessment (Raja Mukherjee & Gareth Holsgrove) Examinations (Femi Oyebode & Dinesh Bhugra) Articles 14 and 11 (Kandiah Sivakumar)

17. Implications of PMETB Royal Colleges will no longer have independent control over training; approval visits; curriculum; exams; and CCST decisions They will probably retain these roles (initially, at least) but as agents of PMETB Service level agreements have been signed

18. Implications of PMETB Royal College curricula and examinations will have to comply with PMETB Standards and Principles (published on the PMETB website) At present, none do! (RCPsych curriculum and RCGP exam seems closest)

19. Implementation Originally intended to go live in October 2004 Now delayed until 30 September 2005 Will have to carry out all its legal responsibilities immediately it goes live

20. Requirements for learning and assessment Predominantly workplace based Trainees will become increasingly responsible for their own learning and assessment Must focus on performance (what doctors actually do) rather than just knowledge These requirements will apply to both training and assessment

21. Assessments: Fit for purpose Purpose specified and available Sequence of assessments Content based on PG training Methods: Reliable, valid, feasible, cost effective Transparent methods Assessments provide feedback Assessor selection and training Lay input Documentation standardised and accessible Sufficient resources

22. PMETB is unlikely to tolerate: Exams that are unfair or unreliable Unproven or whimsical methods Exams that test recall of trivial facts Exams with high failure rates

23. PMETB is likely to insist on: Exams being valid, reliable, fair and Quality Assured Rigorous psychometric analysis Properly selected and trained examiners Robust procedures for decisions on borderline candidates Transparency (in the public domain)

24. PMETB Priorities are: Establish the new organisation Complete preparation Develop business model Complete first year if certification Operate first year of quality assurance Deal with Article 14 Quality assurance of F2 Communication

25. Summary PMETB is one of 3 major current developments It will have significant powers and responsibilities, backed by legislation Some of its powers are currently vested elsewhere (eg STA and Royal Colleges) There are huge implications for postgraduate training, curricula and exams: Predominantly workplace based Must meet PMETB criteria

26. GA OA CAP FP PT LD

27. Selection Criteria Medical Expert Communicator Team player Managing resources Health advocate Scholar Professional: Probity, Honesty Deal with ambiguity

28. Selection Criteria Structured Applications Structured References Short listing Structured Interviews SSMs Electives Can not use F2 Possible Assessments

32. Ten Essential Shared Capabilities

33. Entry Into Specialist Training

34. WPBA

35. Part III. Assessments

36. Consultants CPD Modules x 2 per year Post CCT Training? NTNS - ? General NTN First Year ? Specialist NTN after 3rd Year

37. Thank YouProf Dinesh BhugraDeanRoyal College of Psychiatrists(September 2005)