Dental Gold Guide

1. Dental Gold Guide Implementation and usage Spring 2010

2. Why did we do it?FAQs • What was wrong with the medical one? • Why not revamp the Orange one? • Why not do a supplement to the medical GG? • Why is it Gold anyway?

3. Why did we do it? • Medicine moved to PMETB – new standards so Gold Guide • COPMeD responsible but with PMETB, NHS Employers and 4 DHs agreement • Dentistry could not use new Gold Guide as not under PMETB • Reference to PMTEB precluded supplement • Orange Guide had needed update anyway • Much of Gold Guide relevant but terminology not • Could not just substitute GDC for PMETB • Needed to consider dental differences

4. The Process • Initial drafts adding specific dental text & removing non relevant medical text • One day workshop 4 PGDDs – final draft • Out to consultation • 22 responses received from bodies and individuals • Responses collated into 42 page document • Collated doc showed duplications in responses • Every response checked – most accommodated • Revised guide back to four PGDDs • Dental Gold Guide released Sept 09 Version 1.0 • First review underway – March/April 2010

5. Career Development Posts: mixture of training and service posts to help graduates consolidate experience in a range of dental specialties

6. What is the Dental Gold Guide • Process guide to managing dental specialty training • From recruitment to CCST, and beyond • Pathway clear to trainers and trainees • Process transparent to all stakeholders • Improves deanery quality management framework • Allows for consistency of training across UK • Agreed by 4 UK Health Departments • DGG is not concerned with Terms & Conditions of service, grace period or STC arrangements

7. What is new in the Dental Gold Guide • Moves to use of PMETB educational standards • GDC approves curricula but not training like PMETB • However, GDC adopting PMETB standards • Deaneries approve and quality manage training • Deaneries externally QA’d by PMETB and SHAs so dentistry must meet same standards • GDC will QA dental specialty training*, probably via third parties – so needs to be done against common standard • RITA system in Orange Guide not robust - expectation that ARCP will be better • Live document – so regular review * but not Post CCST Development (old FTTA)

8. Principles of specialty training • SACs asked to develop new curricula to GDC - SDEB (PMETB) standards • Introduction of WPBAs against new curriculum with a required number to be done annually • Satisfactory completion of training using WPBAs • Appraisal and Personal Development Planning • Monitoring of training environment to PMETB standards • Trainers required to have appropriate training • Trainer / trainee survey of training – available to deanery and external QA • External input to ARCP and STCs

9. Appropriate timetable Exposure to multiple trainers Logbook & right case mix* Education sessions / tutorials Work based assessment Assessment - summative Appraisal and PDP Reflective practice Monitoring training environment RITA/ARCP (with external input) Triangulated trainee/trainer feedback Trained trainers StR    v    -    some Principles of training DF 2 • v •  • v • v • v • - • v • - •  • v v •  • some DF 1 • - • - •  v •  •  • Scot •  •  •  • - • some •  v = variable

10. Curriculum Domains Speciaty specific Post CCST Development Clinical Professionalism Management & Leadership Communication

11. Dental Gold Guide - 9 Sections • 1 – Introduction & background • 2 - Policy & statutory bodies • 3 - Characteristics of specialty training • 4 – Setting standards • 5 – Structure of training • 6 – Becoming a specialty registrar (StR) • 7 – Progressing as specialty registrar • 8 – Being a specialty registrar & employee • 9 – Appendices –include forms, glossary, NTN codes, abbreviations, duration of programmes

12. Annual Review of Career Progression - ARCP • Trainee driven – penalty for failure to be ready • However, watch for the failing trainee • Outcomes renamed cf RITA • Deanery process with external input • Deanery must have QM system in place • SACs provided with new starter info, annual ARCP outcomes and notification of completion • SACs provide Annual ARCP assessment guidance with generic and specialty specific content • Can be paper-based only - with lay involvement • Maybe dentistry, with small specialties, will want to retain face to face

13. ARCP - Outcomes Satisfactory Progress • Achieving progress & competences at expected rate Unsatisfactory or insufficient evidence (trainee must meet with panel) • Development of specific competences required – additional training time not required • Inadequate progress by the trainee – additional training time required • Released from training programme with or without specified competences ( Released from academic programme) • Incomplete evidence presented – additional training time may be required

14. ARCP - Outcomes Recommendation for completion of training • Gained all required competences (clinical) Gained all required competences (academic) Outcomes for trainees out of programme • Out of programme experience for approved clinical experience, research of career break • Fixed-term specialty outcome – competences achieved identified above

15. In summary • new process guide to manage StR training • does not include matters related to terms and conditions or maternity leave • UK wide – approved by 4 DHs • NHS Employers approved • implemented 1 October 2009 • two revisions –April & September 2010 then annually • notify problems, typos etc to COPDEND Secretariat NB. Scale points 1 & 2 on StR salary scale lower than SpR

16. www.copdend.org.uk Thank you for listening