Education Strategy: Assuring standards and measuring success

1. Education Strategy: Assuring standards and measuring success

2. Assuring standards & measuring success • ‘Protecting patients by ensuring high quality education and training’

3. Good foundations . . . “This provided an opportunity to review our strategy processes documentation, our lines of communication and the effectiveness of our training programmes. We have been reassured that many aspects of our training are highly satisfactory. Several areas of notable practice were highlighted. The QAFP review [] has however identified some areas which can be improved and this is welcomed. ” “We believe that the process which we experienced - the combination of a detailed and evidenced self-assessment triangulated against the findings of a well-coordinated and focussed visit team - is that which is most likely to prove a valid means of accurate overall assessment in the future.” “The School valued the range of questions posed, requiring the review and collation of evidence to support statements. This acted as a focus for the course management team to reflect on all aspects of the course, thereby providing a stimulus for modifications to the curriculum.”

4. Looking to the future…

5. Education Strategy • Aims and objectives in the Strategy are grouped under four headings: • Setting and assuring standards, and valuing training. • Promoting effective selection, transition and progression. • Defining outcomes for education and training. • Working with partners and promoting feedback and learning.

6. Setting and assuring standards, and valuing training • Align standards 2010 -2011 • By 2013 a fundamental review of standards • Approval of trainers – those doctors who supervise and assess students and trainees in practice settings • Explore approval of the training environment • LTFT trainees • Strengthen evidence base • Consolidating visits

7. Promoting effective selection, transition and progression • Selection into medical school • Supporting disabled students and trainees • Transitions • Selection into specialty training

8. Defining outcomes for education and training • Tomorrows Doctors 2009 – evaluating consistency of output • Foundation Programme - the regulator to define F2 outcomes • Generic outcomes • Equivalence routes

9. Working with partners and promoting feedback and learning • Closer engagement • Evaluate student registration • Develop the surveys • Feedback and learning to and by GMC

10. A flexible model for Quality Improvement Deaneries & Medical Schools Commissioners & Lead Providers? Royal Colleges/Faculties Medical Schools Council & MedicalSchools (Specialty/GP only)

11. Quality Provisional registration Full registration Certificate of completion of training (CCT) Specialty/ GP training (3-8 years) Medical School (4-6 years) Medical School (4-6 years) F1 year (1 year) F1 year (1 year) F2 year (1 year) Specialist/GP register Student, not registered Employed, registered, licensed Employed, in training, registered and licensed by GMC ……An integrated approach to the Quality Improvement Programme

12. Responses to concerns Quality Improvement Programme Approval against Standards Shared Evidence Visits . . . . . .4 Elements

13. Element of QIP – Approving against standards From 2010 • IT enhancements • Real time approval processes – GP trainers • Live approvals information for colleges/faculties & deaneries • Development of programme approvals – tracking outcomes of different curriculum versions From 2011 • Aligned standards documents for postgraduate training • Development of framework for approval of all trainers • Taking stock of approvals processes: curriculum, programmes, posts

14. Element of QIP – Shared Evidence • Using the QIP evidence base and evidence from Registration and Fitness to Practise for all stages of medical education & training • IT enhancements to improve reporting and data analysis Deanery Risk Report • Closer working with systems regulators reduce duplication and consider wider pressures on education & training LEP Risk Levels

15. Element of QIP – Shared Evidence (surveys) • Review trainee and trainer survey in light of GMC systems • Develop survey capability across all stages of medical education • Links with developing the register project

16. Element of QIP - Visits • Regionally co-ordinated visits • After comprehensive visit cycles we know medical schools & deaneries have policies in place that are largely working well and quality management structures are maturing . . . . Target risk: management of exceptions and relationships with providers • Thematic assurance: • a different kind of visit for smaller specialties • building the evidence base on high-risk areas e.g. assessment Themes: smaller specialties Themes: Assessments Regional visits Regional visits Regional visits

17. Element of QIP – Response to Concerns • Alignment of processes for dealing with serious concerns from trainees, trainers, members of the public, postgraduate deaneries, medical schools other regulators • Agile – capable of responding quickly to concerns and protecting patient safety e.g. during visits/ outside planned processes • Proportionate – facilitate local decision making and intervene when evident local solutions have failed or risk is immediate

18. Future • Protect training as a valued and valuable activity that contributes to effective and better patient care • Not all doctors will be trainers nor will all care settings be training environments • Revalidation – maintain and evidence of the doctors’ ability to keep their license to practise • Independent adjudication of FTP cases • Contribute and support but where necessary challenge the changes planned in service delivery