Integrating MLCF into Curricula UKPGME Conference Winnie Wade Director of Education Royal College of Physicians

Fifty Ways to Do an Integral by David Morgereth “The problem is all inside your head,” he said to me. “The answer is easy if you don’t forget ‘plus C’. I’d like to help you in your struggle to succeed. There must be fifty ways to do an integral. Use the FTC, Lee. Plug in a tan, Stan. Do it by parts, Art, But get the thing done”.

Overview Medical Leadership Curriculum Approaches to integration Curriculum components Supervisor r Ô le Leadership in practice

Integration is not easy

Medical Leadership Curriculum Relates to specialist training Integrate into the 56 specialty curricula Identifies knowledge, skills and behaviours Delivers competencies in the workplace Assessed by workplace-based assessment

The Curriculum Domains

Different Approaches to Integration Include whole curriculum Specific module True integration

Working with others – Encouraging Contribution KnowledgeSkillsBehaviours Facilitation and conflict resolution methods Facilitate, chair and contribute to meetings Willingness to consult with others

Knowledge Demonstrate knowledge of risk management tools Recognise how clinical audit can inform clinical nephrological practice Describe local infection control policies Recognise your own values and how these may differ from others

Skills Develop project planning skills Communicate changes in priority to others Works in teams to deliver and improve GUM services Able to write a business or service plan Present and resolve conflict within the team Organise and chair an MDT meeting

Behaviours Remain calm in stressful situations Be supportive to colleagues who voice new ideas Act as a role model Work as an advocate on behalf of people with a disability

“The task of leadership is not to put greatness into humanity, but to elicit it, for the greatness is already there” John Buchan

Components of a Curriculum Rationale Content of learning – detailed syllabus Learning and teaching Assessment Supervision and feedback Curriculum implementation

Curriculum Implementation – the Challenges Embedding in daily practice Engaging Educational Supervisors in the process Developing appropriate assessments Trainees recognising leadership

Supporting the Trainee Appraises Gives feedback Promotes insight Encourages learning development Agrees objectives in PDP Supervisor

Role of the Supervisor Review the leadership competencies Support trainees in diagnosing their own learning needs Involve trainees in formulating their learning objectives Encourage trainees to reflect on their practice Give regular constructive feedback

Role of the Supervisor Encourage trainees to self-assess Encourage trainees to seek feedback Help trainees to carry out learning plans Identify ways trainees can provide evidence of leadership skills

“Leadership cannot really be taught. It can can only be learned” Harold Geneen

Role of the Trainee Know their curriculum Reflect on their own practice Actively seek feedback Maintain their portfolio Initiate assessments Acknowledge own strengths and weaknesses Assess their own progress

Putting Leadership into Practice Bring the curriculum to life Create learning situations Encourage trainees to participate in leadership r Ô les Discuss at appraisal meetings Record reflections in e-portfolio

“How do you know you have won? When the energy is coming the other way and when your people are visibly growing” Sir John Harvey-Jones

The Way Forward Integration Implementation

‘And then it hit me …. I saw the light. There must be fifty ways to do an integral’