FINANCE DAY WELCOME Complete some post-its – try & be specific What are your concerns? What do you want covered today? 25 February am – 4.00pm

Outcomes Understand what is expected of YOU in the new structures Frameworks & concepts for writing business plans / cases & annual reports Apply the proposed training tariffs to your LEP to understand your funding flows Consider how to report on the “value” of education money & ensure quality control Discuss & learn from colleagues

Ground Rules Stick to time Everyone contribute & Everyone listen Self-aware & self-manage Confidential Mix the tables?

Healthcare Financial Management Association HFMA (established 1950) is a registered charity and the only professional body in the UK dedicated to setting and promoting the highest standards in financial management and governance in healthcare. 10,000 members - a third of all finance staff working in UK healthcare. Represent, support and provide high quality, independent and objective advice to our members and the wider healthcare community. Promote best practice and innovation in financial management and leadership across the UK Respond to national policy and exert influence in shaping the wider healthcare agenda.

The Education & Training Tariff

Ensuring Quality Establish, publicise and explain to all parties, (trainers, supervisors, management and trainees) the Education Standards, by which high quality education may be defined and recognised. Agree valid methods to check delivery of the standards. (Education Audit) Embed these methods in the LEP, and establish routine systems to review and act upon the conclusions they allow.

GMC Standards for Trainers listed in Domain 6 of “The Trainee Doctor” n Trainers must provide a level of supervision appropriate to the competence and experience of the trainee n Trainers must be involved in, and contribute to, the learning culture in which patient care occurs n Trainers must be supported in their role by a postgraduate medical education team and have a suitable job plan with an appropriate workload and sufficient time to train, supervise, assess and provide feedback to develop trainees n Trainers must understand the structure and purpose of, and their role in, the training programme of their designated trainees.

The Academy of Medical Educators framework the seven areas: 1. ensuring safe and effective patient care 2. establishing and maintaining an environment for learning 3. teaching and facilitating learning 4. enhancing learning through assessment 5. supporting and monitoring educational progress 6. guiding personal and professional development 7. continuing professional development as an educator

What does the GMC expect ? Hospitals should use the seven areas to show how they identify, train and appraise trainers a. ensuring safe and effective patient care through training b. establishing and maintaining an environment for learning c. teaching and facilitating learning d. enhancing learning through assessment e. supporting and monitoring educational progress f. guiding personal and professional development g. continuing professional development as an educator.

15 Requirements (JEST - HEWM) Patient Safety; trainee surveys, SUI/datix records, sickness, rota gaps Programme ; records of education leads appointments and appraisals, trainee surveys Induction; programmes, attendance and evaluation records Supervision and Assessment ; trainee surveys, records of role holders, wpba/SLE records(eg from EPs), evaluation of their appraisals by trainees Feedback; trainee surveys Protected Teaching; attendance and evaluation records Service Based Teaching; trainee surveys Senior Doctor Cover; consultant rotas, trainee rotas and time tables, handover procedures, trainee surveys Clinical Workload; trainee surveys, sickness and rota gaps Evidence Based Medicine and Audit; trainee surveys, induction programmes and evaluations Inappropriate Tasks ; trainee surveys Rotas ; direct rota inspection Accommodation and Catering; trainee surveys Leave; HR records, trainee surveys Junior Doctors’ Forum; agendas, attendance, minutes, trainee surveys

Measuring current practice 1.Learning Environment & Culture 2.Educational Governance & Leadership 3.Supporting Learners 4.Supporting Educators 5.Developing & implementing curricula & assessment

Quality Panel – Severn Experience Strengths: Useful opportunity to review ‘non GMC survey’ training data Useful opportunity to triangulate quality data annually A powerful process for improving quality of training Opportunity for greater trainee involvement Challenges: Not consistently applied in schools Variable format of panel including trainee representation Variable report structure and communication Inconsistency of scoring across geography and speciality

Quality Grade Workable, practical, helpful and inclusive Severn Experience – Schools would like more guidance on scoring Scoring needs ensure consistency across Severn and Peninsula Scoring needs to be consistent across all sites specialities and time

Quality Grade HESW Quality grading tool Derived from GMC standards Linked to GMC standards 2 themes of Working and Educational environment 4 Grades; Excellent, Good, Requires Improvement, Inadequate Principle of ‘best fit’ Provisional SWE grade and EEE grade brought to the panel for discussion

Quality Grade - SWE

Quality Grade - EEE

Overall Quality Grade Safe Working Grade Effective Education Grade Quality Data

Overall Quality Grade

Quality Panel - Reports Standardised report template for review Recording of grading, comments, actions Anomalies Report written as a ‘public document’ Emphasis on actions need to improve scoring, whatever the score Raising the ceiling as well as the floor

Your Next Steps Discuss on tables What has been the learning for you from today What are you going to do next Identify one action from each person

Leaders.. cope with change set direction align people to participate in that direction motivate people. John Kotter (2001), an expert in leadership at the Harvard Business School

demonstrate enthusiasm and excitement about work maintain a sense of optimism and confidence Help others to confront and resolve differences constructively Borrill, West et al (2001) Leaders..