Assessing the Impact of Science and Technology on Patient Care and Education and Training Assessing the Impact of Science and Technology on Patient Care and Education and Training Friday 25 th November 2011 Dr Patricia Oakley Teaching and Research Fellow Organisational Psychology and HRM King’s College, London

Dr. Patricia Oakley, King’s College London: 11k18446aso1 Leading the Way to a Better Service What future are we facing? What are the service design principles? What is happening in Education? What are the strategic issues for Educating and Training Medical Staff? What does the Deanery need to do?

Dr. Patricia Oakley, King’s College London: 11k18446aso1 The Next 30 Years Care of the Elderly – physically well and mobile, socially engaged and psychologically content. Chronic Disease Management including Mental Health and Carer Support. Specialist Surgical and Therapeutic Interventions. New Science: Pharmaco-Therapeutics and Genetics, Molecular Imaging and Diagnostics. Building technologies and flexible designs underpinned with real-time information e.g. Electronic Transfer of Prescriptions, Digital X-ray, Just-in-Time Training Programmes.

Dr. Patricia Oakley, King’s College London: 11k18446aso1 BIG SCIENCE COMING TO YOU SOON RCTs, Cash Flow, Research, New Ways of Working Genetic Profiling and Therapeutic Targeting. Proton Beam Therapy and Novel Treatments. High-speed informatics and cooling technology. Stem-cell based research and new science. Prosthetics, regeneration and bio-engineering developments.

Dr. Patricia Oakley, King’s College London: 11k18446aso1 Aided Living Centre End-Stage Support ServicesManaged Care Practices Acute Care Services Maternity and Child Care Services Diagnostic and Imaging Services Minor Surgery Centres Mental Health Care Services GP – Wellness Centres Acute Care and Interventions Day Surgery and Treatment Centres Specialist Centres Intensive Centres Research Centres HOME Self Care Self Care Aided Self Care Aided Self Care Advisory Services Advisory ServicesHOME Self Care Self Care Aided Self Care Aided Self Care Advisory Services Advisory Services Rehabilitation and Resettlement Services Equipment Services Carer Support Services Education Services Self-Help Services Nursing Support and Night Sitting Services Palliation and Symptom Control Services Respite Services and Carer Support Preparation for Death Support Services Bereavement Support Services Citizen-Driven Care Funded by Social Insurance System

Dr. Patricia Oakley, King’s College London: 11k18446aso1 New Service Design Assumptions Assertive Public Health Strategies and Public Engagement. Technology-supported Homes and Populations. Early Health Risk Screening and Interventions. Advanced Pharmaco-therapeutics and Genetic Profiling. Technology-supported Clinical Decision-making and Work Flows.

Dr. Patricia Oakley, King’s College London: 11k18446aso1 New Service Design Principles GP Well-being Practices and Managed Care Centres (Cancer, Stroke/Cardio, Mental Health) GP Well-being Practices and Managed Care Centres (Cancer, Stroke/Cardio, Mental Health) Community Activity Centres and The Gym Re-enablement, Rehabilitation and Resettlement Centres “High Street” Screening and Diagnostic Centres (high science and technology) Single-people enabled Homes and Campuses Trauma Centres Urgent Care Centres Planned Care Centres Nursing and Care Homes Step-down/Convalescent Homes Home Service Home Service

Dr. Patricia Oakley, King’s College London: 11k18446aso1 The Plural University Model The “University” in the 21 st Century “Traditional” University “Teaching” University Further Education College “University” Commercial “University “NHS Foundation Trust” University  Research-active and led (?Russell Group?) faculty.  Degree-based traditional education and training programmes at 3 levels – universal recognition.  Technology-enabled campus.  Teaching-intensive education and training with full suite of programmes.  Research-active and involved esp. in local practical issues.  Technology-enabled campus and work places as part of local partnerships.  Campus and apprentice-based education and training programmes driven by local needs.  Flexible and tailored partnerships with local employers/local community.  Research informed and technology- enabled driven by funding and partnerships.  Research-active and led (e.g. CISCO and Microsoft; Army and Royal Navy) faculty.  In-service accredited programmes and teachers from pre to post degree levels where work progression is dependent on success in education and training and the workplace.  Technology-enabled workplaces with strong training infrastructures.  Apprentice-based accredited education and training programmes focused on Trust’s needs.  Accredited teaching staff and materials worked-up in partnership with any University e.g. USA.  Research informed (and possibly active) driven by the needs of the Trust.

Dr. Patricia Oakley, King’s College London 11k18446aso1 ££ Foundation Trusts and Academic Health Science Centres. Social Enterprises. Companies. Partnerships. £ Independent Reconfiguration Panel Care Quality Commission Monitor- Market Regulator Workforce Regulators Pay Review Bodies Service Providers Networks PLURAL UNIVERSITY SYSTEM Traditional Research- intensive. Teaching-intensive. FE/Technical College. Commercial including NHS FT-based. £ Clinical Placements E&T Contracts Local Education Training Boards Workforce – Human Resources Development Workforce – Strategic Planning and E&T Investment Deanery Schools, HIECs and All SCs. Assessment Centres. Leadership and Organisational Development Consortia. Recruitment and Payroll Agencies. Workforce Planning and Information Consortium. Education and Training Commissioning Consortium. Health Education England £ Proposed Reforms to Workforce Planning and Education and Training Commissioning