How to support the Education Faculty Dr. Ananthakrishnan Raghuram RCP Linacre Fellow

Declarations of interest Linacre Fellow and previous censor of RCP Head of Post graduate school of medicine Severn Previous TPD core medicine Previous Clinical Tutor Gloucestershire Member Part 2 MRCP exam board Host, chair examiner of PACES

Challenges RCP tutors conference _ Sheffield Nov 2016 Time Recognition Answerable to multiple organisations Staffing and workload stresses

RCP regional advisers/regional office Roles of college tutor Trust level Educational/clinical supervisors Tutors (core or specialty) RCP college tutor Directors of medical education HEE Programme directors (HEE TPDs) Head of school Postgraduate Dean HEE RCP regional advisers/regional office Roles of

Organisational changes Working with several organisations poses challenges Difficulty in introducing change Moving landscape- curricular changes

GMC “every doctor should be prepared to oversee the work of less experienced colleagues and ensure that students and junior doctors are properly supervised” quo custodiet: ipsos custodes?

Individual level Attitudes and beliefs about teaching and learning Developing skills in teaching, mentoring, coaching Self management and career development

Personal goals Ensuring quality of training Meeting job requirements Developing skills Managing trainees in need of support (performance) management of trainers Change management

Developing effective clinical teachers Identifying educational needs Determining preferred method of learning Mentorship Coaching

Leadership training Oral communication skills Interpersonal abilities Clinical competence Educational goal definition Educational design Problem solving and decision making Team building Written communication Budget management Identify opportunities for change and respond to emerging needs and take action Bordage et al 2000

Organisational level Facilitate environment that furthers learning Recognising and rewarding excellence in teaching and learning Address systems issues that impede effective educational practices Steinart 2010

Faculty Development Improve teaching effectiveness Conceptual framework for what is performed intuitively Reinforces attitudes and beliefs

Faculty development Leadership training Teaching and learning Assessment and evaluation Curriculum design and implementation Knowledge discovery and translation

BEME review of Faculty development Overall satisfaction with faculty development high Positive changes in attitudes Changes in teaching behaviour Establishment of collegiate networks

Features of effective faculty development Use of experiential learning Provision of feedback Effective peer and colleague relationships Use of a diversity of educational methods

Format for faculty development Learning from experience (observation and reflection) Peer learning Formal learning (courses/ workshops) Communities of practice developed faculty

McKinsey 7 S model Hard Elements Soft Elements Strategy Structure Systems Shared Values Skills Style Staff

Interdependencies

Hard elements Strategy: the plan devised to maintain and build competitive advantage over the competition Structure: the way the organization is structured and who reports to whom. Systems: the daily activities and procedures that staff members engage in to get the job done.

Soft elements Shared Values: "superordinate goals“: core values that are evidenced in the corporate culture and the general work ethic Style: the style of leadership adopted Staff: the employees and their general capabilities

Strategy What is our strategy? How do we intend to achieve our objectives? How do we deal with competing pressures? How are changes in trainee demands dealt with? How is strategy adjusted in different trusts?

Structure How is the team divided? What is the hierarchy? How do the various teams coordinate activities? How do the team members organize and align themselves? Is decision making and controlling centralized or decentralized? Is this as it should be, given what we're doing? Where are the lines of communication? Explicit and implicit?

Systems What are the main systems that run the organization? Finance / HR systems – Access to documents Where are the controls and how are they monitored and evaluated? What internal rules and processes does the team use to keep on track?

Shared values What are our core values? What is the team culture? How strong are our values? What are the fundamental values that the team was built on?

Style How participative is the management/leadership style? How effective is that leadership? Do employees/team members tend to be competitive or cooperative? Are there real teams functioning within the organization or are they just nominal groups?

Staff What positions or specializations are represented within the team? What positions need to be filled? Are there gaps in required competencies?

Discretionary effort

How to get the best out of teams Set a goal- why are we doing it? Get necessary resources Autonomy Showing appreciation – recognition Encouraging collaboration Consistency Positive reinforcement

Skills What are the strongest skills represented within the team? Are there any skills gaps? What is the team known for doing well? Do the current team members have the ability to do the job? How are skills monitored and assessed?

Support for trainers Accreditation for educators Mentorship Job description for college tutors Regional Updates and national conferences

Quo Vadis? Closer links between Trusts, deanery and college Sharing of resources across the deaner(ies)y Celebrate successes and learn from each other To ensure the best training to deliver best patient care

And finally Thank you for listening Any Questions??