Kath Hodgson Chair of QA SLWG Quality Assurance (QA) Short Life Working Group QA processes for pharmacy preregistration training placements Kath Hodgson Chair of QA SLWG

Recommended Principles for QA processes Domain 1 Learning Environment and Culture Domain 2 Educational Governance and Leadership Domain 3 Supporting and Empowering Learners Domain 4 Supporting and Empowering Educators Domain 5 Developing and Implementing Curricula and Assessments Domain 1 Safe and provides high quality care & experience for learners and patients., Sites meet agreed standards & conducive to learning Multi professional and embraces this culture of varied learner groups Domain 2 Effective systems in place to manages and improves the quality of E&T. Ongoing monitoring of site and tutor . Support equality and diversity, manage progression and share outcomes of E &Principles Domain 3 Receive appropriate E&T , and pastoral support. Peer learning and access to all resources and time resource with tutor is delivered Domain 4 Support network, meets agreed standards re tutor role, appraised ongoing and have access to support to meet initial skills and those ongoing as required . Given time to enable effective E&T Domain 5 Facilitate multi site and multi tutor models of delivery for robust assessment/sign off of trainee

QA SLWG Journey Recommended QA principles & provider Other healthcare professions Existing QA models within pharmacy Scope current status of QA across providers Propose QA principles & function provider Communications & consultation skills develop over time. Your journey to develop advanced consultation skills started in university Undergraduate – a model of consultation (MRCF) would have been explained to you and you would have practiced consulting with patients (questioning, listening and explaining skills) Pre- reg (6M) – looked at adherence both intentional and non intentional and methods to overcome these and further role play practice on basic skills of drug history taking, medicine reconciliation and medication review. Pre-reg (12M) – further developed skills of motivational interviewing and brief advice, cycle of change for lifestyle modification, MI looking at level of confidence to change and willingness to change. Clinical diploma – more experienced profesional who can now be supplied with a range of consultation models for you to evaluate, and then select the most appropriate model for your own consultations. Look at health literacy and its effect on patient care and then role play of negotiation skills for patients & other colleagues

Scope of current status Tutor Selection Tutor Training Site Selection Tutor/trainee feedback QA in place Exemplar practice out there but not consistently delivered across all sectors and all regular placement providers . Depth of robustness varies. But key points : Tutor selection voluntary and willing across all sectors. Not necessarily seen as a career pathway or required skills built upon in early years of practice in readiness for tutor role Sites Meets GPhC requirements but are these sufficient for what we require? service driven re range for trainee experience and capacity to accommodate trainees. What is the true capacity? Is it a recognized training site and can truly accommodate multi trainee roles ? Managed sector has a QA tool but variable in use? Tutor training Numerous formats delivered offsite, 2 days E&T module, elearning , but all @ discretion of provider – do we not need a one size fits all if single training pgme? Managed sector has additional training budget to work with WCPPE on further content and also audit uptake of E&T module Feedback Tutor Range from no formal feedback to informal/ad hoc of employers Online feedback No formal feedback in managed sector – E&T lead responsibility Trainee No formal taken Training provider gives feedback Prereg group in managed sector reviews feedback and trainee exit q;aire shared with tutors Encouraged feedback between tutor/trainee but does this cover all concerns? QA standards re site QA monitoring tool managed sector in use now? Audit visits , checklists utilized by field teams but what is their content ? Informal feedback but not aware set of standards is utilized or applied consistently

Existing QA within pharmacy QA Tool for Education and Training in Pharmacy Departments in Welsh Health Boards NES & GPhC The GPhC is responsible for the standards of pharmacy education and training. NES has in place a MoU with GPhC that specifies areas of collaboration between the two organisations with regard to pre-registration training. The purpose of the MoU is to complement and strengthen each other’s respective roles and functions in ensuring safe and effective pharmacy care and services. Diploma/nvq/prereg managed sector all have different approval processes for site/tutor etc. WEDS have current QA processes in place but only within one sector but ax AHP/nnursing/UG & PG MSc in Clinical Pharmacy Cardiff School of Pharmacy & Pharmaceutical Sciences

Other Healthcare Professionals Dental interview all 1st time tutors COPDEND agrees curriculum & outcomes QA’s pgmes; standards set by GDC but not directly involved in QA of training Individual panel sign off for trainees with educational s’visors & tutors in placement sites. National recruitment of trainees; eportfolio ;2ys training Educational s’visors must demonstrate their competence in appraisals/feedback & assessments in workplace. Also their clinical s’visor. OPTOM Akin to pharmacy 1-1 tutor/trainee roles for 1yr. Assessors as well as supervisors- very close links with the college of optometry/ s’visros over see trainee day to day.

Quality Assurance Model Design the required QA standards for a single ‘multi-sector’ training programme across Wales Commissions a training provider to execute delivery of training programme to required standards As recognised by GPhC & complement current standards Commissioning Body Training provider Approved Sites GP practice & other primary care sites NHS Trusts Independents & Multiples

Recommended Principles for QA processes Domain 1 Learning Environment and Culture Domain 2 Educational Governance and Leadership Domain 3 Supporting and Empowering Learners Domain 4 Supporting and Empowering Educators Domain 1 Safe and provides high quality care & experience for learners and patients., Sites meet agreed standards & conducive to learning Multi professional and embraces this culture of varied learner groups Domain 2 Effective systems in place to manages and improves the quality of E&T. Ongoing monitoring of site and tutor . Support equality and diversity, manage progression and share outcomes of E &Principles Domain 3 Receive appropriate E&T , and pastoral support. Peer learning and access to all resources and time resource with tutor is delivered Domain 4 Support network, meets agreed standards re tutor role, appraised ongoing and have access to support to meet initial skills and those ongoing as required . Given time to enable effective E&T Domain 5 Facilitate multi site and multi tutor models of delivery for robust assessment/sign off of trainee Domain 5 Developing and Implementing Curricula and Assessments

Acknowledgements - Members of working group Margaret Allan WCPPE Jodie Gwenter Chief Pharm Rep Chrissie Love WEDS Steve Ridd CPW Michele Sehrawat AWPPET Dr Mat Smith & Dr Alex White CSPPS - Workshop delegates - Colleagues @ Dental PG dept Wales Deanery Optometry PG education centre Wales

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