Annual West of Scotland FRT Meeting 5th November 2017 Julie Cumming

Content FSRH update LOC changes Recertification requirements Peer observation

LOC SDI Insertion/removal only LoC SDI-IO only open to clinicians working in abortion or maternity services LoC SDI-RO only open to trainees working in deep implant services Can convert from one type of LoC to another Both equivalent to LoC SDI-IR in terms of recertification and training of others

Loc SDI recertification At least 2 CPD credits relevant to subdermal contraceptive implant techniques: Attendance at relevant meeting – include reflection Reading relevant peer reviewed publication – include reflection Reading of FSRH CEU guidance on SDI and completion of self- assessment Qs Do a peer review or be peer reviewed and discuss feedback

FRT Recertification requirements 50 credits in core SRH (in this total you may count the credits used to recertify your primary qualification) 10 credits for participation in approved training in adult educational techniques including those approved by other Colleges (RCOG/RCP/RCGP/RCN) Read the 6 principles of care as outlined in the Guidance for those undertaking or recertifying FSRH qualifications whose personal beliefs conflict with the provision of abortion or any method of contraception

1. At least 5 work based assessments, a minimum of 3 of which should be related to sexual and reproductive health. Work based assessments might include the following (list not exhaustive): An initial or final assessment for DFSRH. An ACP or COT assessment. An RDCP or DOP assessment. Making an assessment for LoC SDI or IUT or other practical skill, e.g. cytology sample taker. Evidence required for a work based assessment: Name of trainee, place and date of assessment, type of assessment.

2. At least 1 peer observed teaching session in the 5 year cycle from any teaching scenario (work based assessment, one–to-one or small group teach, presentation etc.) led by the FRT Colleague selected by the FRT as being someone who can give them appropriate feedback on their teaching Evidence for a peer observed teaching session: > Name and signature of observer, > Place, date and description of teaching scenario. The purpose is to look at ways to develop teaching skills, it should not be seen as an assessment of teaching that must be passed. The FRT should discuss what aspects of their teaching they particularly wish feedback on before the observation, and time should be made available soon after the observation for a private discussion between the observer and the FRT.

Peer observation of teaching: supporting notes (find at bottom of page: Recertification requirements for FSRH FRT) Peer observer does not need to be a FRT Discuss prior to the session Structure of feedback form is up to you (examples in supporting notes) Any form of teaching session is ok Form and contents are confidential

3. At least 3 examples of teaching a group of learners. This might be a small group (at least 2) or a formal presentation. Evidence of teaching a group: Date, place, brief description of teaching session, feedback from learners.

4. At least 3 written reflections on any teaching delivered during the 5 year cycle. These may be in any category of teaching and should describe teaching undertaken in addition to those submitted under sections 1-3. Evidence of reflection: Date, place, description of teaching session, feedback from learner(s). This may be written on Reflective Practice: Notes and Resources form (found at bottom of page: Recertification for FRSH FRT) or in a format of the FRT’s choosing to cover the same areas.

5. At least 3 additional teaching activities which may include any of the following (list not exhaustive) Teaching a practical skill – e.g. session with a LoC SDI/IUT trainee, teaching how to take a cervical cytology sample etc. Further work-based assessment as described in section 1. Giving a presentation on an SRH or medical education topic. Teaching or facilitating a small group or workshop on an SRH or medical education topic e.g. Course of 5, PGA Med Ed (SRH) course group session. Writing an assessment e.g. SBA or OSCE which is accepted for MFSRH or DFSRH. Making an assessment of a trainee as part of the formal CSRH specialty training programme or a Faulty Special Skills Module. Making an assessment as a clinical teacher or educational supervisor for a specialty trainee e.g. GP, O&G, GUM etc. A teaching session led by the FRT which has been observed by a peer and discussed afterwards. Observing a peer teaching and then giving feedback to the teacher. Evidence required: Date, place, description of teaching session, feedback from learner(s) and/or reflection by FRT.