Educational supervision and deanery resources Charlotte Patient

Training in the UK

What is a Deanery 13 deaneries Explain how training works in the UK

UK training 7 year Specialty training programme (ST1-7) National recruitment at ST1 and ST3 Allocated to a Deanery Rotate within that Deanery Obtain evidence of training throughout the year on e-portfolio Yearly assessment against a “Training Matrix” to decide on progression

ST1-2 Junior level. Learning the basics. Pass Part 1 MRCOG ST3-5 Gaining experience. Developing independent skills. Pass Part 2&3 MRCOG ST6-7.Advanced training. Developing specialist skills. Advanced Training Skills Modules Sub-specialty training – can be done pre or post completion of training

Deanery Structure Postgraduate Dean Head of School Training Programme Director(s) College Tutor Educational Supervisor Clinical Supervisor Talk about role of the top 3

College Tutor The role of the College Tutor is to coordinate obstetrics and gynaecology training and education in an individual trust. Train and allocate Educational supervisor Ensure that training is delivered Oversee local teaching May be involved in rota (need to ensure a balanced timetable) Contribute to the educational development of other doctors in the department

Educational Supervisor All trainees should have a nominated Educational Supervisor who has responsibility for facilitating and ensuring the progress of trainees through their designated curriculum. Take responsibility (with the trainee) for the personal and professional development of a trainee through the programme. Develop a mutually accepted learning agreement. Undertake regular appraisals and feedback. Help trainees maintain their learning portfolio. Identify trainees in difficulty and support them at a local level,

Clinical Supervisor Trainer who oversees trainees clinical work and provides constructive feedback

Educational Supervision

Induction Meeting Ideally within 2 weeks of starting Establish starting point Set goals ( Personal Development Plan) Personalised work schedule – what do you need to do to achieve those goals Courses, Reading, Simulation, Exams etc

Review Meet every month Review Progress. What is going well? What is going less well? Look at the evidence you have accrued and see what can be signed off Set SMART objectives Specific, measurable, acheivable ,relevant, timebound

Quality Improvement Audit Guidelines development Service Improvement

Multi-source Feedback Can use local or RCOG form (TO1) Ideally twice in the year- shows progress Multi-source Consultants Peers Juniors Midwives/Nurses Allied Health Professionals Clerical staff Other specialties

Educational supervisors report Yearly Draws together all the evidence you have produced Highlights areas of good practice Highlights areas needing improvement SMART objectives for next year

Prepare for Appraisal Needed for revalidation Currently the responsibility of your employer Evidence of professional development MSF Quality Improvement Involvement in SUI or adverse outcomes Evidence of you as reflective practitioner Complaints Compliments Plan for next year

Deanery Resources

Each deanery will be different Each deanery will have a website

Regional Teaching Check your website for details Half days/Full days Courses- Basic surgical skills, USS, Laparoscopy, Exam courses, Communication skills Most teaching free although simulation courses may charge You are always welcome

Trainees Committee Reps from each hospital Feedback issues to the school and the College

Contacts

Behaviour at Work

Undermining and Bullying Undermining and Bullying recognised as a problem Should be considered unacceptable Negative effect on patient outcomes Can be carried out by anyone – Consultants and midwives worst offenders

Bullying Offensive, intimidating, malicious or insulting behaviour, or an abuse or misuse of power through means that undermine, humiliate, denigrate or injure the recipient Spreading rumours Unfair treatment Picking on someone Regularly undermining a competent worker

Undermining Behaviour that has undermined professional confidence or self esteem

These should not happen Persistent and deliberate belittling or humiliation Shouting, threatening or insulting behaviour Persistently and unfairly singling out an individual for unreasonable duties, or for duties with no educational value Persistently and unfairly preventing access to the normal educational events or opportunities associated with the programme Marginalising trainees without good reason, so that they’re unable to carry out their jobs and make progress in their training

May be hard to recognise Fine line between Constructive and intimidating feedback A person being bullied may accept it as the norm Can be very difficult to complain

Workplace based Behaviours Champion Should be one in each deanery Voluntary role Approachable, humane, good listener Advocate for the trainee