Revalidation + Trainer Recognition School of Surgery Annual Conference Dr Bret Claxton, APD Health Education Yorkshire and the Humber. April 2013

Learning Objectives 1.What Revalidation means for Trainees 2.What information the Deanery requires from YOU! 3. Trainer Recognition- What is it ?

ARCP and Revalidation Revalidation is about Fitness to Practice, not progression through training. Outcome 3 or 4 in ARCP may not have any influence on Revalidation unless:

ARCP and Revalidation Concerns raised over conduct Concerns raised over performance Concerns raised over health IF any of these would affect Fitness to Practice

Trainee’s Revalidation Every 5 years LTFT regardless of % is still 5 Years

Trainee’s Revalidation All doctors in training have an annual assessment Their practice throughout the year is already scrutinized and assessed. Deemed as currently robust GMC are using the ARCP process as the means to assess Revalidation

The Dean as RO The Postgraduate Dean is only responsible for Trainees in GMC approved Deanery training programs and posts. This will include LATs and trainees who are currently out of programme. The Postgraduate Dean is NOT responsible for any locums including LASs, Trust grade jobs, staff grade posts and other non-training grade posts.

Trainee Requirements Complete a Form R, sent to them by the deanery Self-Declarations which will be cross- referenced.

FORM R Includes all work including locums Investigations relating to conduct Complaints/compliments/probity Significant events Health – only that which impacts on work Will be done prior to ARCP

Employer Exit Report Provided by Employing Trust Most trainees will be signed off as ‘no issues’ in a list format Exception report where there are on-going concerns ‘Failure of Employer to produce adequate information SHOULD not be detrimental to the trainee’

What is a Significant Event? The GMC state that a significant event (also known as an untoward or critical incident) is any unintended or unexpected event, which could or did lead to harm of one or more patients. This includes one which did not cause harm but could have done, or where the event should have been prevented, which is significant enough to be investigated by the employing organisation.

Significant Event or Complaint  Whether investigated or not, discussed with ES and reflected on the outcome in their portfolio  Only need to record this information on their form R if any formal investigations have not been completed and resolved, or if they have not been included in their portfolio.  THE EMPLOYER -will be asked to provide a brief summary (the Exception report).  Has this been resolved satisfactorily with no unresolved concerns about their fitness to practice?  If there are unresolved concerns, the employer will be asked to give a brief summary and the anticipated date of the outcome of any investigation

Health? Only a Concern to the Deanery if it affects Progression in Training Only a concern for Revalidation if it affects fitness to Practice e.g. Psychiatric Illnesses(some)

ARCP Outcomes Normal process for educational progression Issues that may require GMC discussion or affect revalidation to be documented and discussed with local APD/DD Audit trail for RO to RO transfer NO DECISIONS ON REVALIDATION, only information to Dean as RO to decide on recommendations

Almost finished……..

S Trainer Recognition Bret Claxton, Health Education Yorkshire and The Humber 2013

GMC  Requirement to be in place by 31 st July 2014  Deaneries and LEPs to co-operate  Evidence to be provided in Appraisal  7 Areas taken from Academy of Medical Educators (AoME) 2010 Document

AoME Ensuring safe and effective patient care through training 2. Establishing and maintaining an environment for learning 3. Teaching and facilitating learning 4. Enhancing learning through assessment 5. Supporting and monitoring educational progress 6. Guiding personal and professional development 7. Continuing professional development as an educator.

Who Needs Recognition?  Named educational supervisors in postgraduate training  Named clinical supervisors in postgraduate training  Lead coordinators of undergraduate training at each local education provider  Doctors responsible for overseeing students’ educational progress for each medical school.

What about the rest?  ‘Recognition will not be necessary for other doctors whose practice contributes to the teaching, training or supervision of students or trainee doctors.’ GMC 2013

Responsibilities  LEPs will use the seven areas to show how they identify, train and appraise trainers in each of the four categories above.  ‘Education Organisers’ (EO), ie postgraduate deans and medical schools, will then use that information to show us what local arrangements are in place to meet GMC standards.

Our Benefit ‘Trainers must be supported in their role by a postgraduate medical education team and have a suitable job plan with an appropriate workload and time to develop trainees’ AoME 2010 ‘Particularly at a time of resource constraint, we aim to protect and enhance the status of training’ GMC 2013

Milestones  To submit to GMC a timeline for implementation for trainer recognition by 31st December DONE  To confirm that criteria and systems are in place and ready for data entry by 31st July ONGOING  To confirm that full information has been entered for all trainers in the four roles in light of the EO criteria and that the trainers have all been categorised as provisionally or fully recognised – by 31 July  To confirm that all trainers in the four roles, or entering any of the four roles, are fully recognised ie have met the EO criteria, without use of interim concessions – by 31 July 2016.

What Kind of Evidence -Examples  Courses attended or programs undertaken including face to face and online learning  GMC trainee survey results  Feedback from patients about care received  Details of measures put in place to ensure supervision appropriate to trainee’s competence and confidence  Trainee audits, examples of topics critically appraised by trainees  Examples of near miss/ critical incident analysis

Examples con’t  Case studies of the management of a trainee in difficulty (anonymised)  Feedback from peers, e.g. relating to involvement in organisational/ professional activities  Records of other relevant activities undertaken, e.g. involvement in recruitment, training committees etc

HE YH - Deanery  Revised Educational Supervisor Training Package to meet requirements. 5 Modules - Roll out August  Working Group for Implementation and Standards - Quality  Working Group for creation and monitoring of ES Database - Data  LEPs to provide training for Equality and Bullying  Training Package to be on LEP mandatory training systems

QUESTIONS ?