Feedback to Hackney Trainers’ Workshop

 London Deanery ceases to exist on  Replaced by 3 LETBs: S, NW, NC+E Ours (NC+E) covers 292 trainers in 159 practices Aka Health Education NC+E London Education commissioning organisation Contiguous with AHSN (UCL partners)  Some Deanery pan-London functions to continue as ‘Provider Shared Services’  GP School to remain intact for now, funded by all 3 LETBs

 New landscape = opportunity to shift education into the community  Expanded role for training practices as hubs for community based education  In federation with other community providers including nontraining practices  In collaboration with acute trusts  Multi-professional training (PNs, DNs, HVs, HCAs)  Commissioned by LETBs

 Population based health care  Investment in generalism  Community facing roles  Localism  Multi-professional training  Tariff based education – money follows trainee

 See BJGP Jan 2013 p34  Concept of ‘expert generalist’ based on: 1. The principle of personalised decision making, which recognises health as a resource for living, not an end in itself 2. The practice of interpretive medicine: the critical use of a range of knowledge in a dynamic exploration and interpretation of individual illness experience

 Developing leadership skills = current hot topic  New curriculum requirement  Darzi fellows in clinical leadership are offering to lead sessions on how to incorporate development of leadership skills into training  ? Topic for workshop session

 Book recommendation: ‘Understanding doctors’ performance’, Cox, King et al.  Deanery Professional Support Unit: lots of resources to support trainees on extensions  Strong sense of them dealing with an extreme end sample, with correspondingly little insight into less severe more every day difficulties  Strong tendency to view in terms of individual pathology 

 Interesting data re current trainees on extension due to failure of particular components:  AKT – 4  CSA – 17  AKT and CSA – 1  WPBA – 15  AKT 3 domains: clinical medicine (most reliable), organisation, EBM  Trainers encouraged to look at the marks in each domain to help focus input  Also encouraged to make use of ‘educator notes’ in eportfolio to document strengths and causes for concern. Importance of early documentation