From Registration to Retirement: C&IT-based support systems for medical graduates to manage continuing professional development Dr Geoff Hammond Director of Faculty of Medicine Computing Centre and Deputy Director of LTSN-01 Subject Centre and Paul Drummond Deputy Director of Faculty of Medicine Computing Centre University of Newcastle upon Tyne

Employers HE / FE Institutions Education Brokers (UfI / OU / eUni /UNHS/ UCAS) Internet-PARs for Lifelong Learning Careers & Employment Services Schools (Progress File) Record Reflect Action Plan Stakeholders & Potential Sponsors: DfES QAA UUK SCoP ILT LTSNs Student networks Employer networks NGfL NTOs PSBs RDAs C&IT Support Transcript Personal Development Plan Lifelong Learning Implementation Evaluation Development

© 2001, FMCC, University of Newcastle upon Tyne Changes in Medical Education To address: widening participation and consortiawidening participation and consortia professional standards and subject benchmarksprofessional standards and subject benchmarks faculty and institutional subject reviewfaculty and institutional subject review need to redefine outcomes to meet:need to redefine outcomes to meet:  new GMC/QAA standards  aims of the NHS plan

© 2001, FMCC, University of Newcastle upon Tyne What the doctor is able to do Doing the Right Thing Outcomes clinical skills practical procedures patient investigation patient management health promotion & disease prevention communication skills information & data handling skills clinical skills practical procedures patient investigation patient management health promotion & disease prevention communication skills information & data handling skills

© 2001, FMCC, University of Newcastle upon Tyne How the doctor approaches his/her practice Doing the Thing Right What the doctor is able to do Doing the Right Thing Outcomes with an understanding of basic and clinical sciences and underlying principles with an understanding and acceptance of attitudinal, ethical and legal responsibilities with appropriate skills of decision making, clinical reasoning and judgement with an understanding of basic and clinical sciences and underlying principles with an understanding and acceptance of attitudinal, ethical and legal responsibilities with appropriate skills of decision making, clinical reasoning and judgement

© 2001, FMCC, University of Newcastle upon Tyne The doctor as a professional The Right Person Doing It How the doctor approaches his/her practice Doing the Thing Right What the doctor is able to do Doing the Right Thing Outcomes brings to their practice an understanding of the role of the doctor and an acceptance of the need for continuing professional development brings to their practice the appropriate personal attributes and an acceptance of individual responsibility for continuing personal development brings to their practice an understanding of the role of the doctor and an acceptance of the need for continuing professional development brings to their practice the appropriate personal attributes and an acceptance of individual responsibility for continuing personal development

© 2001, FMCC, University of Newcastle upon Tyne The doctor as a professional The Right Person Doing It How the doctor approaches his/her practice Doing the Thing Right What the doctor is able to do Doing the Right Thing Outcomes Who? How? What? When? Where?

© 2001, FMCC, University of Newcastle upon Tyne an approach involving analysis of past activities and experiencesan approach involving analysis of past activities and experiences identification of learning achievementsidentification of learning achievements decisions on future actions and objectivesdecisions on future actions and objectives what the learning objectives werewhat the learning objectives were which skills were acquiredwhich skills were acquired which skills need further developmentwhich skills need further development Reflective learning Following a course an individual might reflect on: A serious reflective approach implies the allocation of time and resources for reflection and recording

© 2001, FMCC, University of Newcastle upon Tyne Year 1 Year 2 communicate -5R510 admin staff programme dir module leader pastoral tutor pastoral tutor academic tutors Year 3

© 2001, FMCC, University of Newcastle upon Tyne communicate studyteaching & learning cycle Benchmarks  DP Specs  study guides -5R510

© 2001, FMCC, University of Newcastle upon Tyne communicate study evidence learninglog teaching & learning cycle Benchmarks  DP Specs  study guides -5R510 personal & academicrecord

© 2001, FMCC, University of Newcastle upon Tyne communicate study assess evidence studenttranscript teaching & learning cycle learninglog Benchmarks  DP Specs  study guides -5R510 personal & academicrecord

© 2001, FMCC, University of Newcastle upon Tyne -5R510 communicate study reflect assess evidence studenttranscript learninglog personal & academicrecord teaching & learning cycle Benchmarks  DP Specs  study guides

© 2001, FMCC, University of Newcastle upon Tyne what do we do when our students graduate… lifelong learners need lifelong records of learning smooth, managed transition transition of student information (procedural & technical) access to postgraduate equivalent of MIS what does the postgraduate world look like… variety example (medicine)

© 2001, FMCC, University of Newcastle upon Tyne communicate study reflect assess evidence -5R510 PRHO SHO SpR CON Appraisor Ed. Supervisor Sup. Consultant Prog Director New Deal Officer Reg College Rep Clinical Tutor ESO Med Staffing PIMD PIMD

© 2001, FMCC, University of Newcastle upon Tyne communicate study reflect learn assess evidenceevidencing… career progression attainment of job based targets continuing professional development attendance at appropriate courses and conferences job based learning -5R510

© 2001, FMCC, University of Newcastle upon Tyne communicate study reflect learn assess evidenceassessing… formal examinations for membership of professional body specialty examinations -5R510

© 2001, FMCC, University of Newcastle upon Tyne communicate study reflect learn assess evidence appraiseappraising… attainment of job based targets development of appropriate skills and attitudes ongoing educational development -5R510

© 2001, FMCC, University of Newcastle upon Tyne communicate study reflect learn assess evidence appraise (re) validate validating / revalidating… evidencing professional competence prior to registration professional fitness to practice evidencing appropriate skills and attitudes learning from experiences engaging with continuing professional development -5R510

© 2001, FMCC, University of Newcastle upon Tyne communicate study reflect learn assess evidence appraise (re) validate reflecting on… study and job based learning collected evidence assessment and appraisal process and outcomes validation / revalidation -5R510

© 2001, FMCC, University of Newcastle upon Tyne reflection on courses and other learning episodes facilitating tutor- trainee communication assessing learning needs and action planning

© 2001, FMCC, University of Newcastle upon Tyne Newcastle NLE curriculum map - outcomes quality process delivery - campus and at distance student record system registers off-line learning learning resources other collegesother agenciesbusiness systems self-assessment tutor/mentor support communication tracking Managed Learning Environment Managed Learning Environment (after JISC) personal academic record (PAR) and transcript for reflective learning - triggered by learning episodes related to outcomes

© 2001, FMCC, University of Newcastle upon Tyne Finally…. 1.For programmes with well specified outcomes (like Medicine), PARs could be integrated into an MLE and used to evidence/reflect/action plan - triggered by highly structured learning episodes 2.Professional requirements for reflective practice are beginning to drive the UG agenda 3.A ‘lifelong’ view of PARs/PDP/Portfolios offers great opportunities for supporting CPD activities