SEQ CRESH Trainers Group 21 st April 2010 Dr Chris Warwick

Initial accreditation 2 year period Requires submission of SEQ Also required submission of EVIDENCE: –Some mandatory –Some supplimentary Reviewed by patch AD Visit to discuss with Practice Manager Report submitted to TSC

Second accreditation Review of SEQ submitted Further Solo visit by AD SEQ submitted to TSC

Re-accreditation For a period of 3 years Requires submission of completed SEQ Also required submission of EVIDENCE: –Some mandatory –Some supplimentary Reviewed by patch AD Refined by negotiation Submitted to TSC

GMC (formerly PMETB) criteria Based on 9 Domains: Patient Safety Quality Assurance review and evaluation Equality Diversity and Opportunity Recruitment Selection and appointment Delivery of the curriculum including assessment Support and development of trainees Management of Education and Training Educational Resources and Capacity Outcomes

Pilot PGCertEd Currently underway in Epsom and Worthing Monthly on-line guide with lots of resources including reading matter Clear guide to necessary submissions Referenced SEQ is largest part of portfolio to gain PGCertEd More information available…..just ask

Evidence – what to collect –Absence Cover Plan –Start an educational reflective log –Reflect on your patient satisfaction data and save a copy (scan document) –Keep examples of assessments done –Keep examples of tutorial plans –Keep examples of CS reports –Keep examples of any tools you have used to assess competence of a learner –Write up a significant event involving a learner –Collect practice minutes relating to Clinical Governance / QOF –Do an audit –Critique of your teaching –Keep Exit Interviews from previous learners

Reflection  Reflection and reflective practice are both a learning strategy and a means of promoting professional practice  Nearly every aspect of professional working life appears to be now prefixed by the word reflect  Reflective practice can be summarised as having three components experience-reflection- action termed the EA cycle  Jasper, M Beginning Reflective Practice. Foundations in Nursing and Health Care. Cheltenham. Nelson-Thornes.

Why reflect? To assist us in bridging the gap between the science and the art of medicine To deconstruct and critically examine constructs Self-monitoring Deepens learning Can create paradigm shifts

Reflective Dialogue Description of an experience Attendant feelings associated with that experience Reflective dialogue facilitates Exploration at “the edge” of learning Re-evaluation of experiences so that new meanings, conceptions can be created and tested To look at things as potentially other than they may appear

The Ripples of reflection Reflection-in-action Description of Reflection-in-action Reflection on the description of reflection-in-action Reflection on reflection on action Action Brockbank A McGill I (1998) Facilitating Reflective Learning in Higher Education. Open Univ

Let’s reflect Start with question 1.1(a) Spend 2 minutes thinking about what you might record here Discuss in pairs

Let’s reflect Start with question 1.1(a) Spend 2 minutes thinking about what you might record here Discuss in pairs Then read the example What evidence would you have available? What would you need to find?

More examples 6.28 Again spend a few minutes thinking Then discuss in pairs

More examples 6.28 Again spend a few minutes thinking Then discuss in pairs Next read the example This one is referenced – demonstrating the sort of level the PGCertEd will require Do you think this is achievable for you?

SEQ preparation – final thoughts It is a lot of work It’s much easier if you collect evidence throughout the year Involve you PMs It’s reflection on what has happened that the TSC are looking for Accreditation is applied from the day it was due to expire – it doesn’t help to put it off!