CMFT NOVEMBER 2014 SHIRLEY REMINGTON PGME UPDATE

INTRODUCTION HEE and future direction –national themes Changes to training Educator revalidation and GMC Educational environment Trainees charter Trust Educational Direction-changing patterns of clinical care Questions

HEE-BEYOND TRANSITION New mandate –awaited Large cost savings-administration- high earners One unit –North Locally- Deanery merger continues

CHANGES TO TRAINING Shape of training Foundation changes Change to rotation dates report

SHAPE OF TRAINING Registration changes Foundation unchanged in report Generalist nature of training-community facing Post CCT credentialing Academic-less change Not government approved Work streams-May 2014

FOUNDATION ARCPs from 2013 Increased Psychiatry placements All tracks community facing placement No duplication specialities

REVALIDATION Trainer approval –July 2014 Education related evidence-meetings reflection MSF presentations training development management qualifications Appraisal

THE FUTURE-GMC Generic professional capabilities Leadership Service improvement Patient safety Communication Review of Standards for Training Review of Quality Assurance Approving Educational Environments Review of Standards for Assessment Review of Standards for Curricula Developing Credentialling

EDUCATIONAL ENVIRONMENT NACT document with HEE GMC guidance Belonging to and being valued within the organisation. Celebrating success Feeling a part of the whole Colleagues who recognise your worth and support you Multiprofessional, managers, effective leadership and followership Role models Fostering good manners It's alright to ask the dumb question Improvisation, practice develops as we work Belonging to and being valued within the organisation. Celebrating success Feeling a part of the whole Colleagues who recognise your worth and support you Multiprofessional, managers, effective leadership and followership Role models Fostering good manners It's alright to ask the dumb question Improvisation, practice develops as we work

\ ENVIRONMENT Learning Culture in the workplace Developing openness Involving whole team & patient Shared values & understanding Valuing & including trainees Individual Trainee Friendly supportive relationship Appropriate clinical supervision Ensure named supervisor Maximise learning opportunities Department Faculty Group Attend meetings & PSGs Discuss trainees’ performance Consistency of approach CPD for educational role Service Provision Proactively manage workload Ensure patient safety Allow trainee to take responsibility Teach & role-model efficiencies

What makes for a Good Learning Environment? Belonging to and being valued within the organisation. Celebrating success Feeling a part of the whole Colleagues who recognise your worth and support you Multiprofessional, managers, effective leadership and followership Role models Fostering good manners It's alright to ask the dumb question Improvisation, practice develops as we work Professionals working like professionals Community Collegiality Criticality

SCARF MODEL FOR WORKING TOGETHER- ROCK S –status recognition –perceived threats C-certainty-knowing what is required of you A-autonomy-control – which would you prefer R- relatedness-cliques F-fairness

TRAINEE’S CHARTER Environment Trainer’s responsibilities Trainee’s responsibilities

TRUST OPPORTUNITIES Track record- GMC and CQC reports Tertiary services-realignment of services Community Facing Care Credentialing Flexibility Skilled staff base Leadership and future planning

TRUST CHALLENGES Shortened training of generalists Dropping trainee numbers Workload Uncertainty New contract Financial pressures

QUALITY Quality is not an act, it is a habit. Aristotle