1. Quality Management The Role of the Specialty School Jonathan Corne Head-East Midlands (North) Specialty School of Medicine East Midlands Healthcare Workforce Deanery

2. C O G P E D

3. Schools are part of deaneries…. ‘Postgraduate deaneries are responsible for the educational governance of all educationally approved training programmes’ ‘Deaneries must demonstrate adherence to the standards and requirements set down by PMETB’ PMETB 2008, p54

4. Quality Management ‘This refers to the arrangements by which the postgraduate deanery …….satisfies itself that local education and training providers are meeting the PMETB standards through robust reporting and monitoring mechanisms’. PMETB 2008, p54

5. Schools are in a unique position quality manage Monitor quality Take action

6. Seen as one of us… Credibility –Working consultants –Same specialty, trust or region. –Same pressures Ownership –Involvement in process development

7. On the ground….. Real time analysis –Process that can be changed to fit events Intelligence gathering Understanding –Of specialty and trust structures –Of historical issues Networking –DMEs, College Tutors, Regional advisors

8. We’re small….. Track our trainees Undertake qualitative analysis More detailed analysis

9. Monitoring

10. School Survey Complements and does not clash with PMETB Can respond to PMETB survey Designed by TPDs and trainees Focuses on local teaching and training arrangements Can utilise ‘local intelligence’

13. Exit Survey Capture all exiting trainees Face to face interview for all those that leave early (by TPD from another program)

16. ARCP Results Real time monitoring of process Real time monitoring of results Categorisation of unfavourable results

17. ARCP - Unfavourable Outcomes TraineeABCD Lack of generic competenciesxx Lack of specialty knowledgex Lack of proceduresx Non-attendance at teachingx Failure of examsx Professional behaviourx Lack of documentation

18. Specialty Appraisal Annual Paper based Each specialty has one face to face appraisal over a three year period Red flagged specialties get face to face appraisal Circulated to SECs and school board

19. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

20. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

21. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

22. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

23. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

24. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

25. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

26. DomainMeasurable Outcomes Engagement with School Specialty attendance at HST meetings Submission of required documentation. Representation at school induction Trainee representation on school groups Use of school website School PoliciesEducational and clinical supervisors Buddies Notification of rotations Declaration of sponsorship Trainee outcomesARCP results Examination results Employment prospects Trainees in difficulty Trainee feedbackPMETB survey School survey Quality management alerts Other feedback Innovation in training To be submitted by TPD Educational Process Curriculum mapping Trainees attendance at GIM teaching Provision of specialty specific teaching Personal Development Attendance at Educational Supervisors course Attendance at Equality and Human Rights Course

27. Specialty Appraisal Ownership by TPDs Collection of readily available data Minimal work for TPD Includes TPD appraisal

28. Taking Action

29. Facilitate not Micro-Manage Alert DME and College Tutor –DME rep sits on school board, CT and HST committees –Close relationship between college tutors and DMEs/trust education committee Alert TPD and SEC Advice TPD Access deanery services –QM team, data team

30. Require TPD to submit written report –To include action plan by education provider –Re-review by TPD or school Review with deanery quality team Suspend training posts Withhold approval of new posts Advice removal of post

31. The Role of Schools Quality Management Local and specialty knowledge Responsive Ability to get detailed and qualitative data Work with DMEs and program directors to ensure full educational governance Ensure the highest standards of postgraduate training for our trainees

33. Supporting Excellence In Medical Education 8th National Multi-specialty Conference for Heads of Schools, Programme Directors, Directors of Medical Education 26 & 27 th January 2010 C O G P E D