1. Coaching and Peer-Assisted Learning Course for Obstetric and Gynaecology Membership Presented by Dr Alexandra Tillett Educational and Clinical Leadership Fellow at LSSOG Dr Samiksha Patel, Mr Gregory Ward London Specialty School of Obstetrics and Gynaecology London Deanery

2. Background Gaining membership to RCOG is a mandatory requirement for career progression: –Part 1 MRCOG for entry into intermediate training (ST3-5) –Part 2 MRCOG for entry into advanced training (ST6-7) and consultancy within the NHS. (RCOG, 2007) Modernising Medical Careers (DOH 2004) –Introduction of time limited training –Guidance specifies that a max. of 2 years’ extra training time may be permitted if required Overall pass mark 25%, 60% for UK graduates On average 1-2% trainees ‘struggling’ to meet academic targets within time frame

3. Biannual tutorial-based coaching course –Senior and junior facilitator, Part 1 MRCOG (2008) –Deputy Head of School sole facilitator, Part 2 MRCOG (2009) –Content varies depending on needs of candidates –Locus of control and ownership of learning remains with candidates –Share existing knowledge and come to conclusions as a team –‘Participation rather than acquisition’ is key (Sfard, 1998) –No fee, minimal costs to LSSOG –On-going supervision from Head of School and qualified mentor and coach. Course details

4. Faculty Expansion Since 2010, faculty expansion has occurred using a ‘community of practice’ method (Wenger, 2000) Supported financially by London Deanery and led by the head of School Methods used include both tutor-supervised practice initially and reciprocal peer supervision Biannual face-to-face and Webex meetings held for facilitators –to support their learning –respond to feedback –develop course and new material –opportunities for formal coaching and mentoring faculty training

5. Course Feedback

6. Outcomes For the learner… Candidates report significant emotional impact when failing a high-stakes test. (Cornell et al., 2006) Repeated failure alters peer relationships and career plans Pass the exam Prevent excess time spent in programme and potential loss of their training number –Only 1 removed from training programme –Reduction in numbers of time that trainees are failing (11 vs. 4) For the teacher…. Maintenance of knowledge acquired Develop teaching style as a ‘social practice’ (D’Eon, 2000) Recognise the importance of leadership skills to ‘support and motivate others within group learning’ (MLCF and NHS for Innovation and Improvement, 2010)

7. References 1)RCOG, 2007. Regulations for the certificate of completion of training 2)Department of Health (2004) Modernising Medical Careers: the next steps 3)Macfarlane, T. (No date) MRCOG Training in Manchester 4)General Medical Council (2011) The Trainee Doctor Foundation and specialty, including GP training. 5)Wenger, E., (2000) ‘Communities of Practice and Social Learning Systems’ Organization, 7(2), pp.225-246. SAGE Social Science Collection 6)Sfard, A., (1998) ‘On Two Metaphors for Learning and the Dangers of Choosing just One’, Educational Researcher, 27(2), pp.4-13 7)D’Eon, M., Overgaard, V, Rutledge Harding S. (2000) ‘Teaching as a Social Practice: Implications for Faculty Development’. Advances in Heath Sciences Education, 5, pp.151-162