1. Kath Hodgson Chair of QA SLWG
Quality Assurance (QA) Short Life Working Group QA processes for pharmacy preregistration training placements
Kath Hodgson
Chair of QA SLWG

2. Recommended Principles for QA processes
Domain 1
Learning Environment and Culture
Domain 2
Educational Governance and Leadership
Domain 3
Supporting and Empowering Learners
Domain 4
Supporting and Empowering Educators
Domain 5
Developing and Implementing Curricula and Assessments
Domain 1
Safe and provides high quality care & experience for learners and patients., Sites meet agreed standards & conducive to learning
Multi professional and embraces this culture of varied learner groups
Domain 2
Effective systems in place to manages and improves the quality of E&T. Ongoing monitoring of site and tutor . Support equality and diversity, manage progression and share outcomes of E &Principles
Domain 3
Receive appropriate E&T , and pastoral support. Peer learning and access to all resources and time resource with tutor is delivered
Domain 4
Support network, meets agreed standards re tutor role, appraised ongoing and have access to support to meet initial skills and those ongoing as required . Given time to enable effective E&T
Domain 5
Facilitate multi site and multi tutor models of delivery for robust assessment/sign off of trainee

3. QA SLWG Journey Recommended QA principles & provider
Other healthcare professions
Existing QA models within pharmacy
Scope current status of QA across providers
Propose QA principles &
function provider
Communications & consultation skills develop over time. Your journey to develop advanced consultation skills started in university
Undergraduate – a model of consultation (MRCF) would have been explained to you and you would have practiced consulting with patients (questioning, listening and explaining skills)
Pre- reg (6M) – looked at adherence both intentional and non intentional and methods to overcome these and further role play practice on basic skills of drug history taking, medicine reconciliation and medication review.
Pre-reg (12M) – further developed skills of motivational interviewing and brief advice, cycle of change for lifestyle modification, MI looking at level of confidence to change and willingness to change.
Clinical diploma – more experienced profesional who can now be supplied with a range of consultation models for you to evaluate, and then select the most appropriate model for your own consultations. Look at health literacy and its effect on patient care and then role play of negotiation skills for patients & other colleagues

4. Scope of current status
Tutor Selection
Tutor Training
Site Selection
Tutor/trainee
feedback
QA in place
Exemplar practice out there but not consistently delivered across all sectors and all regular placement providers . Depth of robustness varies. But key points :
Tutor selection
voluntary and willing across all sectors. Not necessarily seen as a career pathway or required skills built upon in early years of practice in readiness for tutor role
Sites
Meets GPhC requirements but are these sufficient for what we require?
service driven re range for trainee experience and capacity to accommodate trainees. What is the true capacity? Is it a recognized training site and can truly accommodate multi trainee roles ?
Managed sector has a QA tool but variable in use?
Tutor training
Numerous formats delivered offsite, 2 days E&T module, elearning , but discretion of provider – do we not need a one size fits all if single training pgme?
Managed sector has additional training budget to work with WCPPE on further content and also audit uptake of E&T module
Feedback
Tutor
Range from no formal feedback to informal/ad hoc of employers
Online feedback
No formal feedback in managed sector – E&T lead responsibility
Trainee
No formal taken
Training provider gives feedback
Prereg group in managed sector reviews feedback and trainee exit q;aire shared with tutors
Encouraged feedback between tutor/trainee but does this cover all concerns?
QA standards re site
QA monitoring tool managed sector in use now?
Audit visits , checklists utilized by field teams but what is their content ? Informal feedback but not aware set of standards is utilized or applied consistently

5. Existing QA within pharmacy
QA Tool for Education and Training in Pharmacy Departments in Welsh Health Boards
NES & GPhC The GPhC is responsible for the standards of pharmacy education and training.
NES has in place a MoU with GPhC that specifies areas of collaboration between the two organisations with regard to pre-registration training. The purpose of the MoU is to complement and strengthen each other’s respective roles and functions in ensuring safe and effective pharmacy care and services.
Diploma/nvq/prereg managed sector all have different approval processes for site/tutor etc.
WEDS have current QA processes in place but only within one sector but ax AHP/nnursing/UG & PG
MSc in Clinical Pharmacy
Cardiff School of Pharmacy & Pharmaceutical Sciences

6. Other Healthcare Professionals
Dental interview all 1st time tutors COPDEND agrees curriculum & outcomes QA’s pgmes; standards set by GDC but not directly involved in QA of training
Individual panel sign off for trainees with educational s’visors & tutors in placement sites. National recruitment of trainees; eportfolio ;2ys training
Educational s’visors must demonstrate their competence in appraisals/feedback & assessments in workplace. Also their clinical s’visor.
OPTOM
Akin to pharmacy 1-1 tutor/trainee roles for 1yr. Assessors as well as supervisors- very close links with the college of optometry/ s’visros over see trainee day to day.

7. Quality Assurance Model
Design the required QA standards for a single ‘multi-sector’ training programme across Wales Commissions a training provider to execute delivery of training programme to required standards As recognised by GPhC & complement current standards
Commissioning Body
Training provider
Approved Sites
GP practice & other primary care sites
NHS Trusts
Independents &
Multiples

8. Recommended Principles for QA processes
Domain 1
Learning Environment and Culture
Domain 2
Educational Governance and Leadership
Domain 3
Supporting and Empowering Learners
Domain 4
Supporting and Empowering Educators
Domain 1
Safe and provides high quality care & experience for learners and patients., Sites meet agreed standards & conducive to learning
Multi professional and embraces this culture of varied learner groups
Domain 2
Effective systems in place to manages and improves the quality of E&T. Ongoing monitoring of site and tutor . Support equality and diversity, manage progression and share outcomes of E &Principles
Domain 3
Receive appropriate E&T , and pastoral support. Peer learning and access to all resources and time resource with tutor is delivered
Domain 4
Support network, meets agreed standards re tutor role, appraised ongoing and have access to support to meet initial skills and those ongoing as required . Given time to enable effective E&T
Domain 5
Facilitate multi site and multi tutor models of delivery for robust assessment/sign off of trainee
Domain 5
Developing and Implementing Curricula and Assessments

9. Acknowledgements - Members of working group Margaret Allan WCPPE
Jodie Gwenter Chief Pharm Rep
Chrissie Love WEDS
Steve Ridd CPW
Michele Sehrawat AWPPET
Dr Mat Smith & Dr Alex White CSPPS
- Workshop delegates -
Dental PG dept Wales Deanery
Optometry PG education centre Wales

10. Any Questions?