1. How to prepare for your GMC visit
Ananthakrishnan Raghuram
Head of School of Medicine Severn
Linacre Fellow RCP London

2. Agenda Introductions Shared experiences Aims Small group discussions
What went well, what could be better and what different
Aims
Small group discussions
Before-
During
After
Summarise and action plans

3. Identify Posts and Programmes:
Foundation
Core Medical Training
General Internal Medicine
Acute Internal Medicine
Respiratory Medicine
Gastroenterology
Emergency Medicine etc etc
outliers in the GMC national trainee surveys, risk registers /concerns

4. Identify key players Dean/ ADMEs
Project leads and administration support
Senior Management Team and Executive Board members
DMEs and Heads of Schools
Programme directors
Medical Schools
General Medical Council
All of the process was conducted in house – no additional support

5. The process Identify key milestones Communications plan
Gather, Collate and Upload the evidence
Plan meetings
Update reports
Kept track of all activity MILESTONES and check Timelines
Regular Review on a regular basis
Risk management
Put the milestones in your calendar as red, gather every bit of intelligence on the specialities, collect your most exciting pieces of evidence (stay clear of policies and procedures)

6. Key messages Work with the GMC on your visit agenda Management
Paper to Ex – get sign off
Track all activities
Engagement
Meet and discuss regularly
Plan together and be clear about expectations
Timing and interdependencies
Know your milestones
Plan, plan, plan
Work with the GMC on your visit agenda
Engagement with the GMC and others about the agenda for when they visit you. Work with them about who they wanted to see. Trainees, trainers, lay partners, management team, quality team and functional teams.

7. GMC domains
Theme 1: Learning environment and culture
Theme 2: Educational Governance and leadership
Theme 3: Supporting learners
Theme 4: Supporting educators
Theme 5: Developing and implementing curricula and assessments

8. Theme 1: Learning environment and culture
“safe for patients and supportive for learners and educators”
Induction, Handover, Feedback
Raising concerns- evidence of what is being done
Patient safety issues
Duty of candour and managing near misses
Training the trainers
Appropriate level of responsibility (consent)

9. Theme 1: Learning environment and culture
Access to teaching
Variations
Access to Procedural Skills training and simulation

10. Theme 1: Learning environment and culture
Quality Improvement
Trainees
Trainers
Ensuring Handover is effective and a learning opportunity
Ensuring PTWR is effective and a learning opportunity

11. Theme 2: Educational Governance and leadership
Quality control
GMC NTS
Local trainee surveys
Junior doctor fora
Processes for local Quality Management
Building local faculty

12. Theme 3: Supporting learners
Pastoral care
Support for Trainees in need of support
Access to Professional Support Units
Access to Study Leave
career advice

13. Theme 4: Supporting educators
Faculty training
(Provision for time in job plans
Ensuring the time is delivered (agenda)
ES feedback from ARCPs
Support new trainers

14. Theme 5: Developing and implementing curricula and assessments
Ensuring SLEs are able to be done
Training for SLEs (registrars etc)
Ensuring nCS and ES reports are to the required standard
Monitor teaching attendance