Teaching Skills: an update for teaching on competency based training courses

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Teaching Skills an update for teaching on
competency based training courses

• A joint event from West Yorkshire PQT and the
  Hull and Leeds Doctoral programmes in Clinical
  Psychology

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Teaching Skills Introduction

• Lesley Glover and Carol Martin

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Aims for the day

• To introduce the programme for the day
• To review the move towards training using a
  competency framework
• To summarise the effects on training
• To outline where the two programmes are up to
• To enjoy learning skills to help teaching within
  a competency framework

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Competency based training in HullMarch 2007

• Lesley Glover

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The Move to Competency based training in
Psychology

• Reflect
• Capable Practitioner
• Current NHS mental health priorities
• Role of psychologist in NHS today
• Unique expertise of Clinical psychologist in
  comparison to other professions (Agenda for
  change)

BPS Accreditation
QAA
Review of placements and assessment
procedures PROGRESSIVE LEARNING MODEL
CORE COMPETENCIES
Implications for curriculum
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Progressive learning model
Year 3 Introduction to Assessment in Clinical
Psychology (A/F/I/E cycle, engagement issues,
test administration and theory of
psychometrics Professional, Ethical and Personal
issues in Clinical Psychology the role of the
psychologist in the NHS context and its clinical
settings (including ethical behaviour) Clinical
and therapeutic issues in Clinical Psychology
the therapeutic relationship, theories and models
in mental health and interventions
Year 4 1-1 working across the lifespan and
ability range
Training pathways
Year 5 Multidisciplinary team working skills
across the lifespan and ability range
Year 6 Developing areas of interest and ensuring
the full range of clinical experience has been
gained
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Key issues regarding competencies

• Focus on what a learner can do as a result of
  participating in training rather than on
  knowledge gained
• Progress defined solely by competencies achieved
  rather than underlying processes
• The learner is an active participant in their
  learning
• Assessments based on a set of clearly defined
  outcomes
• Explicit shared understanding between trainees
  and staff as to the defined outcomes

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Clinical placement research components provide
an opportunity to learn through doing BUT

• Experience with no knowledge is not helpful
• Role of academic programme to
• provide knowledge and skills
• promote self development and awareness
• Academic input supports learning rather than
  directing it

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The brick wall approach

• The traditional approach to teaching in Clinical
  Psychology focused on building a body of
  knowledge
• Knowledge and skills teaching
• was organised around
• core specialties
• Acquisition of knowledge
• was tested directly or
• assumed through completion
• of placements

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The alternative approach

• Provide a framework for learners to build their
  experience around

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Challenges

• The need to teach generic skills across the
  lifespan and ability range (making decisions
  about what to include)
• Trainees range of placement experience
• Difference diversity
• Transferable skills
• Need a teaching approach which works for both
  teachers and learners
• Need to teach learning skills as a foundation for
  lifelong learning

• ....Without overlooking integration of knowledge
  by ticking off competencies individually

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Development of the academic programme in Hull

• Use of 3rd year teaching
• Developmental strategy - taught information
  skills might give way to development of higher
  order competencies
• Develop academic programme structure
• emphasises / reflects competencies
• acknowledges developmental progression
• has transferable / generic skills built in
• reflects course philosophy

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Bundle Structure

• Clinical Skills
• Practice Based Knowledge its Application
• Therapeutic Relationships
• Ethical Practice, Values Personal Development
• Disciplined Enquiry
• NHS Context Professional Issues
• Integration through Reflection

Overarching structure learning outcomes
Run across the 4 years in a developmental
sequence (also teaching methods)
Be linked into assessment procedures (including
placement based) TQA
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Workshop Structure

• Teaching has been re-organised into workshops
  which provide
• generic/core information on a topic area
• applications of knowledge to clinical populations
  across the lifespan and intellectual functioning
  range in a variety of different clinical settings
• an appreciation of difference and diversity

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The Leeds Programme

• Carol Martin

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Grasping the nettle

• Decision made to develop a new curriculum
• Priorities- the development of competence
• Revisiting the shape of the timetable
• Future-proofing

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Actions

• Working group to meet in April
• To develop a proposal
• To discuss with PMC and stakeholders
• To start with Year 1 in 2008-9 and Year 2 in
  2009-10 year 3 in 2010-11

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Benefits

• A closer fit between the academic programme and
• Assessment
• Trainee development
• Optimum preparedness for a variety of placements
• Developing skills in learning for lifelong use

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Challenges

• Changing from a population based framework means
  that teachers may be asked to
• Make changes in content and focus
• Work with teachers from other clinical
  specialities
• Develop skills in helping students learn rather
  than teaching skills

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