Specialist postgraduate schools

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Specialist postgraduate schools

• Tony Jefferis

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Specialist postgraduate schools

• The purpose
• The functions
• The story so far

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The purpose

• Why do we need postgraduate specialist schools?
• To manage run through training
• To help deliver the national professional
  curriculum
• To harmonise the functions of the Deanery, the
  Royal Colleges

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Specialist postgraduate schoolsmust NOT BE

• Another layer of bureaucracy
• A talking shop
• A job for the boys/girls
• A rival power base
• An unfunded mandate

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The functions

• Selection
• Support the curriculum
• Support assessment
• Develop trainers
• Quality assurance
• Funding
• Leadership

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Selection

• the processes for recruitment, selection and
  appointment must be open, fair and effective
  PMET B Training Standards Dec 2005

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Selection PMETB

• From F2
• Achieved F2 competencies
• Selected likely to finish
• Themed and generic
• Competitive entry
• Fair (and just)
• Different stages depending on competencies
  achieved

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Selection ST1 pilots

• 5 cooperating deaneries
• Single national electronic portal
• Indicate preference of programme
• Primary sifting clerical
• Secondary sifting local

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Selection ST1 pilots

• Local centres 3 stations
• Application form
• Portfolio
• Clinical management scenarios
• Ranking
• To chosen programme
• To clearing

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Supporting the curriculum

• Each post (should) enable the trainee to gain
  the confidence envisaged in the curriculum PMET
  B Generic Training Standards Dec 2005

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Supporting the curriculum
the essential principles and features of an
educational programme presented in a form which
is open to critical scrutiny and capable of
effective translation into practice.
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The curriculum delivery

• Delivered by appropriately trained trainers
• Training in a multidisciplinary environment
• Co-operates with other agencies
• Built in educational governance
• Evaluation
• Sharing good practice

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The curriculum

• Common format
• Systematic progression from foundation to CCT
• Robust assessment agreed by PMETB
• Progress by achievement of graded outcomes
  (competence not time)
• Excellent and safe patient care

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Assessment

• The assessment system defined in the curriculum
  must be implemented PMET B Draft Generic
  Training Standards Dec 2005

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Assessment

• Mini CEX
• DOPS
• CbD
• MSF/3600
• PBA Practice based assessment
• Graduated assessment of performance with
  increasing seniority

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Develop trainers

• Clinical and educational supervisors must have
  the training and the competence to carry out
  these roles PMET B Generic Training Standards
  Dec 2005

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Develop trainers

• Selection not default
• Specified role
• Recognition in job plan
• Basic Skills
• Effective educational supervision
• Appraisal and mentoring
• Career development
• Handling difficulties
• Specific teaching skills
• Assessment

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Quality assurance

• Collect data on local programmes
• Regular feedback from trainees
• Look at mechanisms for managing the training
• Aim to improve and develop

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Resources

• Facilities and infrastructure and leadership
  must be adequate to deliver the curriculum PMET
  B Generic Training Standards Dec 2005

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Funding

• Possible scenarios
• A new paradigm
• Using a proportion of the MADEL funds to properly
  finance training
• No Government funding at all, self funded
• Within existing resources

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Leadership

• Education and training must be planned and
  maintained through transparent processes which
  show who is responsible at each stage PMET B
  Generic Training Standards Dec 2005

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Possible structure

• Council of reference
• Deanery board
• Head of school
• Specialist training committees
• Core training
• Trust training committees
• Strategy group (at outset)

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What is happening?

• Nationally
• General enthusiasm
• Different models
• Schools, academies
• Groups of specialities, or speciality specific
• Different structures
• Schools across boundaries
• ST1 pilots

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Head of School

• Leadership for speciality
• Negotiate resources
• Support faculty and educator development
• Ensure roles are fulfilled
• Advocate educational agenda
• Chair Specialty Training Committee Forum

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Specialist programme directors

• Coordinating the training programme
• Overseeing recruitment and selection
• Curriculum and syllabus delivery
• Overseeing appraisal and assessment
• Quality assurance of the programme
• Validating trainers and trainees
• Remedial support for trainees
• Supporting doctors with differing needs
• Meetings as appropriate
• Sits on Specialty Training Forum

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ST1/ST2 programme directors

• Creating themed and generic programmes to support
  run through training
• Coordinating recruitment and selection
• Curriculum and syllabus delivery
• Coordinating appraisal and assessment
• Quality assurance of the programme
• Validating trainers and trainees
• Remedial support for trainees
• Supporting doctors with differing needs
• Meetings as appropriate
• Sits on Specialty Training Forum

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Locally

• General practice
• Pathology
• Radiology
• Anaesthetics
• Surgery
• Mapping
• Selection centre

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An Oxford View

• Timeless brand, outstanding graduates
• Select not recruit
• Pack the curriculum
• The brand defines the product

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What do we need to do?

• Agree number of schools
• 9 or 40!
• Agree remit
• Interim structure
• Engage trusts, SHA
• Engage our colleagues, young and old