Identifying individual learning needs

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Identifying individual learning needs

• Craig Steele
• FP Director/Chair of CT Network
• Northern Deanery

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What are the aims?

• To ensure that the individual and the faculty is
  able to achieve high and continually improving
  standards of postgraduate education
• To help the individual and faculty members manage
  and demonstrate their development
• To help the individual and faculty member learn
  what they need to deliver the educational agenda

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Who are the faculty?

• Postgraduate Dean, Dean Directors, etc
• Heads of Schools, TPDs, QA leads, etc
• DMEs, CTs, FP Tutors, Specialty Tutors
• ESs, CSs, Trainers
• Colleagues in the multiprofessional team

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Achieving the curriculum objectives

• Not all individuals or faculty members will need
  to achieve all the curriculum objectives
• All will find that some of the objectives are
  relevant
• Individuals need to focus on those objectives
  that are relevant to their role and career aims
• Curriculum objectives are not a list of training
  courses, development should be through
• Reflective, work based, experiential learning
• Peer-supported development, e.g. trainer
  development groups, faculty lead educators
• Training courses and other off-the-job learning
  opportunities

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The curriculum framework

• Teach trainees in a range of settings
• Assess performance and regulate progress of
  trainees
• Supervise and support the development of trainees
• Plan and manage medical education
• Contribute to the improvement of medical
  education
• Provide leadership in medical education

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The curriculum framework

• 1. Teach trainees in a range of settings
• Teach large groups
• Teach small groups
• Teach in clinical setting
• Facilitate opportunistic, in-service learning
• Facilitate the development of generic
  professional skills

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The curriculum framework

• 2. Assess performance and regulate progress of
  trainees
• Assess learners performance using assessment
  instruments
• Regulate learners progress through an
  educational programme
• Manage those whose performance does not meet the
  requirements of the programme

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The curriculum framework

• 3. Supervise and support the development of
  trainees
• Carry out educational review and appraisal
• Assist learners to plan learning and manage their
  learning portfolio
• Assist learners to reflect upon their experiences
• Respond to underperformance by learners
• Advise learners about learning and career
• Advise learners about personal or professional
  concerns

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The curriculum framework

• 4. Plan and manage medical education
• Design a curriculum
• Design assessment standards and procedures
• Develop learning materials, e.g. handbooks, study
  guides, simulations, web-based resources
• Organise a course
• Manage an educational programme

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The curriculum framework

• 5. Contribute to the improvement of medical
  education
• Evaluate and improve teaching
• Evaluate and improve a course
• Evaluate and improve a training placement
• Evaluate and improve a curriculum
• Quality assure an educational programme of
  function
• Carry out research in education

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The curriculum framework

• 6. Provide leadership in medical education
• Understand principles of education
• Understand appropriate attitudes, ethics,
  regulations and procedures
• Provide a role model of personal learning and
  practice in education
• Contribute to faculty development
• Negotiate for resources and advocate the
  educational agenda
• Lead change in medical education

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Using the curriculum

• Documentation
• Faculty development self evaluation
• Reflective practice learning from experience
• Faculty development appraisal summary
• Personal learning plan
• Record of personal development activity
• Record of your faculty activity
• Faculty development evidence summary

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Faculty development self evaluation
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Reflective practice learning from experience
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Faculty development appraisal summary
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Personal learning plan
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Personal development activity as a faculty member
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Record of faculty activity
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Faculty development evidence summary
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PMETB documentation

• Guidance on applying for a CESR under Article 14
  November 2007
• General guidance August 2007
• Specialty specific guidance
• Article 14 guidance update April 2009
• Evaluation criteria are based on the GMCs Good
  Medical Practice

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Good Medical Practice

• Good clinical care
• Relationships with patients
• Maintaining good medical practice
• Teaching and training, appraising and assessing
• Working with colleagues
• Probity and health

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Identifying individual learning needs