Royal Colleges Partners for Lifelong Learning

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Royal CollegesPartners for Lifelong Learning

• Gregory OBrien
• Associate Dean for SASG doctors
• RCPsych

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Overview

• Traditional medical careers and traditional
  colleges the new and future agenda
• Representation for SAS Drs
• CPD for SAS Drs
• Developing SAS Tutors
• Online Learning for SAS Doctors

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Traditional New College
and Future

• Education
• Certification (MRCPsych, MRCP, FRCS, MRCPCH etc)
• Public Specialty Voice
• Conferences/CPD
• .so mostly about Trainees, Senior Docs
  Medicopoliticos and Academics

• All of the foregoing, but
• Education for all
• Certification for all so need more options
  (think DCH, DRCOG equivalents)
• Conferences/CPD for all
• ..so a need to be more responsive to SAS Drs
  needs

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Drivers to change

• Safe working
• Quality standards
• Public expectation
• Career satisfaction
• International equivalence
• Economic - best use of medical workforce

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College SAS Representation

• Need to be aware and responsive to unique/shared
  nature of SAS Drs own unique, and shared
  inclusive situation (like all other docs)
• Inclusive in college organisation e.g. SAS
  places on all (possible) college committees
• Be abreast of current issues e.g. Academy of
  joint Colleges gave evidence on contract issue to
  Tooke

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SAS doctors and CPD
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Core features of CME/CPD of all SAS doctors

• Not part of the managed trainee network
• Not Consultants
• No otherwise available system for CPD
• SAS Tutor needs to see that basic core CPD needs
  are met
• Colleges need to work with Deaneries to develop
  SAS Tutors

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Delivering CPD

• Mainstream/College Faculty Agenda
• Own role agenda
• Regional Conferences
• Educational activities geared towards SSGs
  (Specialty Specific Guidelines -gt CESR a14)
  curriculum development

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Career Stage and Training Needs

• SAS Doctors are more heterogenous than any other
  group of doctors from the equivalent level of
  beginner trainees to senior clinicians operating
  independently and eligible to take up consultant
  posts.
• To understand their varying training needs
  requires appreciation of the history of this new
  unified grade, the contract under which they now
  work, and the key training stages of the SAS
  doctor.

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SAS DoctorsVarying CPD needsaccording to Career
Stage

• SAS doctors who are preparing for
  RCP/RCPsych/RCPCH etc membership examinations
• SAS doctors who are preparing to apply for CESR
  under article 14
• SAS doctors who have attained CESR under Article
  14, whether or not they may be preparing to take
  up Consultant Posts
• SAS doctors who chose to seek neither
  memberships nor CESR

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SAS doctors who are preparing for College
Membership Exams

• This group comprises SAS doctors who seek a
  career in a given specialty, but who do not hold
  training posts
• This group is expanding
• This trend has been apparent since the follow-up
  to the MMC (Modernising Medical Careers)
  Initiative.
• There are a number of reasons for this (follows..)

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More SAS doctors seek Memberships because

• The limitations now placed on numbers of training
  posts
• Set against the above, the need for junior
  clinical posts
• The possibility that some Foundation Trusts may
  prefer SAS posts
• The exams are now fully open to SAS doctors

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SAS doctors who attain CESR

• Those who have attained CESR may chose to join a
  senior group of clinicians for CPD such as a
  consultant group
• Those who have attained CESR and seek a
  consultant post should be assigned a mentor to
  support them in this.
• Such a role might be taken on by the SAS Tutor,
  by local arrangement.

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Other SAS doctors

• Those who seek neither membership nor CESR must
  be monitored no less carefully then the others
• Lacking such an aim, it is crucial that their
  standards be maintained and developed
• Through the setting of other aims especially in
  keeping with their own posts

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SAS Tutor

• Developing the New Role

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Tutor to SAS doctors preparing for Professional
Exams

• Ensure that the local service leaders are aware
  that the SAS doctor is preparing to sit the exam
• Enable attendance at a course, appropriate to the
  doctors needs such as local Membership course
• Monitor progress through trial clinical exams and
  other trial exercises
• Be prepared to sign off the SAS doctors fitness
  to sit the exam certification of this is
  required by the college

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Tutor to SAS doctors applying for CESR under
article 14

• Under Article 14, doctors who can demonstrate to
  PMETB that they have fulfilled all of the
  competencies which are attained by a trainee over
  the CT/ST1-6 training stages are eligible to be
  placed on the GMC Register, in the specialty of
  their choice
• This is through the award of a CESR (Certificate
  of Eligibility for Specialist Registration),
  which is awarded by PMETB
• Such clinicians are then eligible to apply for
  posts which require such specialist registration
  usually consultant posts
• Supporting SAS docs in this situation will be a
  major element of the work of the SAS Tutor

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Pastoral RoleSAS Tutor should be prepared to

• Ensure Education is supported
• Ensure access to audit, research
• Ensure SAS representation in Trust
• Ensure availability of Mentor (may be Tutor)
• Support SAS docs in applying for posts (e.g. on
  attaining M.R.C.P. or CESR)
• Ensure access to Deanery networks for any doctor
  in difficulty

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Online Learning

• Most Colleges now have online CPD Modules
• These are mostly arranged by subject/speciality
  matter
• There are now modules appearing specific to SASG
  need, e.g., on a14 application

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Summary

• Colleges are developing career-long learning
  support systems for SASGs
• These are in parallel with training structures
• College educational meetings are adapting to meet
  SASG need
• Colleges are collaborating on SAS Tutor
  developments
• Commitment of Deaneries is crucial to success
• But most important of all Your own commitment