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Implementing the GMC’s Standards for Training
Implementing the GMC’s Standards for Training
Excellence in educational supervision
Excellence in educational supervision
Political, professional and regulatory drivers
Political, professional and regulatory drivers
London Deanery Professional Development Framework
London Deanery Professional Development Framework
Relationship to other qualifications and ‘standards’
Relationship to other qualifications and ‘standards’
The Professional Development Framework areas
The Professional Development Framework areas
Enhancing learning through assessment
Enhancing learning through assessment
Scope
Scope
PMETB role definitions
PMETB role definitions
Training requirements
Training requirements
Who has to do what
Who has to do what
Requirements on local education providers
Requirements on local education providers
The portfolio: guidance for supervisors
The portfolio: guidance for supervisors
The ‘regulatory’ bottom line
The ‘regulatory’ bottom line
Summary
Summary
Implementing the GMC’s Standards for Training
Implementing the GMC’s Standards for Training

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Шаблоны для помним

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1 Implementing the GMC’s Standards for Training

Implementing the GMC’s Standards for Training

Professional Development Framework for Supervisors

2 Excellence in educational supervision

Excellence in educational supervision

High quality supervision becomes even more important in the face of: Shortened training programmes 48h working week Reduction in patient contact opportunities

There are clear links between the quality of supervision and: Patient safety Enhanced quality of care More rapid acquisition of trainee knowledge, skills and professional attitudes

3 Political, professional and regulatory drivers

Political, professional and regulatory drivers

Trends in clinical education:

Accountability Professionalisation Pursuit of ‘excellence’

Good Medical Practice

Compliance with standards for trainers from January 2010

High Quality Workforce

GMC Standards

4 London Deanery Professional Development Framework

London Deanery Professional Development Framework

London Deanery developed the Professional Development Framework in response to the GMC’s (PMETB) Generic Standards for Training. But… London Deanery has an aspiration to be ‘PMETB-plus’ aiming for quality enhancement, rather than simply quality control to a minimum threshold. The Framework aims to support Trusts and other providers in meeting training requirements for supervisors and in particular, the development of educational supervisors through a process of portfolio-based accreditation.

5 Relationship to other qualifications and ‘standards’

Relationship to other qualifications and ‘standards’

The London Deanery portfolio approach recognises all forms of prior training and accreditation

Higher Education Academy Academy of Medical Educators Royal Colleges Other Deaneries Medical Schools Postgraduate certificate/diploma/MA

6 The Professional Development Framework areas

The Professional Development Framework areas

Each area of activity describes a set of minimum expectations as well as those which, if achieved, denote excellence.

7 Enhancing learning through assessment

Enhancing learning through assessment

Example

8 Scope

Scope

Who does this framework apply to? - clinical and educational supervisors working within Trusts in London - general practice and dental trainers governed by separate regulation

What do we mean by clinical and educational supervision?

Where a doctor’s educational role extends beyond supervision in the workplace e.g. training programme director, university lecturer s/he is encouraged to seek accreditation through the Academy of Medical Educators or Higher Education Academy

Clinical supervision Safe clinical oversight of trainees during routine activity on wards, in outpatients, in the operating theatre or other clinical settings

Educational supervision Taking responsibility for overseeing the educational progress of a named trainee over a period of time.

9 PMETB role definitions

PMETB role definitions

An educational supervisor is a trainer who is selected and appropriately trained to be responsible for the overall supervision and management of a specified trainee’s educational progress during a training placement or series of placements. The educational supervisor is responsible for the trainee’s educational agreement. A clinical supervisor is a trainer who is selected and appropriately trained to be responsible for overseeing a specified trainee’s clinical work and providing constructive feedback during a training placement. Some training schemes appoint an educational supervisor for each placement. The roles of clinical and educational supervisor may then be merged.

In the 2009 PMETB trainee survey 99% of (8800) London trainees were able to identify their educational supervisor

10 Training requirements

Training requirements

High level specification of ‘areas’ Intended to be flexible and accommodating Not necessary to repeat training courses (apart from equalities and diversity)

11 Who has to do what

Who has to do what

For educational supervisors training requirements cover all areas of the Framework. Educational supervisors are expected to demonstrate an ongoing commitment to their development as a medical educator through participation in a three-yearly cycle of review.

For clinical supervisors training requirements cover selected areas (1-4) of the Framework. Clinical supervisors are encouraged to demonstrate an ongoing commitment to their development as a medical educator through participation in a three-yearly cycle of review although this is not currently a mandatory requirement.

PLUS All trainees in London programmes will be required to have undertaken training in areas sufficient to equip to be an effective clinical supervisor (areas 1-4) below by the time they complete their specialty training.

12 Requirements on local education providers

Requirements on local education providers

The outcomes of local processes are expected to be as follows:

A database of all supervisors and their training is established and maintained at the Trust or local education provider

A system of portfolio-based accreditation of educational supervisors is implemented using the Professional Development Framework

Formal educational appraisals are conducted with all educational supervisors three-yearly

The process must be developmental and linked to the results of the PMETB trainee survey

All new educational supervisors must submit a portfolio to the DME (or nominated deputy) before taking on their role

The outcome of each review will be a formal statement of approval from the DME, and a recommendation to inform job planning

Existing supervisors may be permitted initial approval for up to 3 years on the basis of past experience, so spreading the appraisal load evenly

Trusts should provide an ongoing programme of faculty development to meet identified needs

Trusts must demonstrate that an effective processes are in place as part of the Deanery quality management requirements

13 The portfolio: guidance for supervisors

The portfolio: guidance for supervisors

The portfolio should demonstrate a professional, informed and coherent approach to the educational supervision of trainees. The documentation has been kept as brief as possible and aims primarily to support a developmental discussion. It contains the following sections: Personal details Educational roles and activities Prior accreditation or experience Training courses undertaken Evidence of good practice Personal development plan Sign off For convenience, the portfolio is available in hard copy, a pdf download or a simple Word version. The portfolio and all supporting documentation including FAQs, is available at www.faculty.londondeanery.ac.uk

14 The ‘regulatory’ bottom line

The ‘regulatory’ bottom line

By January 2010, within each provider, there should be: A populated database of all supervisors and their training A rolling programme of faculty development An accreditation process for educational supervisors

15 Summary

Summary

The London Deanery Professional Development Framework derives from the GMC’s Generic Standards for Training, but has the broader aim of quality enhancement The Framework aims to support Trusts and other providers in the provision or assurance of training for postgraduate medical supervisors The Framework also provides a basis for development of educational supervisors through a process of portfolio-based accreditation.

16 Implementing the GMC’s Standards for Training
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