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2015 Medical School Annual Return (MSAR)

Submission deadline 8 January 2016

The following table has been pre-populated with our latest records, please amend as required.

Name of Medical School:

Queen’s University Belfast

Name of Dean/Head of School:

Name of Quality Lead:

Name of Quality Assurance Administrative contact:

Name of Senior Manager (signing off

quality and accuracy of MSAR

on behalf of school):

Please include additional details of anyone who should receive feedback and other communications regarding the MSAR. Senior Managers signing off on behalf of the Medical School are responsible for assuring the quality and accuracy of the return. Please indicate who will be the primary point of contact for the MSAR above. Data processing notice:

The GMC will handle any personal and sensitive personal data provided in the MSAR in line with the Data Protection Act (1998). Information provided to the GMC is subject to the Freedom of Information Act (2000).

The GMC will publish the following sections on our website by medical school and may share the information with other organisations including the Medical Schools Council and in response to Freedom of Information requests:

Section A – Questions exploring the Tomorrow’s Doctors (2009) domains and Promoting excellence themes

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Section B - Quality Management

Information provided in Section C may be published on our website or shared with others, such as the Medical Schools Council and in response to Freedom of Information requests:

C1 - Student Profile

C2 - Student Progression

C3 – Student Fitness to Practise

C4 – Placement

Potentially identifiable information, such as name, job title or other protected characteristic, should only be provided if it is essential to your response.

Information will be anonymised or redacted before publication to protect privacy.

Data may be shared with data recipients, in accordance with the Data Protection Act. Data recipients may include the following non-exhaustive list: Medical Schools Council.

Information may be used for statistical and research purposes.

Medical Schools should submit information to the GMC in line with their established privacy agreements.

Changes to 2015 MSAR Template

The questions in Section A have been split into two sections; A1 and A2. Please ensure that all questions in Section A1 are answered. Questions in Section A2 only need to be answered if there have been any changes since the previous MSAR.

Guidance for Section C3 - Student Fitness to Practise

Please provide details of all low level professionalism concerns that have reached stages A and B of the process as well as all fitness to practise cases reaching stages C and D of the process.

Tomorrow’s Doctors (TD09) and Promoting excellence

The new standards ‘Promoting excellence’ bring together the standards for undergraduate training; ‘TD09 with postgraduate training’ and ‘The Trainee Doctor’. They were released in July 2015 and come into force in January 2016. This document references the relevant TD09 domain, and also includes the appropriate reference to the new standards ‘Promoting excellence’.

The deadline for submission of this MSAR is 8 January 2016.

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If you need any help with completing this return, feel free to contact Joseph Sadowski or another member of the team on quality@gmc-uk.org or 020 7189 5327.

MSAR 2015 – Section A

Section A1

Please answer all questions in this section

Patient Safety - TD09 domain 1 and Promoting excellence

theme 1

Question 1: In light of the recent publication, ‘First, do no harm: enhancing patient safety and teaching in undergraduate medical education’, the GMC are collecting data about how medical schools teach students about patient safety and equip them with the skills to contribute to safety improvement as doctors.

a) What is your approach to teaching the discipline of patient safety? (Please provide a brief – 2/3 paragraph – summary, highlighting any key innovations or particular areas of good practice.)

In March 2015 a Working Group was established to oversee the design and delivery of the Patient Safety element of the curriculum. Chaired by a senior academic, membership includes Centre for Medical Education staff, representatives from hospital trusts and the HSC Safety Forum. Teaching about patient safety is embedded throughout the programme. Curriculum content is informed by the following:

Evidence from the literature. National policy documents and reports for example, Francis, Berwick and

Keogh.

Engagement with local agencies including Regulation and Quality Improvement Authority (RQIA) and Northern Ireland Medical and Dental Training Agency (NIMDTA).

Patient voice - the Patient and Client Council and the External Lead Advisor, WHO Patients for Patient Safety.

The Director, Centre for Medical Education is a member of the DHSSPSNI Quality 2020 Implementation Group.

The Patient Safety curriculum content has been mapped to the WHO Patient Safety Curriculum.

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Phase 1

During Phase 1 students are introduced to the basic principles of Patient Safety. These include infection

control, safe disposal of clinical waste, effective communication and teamwork. The patient voice is incorporated into the programme through engagement with patients and relatives. Students learn about

medical errors as a consequence of system failures. Interprofessional learning opportunities with pharmacy students are used to introduce the principles of

safe prescribing with a particular focus on numerical calculations. Phase 2

Students learn about errors associated with decision making.

Phases 3 and 4 Further teaching about infection control. Colleagues from the RQIA teach students about the

importance of creating a culture which promotes patient safety and the significance of identifying and reporting errors. During clinical rotations teaching about patient safety is embedded as appropriate.

For example, safe prescribing, disposal of sharps and other clinical waste and the role of the

multidisciplinary team in patient safety. Phase 5

During Phase 5 students undertake a one week programme entitled Patient Safety. The aims of the Course are:

To produce safer doctors.

To improve patient care.

To empower students by providing them with knowledge, skills, behaviours and attitudes that

promotes excellence in clinical care and patient safety.

A highlight is the ‘ward based safety exercise’ that provides students with an opportunity to:

Experience applying clinical skills in a simulated ward environment

Receive feedback on their non-technical skill performance

Reflect on their performance and plan for changes in their future training.

During clinical attachments patient care and safety is emphasised by teaching staff. The duty of

candour – for students (Francis Report) is highlighted during the introduction to final year.

Other patient safety topics addressed include: themes from the Institute for Healthcare Improvement

– extra teaching on insulin prescription, the management of common medical emergencies , medicines governance, safe blood transfusion’, acute stroke management, radiography in emergencies , safe

antibiotic prescribing. Staff from the RQIA contribute to this programme.

During the Assistantship (9 weeks) patient safety is again reinforced; from 2016 onwards all students will have a week’s placement in General Practice where they learn the skills of good communication

between hospital and General Practice, especially safe communication of patients’ medication and drug

changes.

Also during the Assistantship students get a two day advanced patient safety course – with emphasis on Team Working (TOSCE). During the Assistantship the students are embedded in a ward with a ‘buddy’

F1 doctor. Under supervision they clerk in patients, learn and ‘practise’ under supervision IV fluid

prescription, medication prescription, use of antibiotics, new anticoagulants and the management of emergencies. They have the opportunity to perform the practical procedures in Tomorrow’s Doctors 2009 until competent. Pharmacists contribute to teaching about medication prescription. Phases 1 to 5

Students in all phases of the programme are required to complete a selected range of the on-line modules available on the Institute of Healthcare Improvement Web Site. Modules selected are

appropriate for students’ year of study. Students are required to include Certificates of Completion in

their portfolio. From January 2016 a Patient Safety Newsletter will be e-mailed to students on a regular basis. This

newsletter will include details about medical errors that arise frequently, recently reported errors and the safeguards introduced to minimise future patient safety mishaps.

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b) How do you ensure students understand why health-care professionals make errors? (see WHO patient safety curriculum guide Topic 5)

c) How does your curriculum cover the objectives and relevance of clinical risk management strategies in the workplace?

Quality Management – TD09 Domain 2 and Promoting

excellence theme 2

Question 2: We are interested in the nature of issues being raised as student complaints to the Office of the Independent Adjudicator (OIA) (England and Wales), the Scottish Public Services Ombudsman and the Visitorial scheme (Northern Ireland). Please provide details so that we can further understand the nature of

During Phase 1 a lecture delivered by a patient advocate who is also the External Lead Advisor, WHO Patients for Patient Safety highlights the consequences of error and also emphasises how

errors may occur in the clinical environment.

During Phase 2 students are taught about errors and biases in decision making.

Teaching delivered by staff from RQIA during Phases 3 and 4 highlights the factors likely to contribute to errors in the workplace and how these may be avoided.

The Patient Safety Programme during Phase 5 highlights specific aspects of error management, safe thinking, safe prescribing and safe and effective teamwork (with particular emphasis on

resuscitation). Staff from the Northern Ireland Safety Forum contribute to this teaching.

The final year Patient Safety Course covers the management of risk, error and the strategies (both

theoretical and practical) to mitigate error.

Human factors teaching and training is the central focus of the course. The following are the

specific and fundamental topics that are covered: • Teamwork

- leadership, communication, delegation, determining priorities • Communication

- making a referral, writing in the notes, task allocation

• An approach to the complex patient • An approach to the unstable patient

• What to do when a mistake occurs on the ward • Optimising performance in stressful time-critical situations

• Putting theory into safe and effective practice

A Governance and Quality Manger from Belfast Trust facilitates a session

focusing on good clinical practice and dealing with complaints.

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appeals to student ombudsman services, and learning from these cases can be shared more widely to increase awareness among medical schools.

a) During 2014-15 were there any investigations into student complaints by the OIA, the Scottish Public Services Ombudsman or Visitorial scheme in Northern Ireland concluded in relation to your medical school? [Information redacted]

b) What, if any, changes to policies or processes has your medical school implemented in response to investigations by the Office of the Independent Adjudicator, the Scottish Public Services Ombudsman or Visitorial scheme in Northern Ireland?

Equality, diversity and opportunity – TD09 domain 3 and

Promoting excellence theme 2

Question 3: It is important for medical schools to meet the equality and diversity requirements set out within TD09 and their replacement, ‘Promoting excellence’. Examples of how this is captured include analysis of admissions and student profile, progression, academic appeals, and fitness to practise data.

a) When you have found evidence of differences (e.g. in admissions, student profile or those listed above) on the basis of gender, ethnicity, socio-economic status or other characteristics, what actions have you taken to understand or address this difference?

[Information redacted]

Analysis of student progression data identified two cohorts of students at risk of failing to meet academic standards:

A) students who transfer to the third year of the programme from the International Medical

University (IMU)

B) students who fail an exam at the first attempt but pass the supplementary exam; students

in this cohort are more likely than their peers to fail an assessment during a subsequent

academic year.

A pilot remediation programme is being delivered during the 2015-2016 academic year for both of these cohorts. They will receive additional clinical skills training. Evaluation data from students

at the end of the academic year will be used to inform further development of this programme.

In addition students transferring to QUB from the IMU undertake a 3 week bridging programme

at the beginning of third year*. This programme is designed to facilitate the transition to QUB and includes an overview of key basic science and clinical skills covered during years one and two

of the QUB curriculum .

*the point of transfer to QUB

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b) Is there a formal process for appeals made to schools about decisions on reasonable adjustments? If so please provide details on how appeals are handled

Design and delivery of the curriculum including assessment – TD09 domain 5 and Promoting excellence

theme 5

Question 4: We are working on options for a UK Medical Licensing Assessment (UKMLA) which will be consulted on during 2016. We would like to ensure we have comprehensive and up to date information on when medical schools hold all components of their final assessments so we can understand how a UKMLA could fit in.

Please tell us when you hold each component of your final assessments, including re-sits by completing the following table. If you permit more than one opportunity to re-sit without repeating a year please include details in the relevant row below.

Assessment Term or equivalent Year of study

(penultimate or final

year)

Maximum number of re-sits (if

applicable)

Knowledge Semester 2 – mid-February

Final Year 1

First knowledge re-sit Semester 2 – late May Final Year 1

Second knowledge re-sit (if applicable)

Clinical Semester 2 – late

February

Final Year 1

First clinical re-sit Semester 2 – early June

Final Year 1

Second clinical re-sit (if applicable)

There is no formal process for appeal either at School or University level. In practice if a student

was not happy with the reasonable adjustment it would be reviewed in conjunction with QUB

Disability Services.

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Question 5: We would like to gain a greater understanding about how GMC ethical guidance is taught in medical schools and how we can support this. What is your

approach to teaching students about the professional standards expected of them including awareness of the GMC’s ethical guidance?

Teaching about ethics and the GMC ethical guidance is integrated vertically throughout the curriculum. Examples are provided below.

Phases 1 and 2

Students are introduced to core ethical principles during a series of lectures and tutorials. Ethical and legal topics covered include human rights, justice, consent and confidentiality. During the Family Attachment and Introductory Clinical Skills Programmes students learn about and observe ethical standards in clinical practice. During Phases 3 to 5 teaching about ethics is integrated into clinical attachment teaching. Some examples are provided below. ENT (Phase 3)

The ENT curriculum is a clinical attachment with the aims of promoting knowledge of ENT disorders and their treatment and the development of clinical skills for history taking and examination in relation to ENT. In common with all clinical attachments clinical patient interactions allow students to observe how clinicians put the GMC’s ethical guidance into practice. Learning by example is one of key ways in which good ethical practice is imparted to students. Students also have the opportunity to interview and examine patients and in these circumstances issues of confidentiality, dignity, autonomy, and respect have to be practised by the students themselves. Issues of professionalism are taught to students including being punctual, well presented, polite and how to interact with colleagues including peers, nursing staff and administrative staff. The core teaching emphasises the knowledge and skills required to treat ENT conditions so that students can comply with the duties of a doctor to maintain appropriate levels of knowledge and skill. OPHTHALMOLOGY (Phases 3 and 5)

1. During year three students view an on-line presentation 'Professionalism in Ophthalmology', which

raises some ethical issues around hypothetical ophthalmic cases

2. During the final year Patient Safety Programme students attend a session involving a simulated case

based on a patient losing the ability to see well enough to drive, and involves consideration of ethical

issues relating to the simulated patient's initial refusal to accept the medical advice concerning DVLA

guidance.

.Aging and Health (Phase 4)

1. During the introductory lecture to the Ageing and Health module, entitled ‘Assessment of the Elderly patient’, students are given detailed instructions on how to perform comprehensive geriatric assessment, in conjunction and with respect for their Allied Health Professional colleagues. This includes instruction on the professional standards expected of them when interacting with older people.

Students attend a seminar on ethical issues in elderly medicine. The students take part in role plays, followed by group discussion and feedback. There is also a lecture. It covers end of life care, withdrawal of feeding at end of life, personal autonomy, power of attorney, consent, respect and dignity, mental capacity and assessment of capacity, principles of beneficence, confidentiality, honesty and truth telling. This is all done in the setting of real life scenarios. GMC guidance on consent, confidentiality, withdrawing and withholding life prolonging treatment, and treatment and care towards the end of life are specifically referred to and used in this session.

2. During their clinical attachments on the elderly care wards students are expected to complete a personal reflection on an ethical dilemma they encounter and to consider the ethical principles related to the scenario.

General Practice (Phase 4)

During the General Practice module students attend a half day seminar on medical ethics, with a focus in a primary care context. This session aims to complement ethics teaching with other aspects of the Curriculum. The learning objectives for this session are

• analyse clinical situations in terms of ethical principles and recognise the ethical issues

• describe the main ethical theories and principles

• recognise the conflict between the various ethical principles and moral issues within various clinical

situations

• describe various moral arguments and understand the views of others

• demonstrate an awareness of one’s own moral values and an understanding of their basis

The session is delivered in a seminar format. There is a mixture of taught lectures, small group work and case based discussion. Prior to coming to the session students are asked to present an ethical dilemma that they may have encountered in clinical practice. Student have access to a number of key documents and reading materials online including GMC documents.

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Preparation for Practice and Assistantship (Phase 5)

During workplace learning opportunities students have an opportunity to consolidate learning and understanding of core ethical concepts including confidentiality, consent, truth telling and beneficence. Phases 1-5

As part of their portfolio work students are required to select a theme form Good Medical Practice for discussion when reflecting on clinical learning experiences. Phases 1,3 and 5

Staff from the GMC Office in Northern Ireland deliver presentations to students in the above phases of the programme focusing on ethics and professional behaviour.

Management of teaching, learning and assessment – TD09 Domain 7 and Promoting excellence theme 2 & 5

Question 6: New standards, ‘Promoting excellence’, covering all stages of medical education and training will come into force on 1 January 2016. To help us to support medical schools it would be helpful to know about any changes you need to make or challenges you have identified in relation to implementing the new standards.

Please provide us with details of any changes planned, areas under review and any challenges you have identified in relation to implementing the new standards

Curriculum Changes to Comply with QUB Strategy Phases 1 and 2 (years 1 and 2 of the programme) are currently under review. The review is being

undertaken to comply with a university requirement to remove end of Semester One summative assessments. A new Year 1 programme will be delivered from September 2016; a new Year 2

programme will commence in September 2017.

The overall content of years 1 and 2 will remain unchanged. The main changes to year 1 are: Re-aligning Semester 1 modules with semester 2 modules to create long thin modules.

The main changes to year 2 are:

Moving the 2 summative assessments currently scheduled for January to April/May.

For both years 1 and 2 students there will be an increase in the number of

in-course formative and summative assessments. It is anticipated that this will increase opportunities for feedback to students on performance.

Curriculum Changes to Phase Four

Following feedback from students and discussions with key teachers the duration of the Phase

Four Fractures clinical placement has been increased from 2 days to 4 days.

Curriculum Changes to Comply with “Promoting excellence”

R5.3 Point C “The opportunity to support and follow patients through their care pathway”. As healthcare delivery is re-structured and re-organised the Centre for Medical

Education will work closely with Hospital Trusts and GP Federations to ensure this standard is

delivered.

Theme 3 The role of Portfolio Mentors will be reviewed to strengthen and enhance the quality of education

support provided to students. Recent modifications to the scheme include the appointment of

designated student support leads for each year of the programme.

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Question 7: A small number of newly qualified doctors may complete an overseas GMC approved programme for provisionally registered doctors or the recognised F1 training year overseas. If this applies to your graduated students, we would like to know how you effectively quality manage these posts.

If none of your graduates go on to train overseas as described, please tick the box stating ‘No graduates continuing their training overseas’.

☒ No graduates continuing their training overseas

a) How do you ensure that overseas training provides suitable curriculum coverage and that doctors in training receive an appropriate level of clinical and educational supervision?

b) How do these doctors record their progression?

c) How do you ensure that doctors meet all of the required outcomes for the F1 year and are signed off in order to meet the requirements for full registration with the GMC?

N/A

N/A

N/A

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Section A2

The questions in Section A2 need only be answered if there have been changes since the MSAR you submitted in December 2014

Equality and diversity and opportunity – TD09 domain 3

and Promoting excellence theme 2

Question 8: It is important for medical schools to meet the equality and diversity requirements set out within TD09 and Promoting excellence. Examples of how this is captured include analysis of admissions and student profile, progression, academic appeals, and fitness to practise data.

☐ No changes to report

a) Briefly tell us if you have made any changes, in the academic year 2014/15, to the way you use evidence to monitor how you are meeting the equality and diversity requirements.

b) Do you have any examples of challenges you have had or actions you have taken to ensure fairness and equality in medical education and training (since your last submission).

c) Please include details of any changes you have made to the way students can access advice on reasonable adjustments and support in making sure agreed adjustments are implemented – including on placement.

d) Please provide us with details of any changes you have made since the last MSAR in relation to how the curriculum addresses providing appropriate healthcare and understanding health inequalities, particularly relating to people from lower socioeconomic backgrounds, lesbian gay bisexual or transgender people, and people with learning disabilities?

[Information redacted]

[Information redacted]

Improved advertising of Disability Services to increase awareness and encourage students to

make declarations about their disabilities. The quality of the information about reasonable adjustments for assessments has also been improved.

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Student Selection – TD09 domain 4 and Promoting

excellence theme 2

Question 9: Each year we ask you to check and update the flow charts showing, at a high level, the admissions processes you use at your school.

You will find the flowcharts you submitted for the 2014 MSAR in the Excel template tab ‘Annex A – Q9’.

Please let us know of any changes made to your process for student selection to any of your programmes by ticking the box below and updating the excel worksheet.

☐ Our student selection processes have changed

☒ No change to our selection processes

Design and delivery of the curriculum including assessment – TD09 domain 5 and Promoting excellence

Question 10: Please raise any issues you would like us to consider around the outcomes for graduates and practical procedures currently in TD09. Your input will make sure that medical school perspectives and knowledge are reflected and logged when we scope the case to review the outcomes.

Have any issues emerged since last year’s MSAR which suggest the GMC might consider revising the Outcomes for graduates and the associated list of practical procedures in which graduates must be competent?

Please describe the issues and the implications for the Outcomes for graduates and the list of practical procedures.

No changes have been made to teaching about health inequalities relating to people from lower socioeconomic backgrounds, lesbian gay bisexual or transgender people. Details about additional

teaching relating to people with disabilities is summarised below.

Phase 2 A video highlighting some of the issues encountered by healthcare professionals when interacting

with physical disabled patients was produced in collaboration with a physically disabled adult.

This resource is used as part of the Communication Skills Training Programme.

OPHTHALMOLOGY (Phase 3) A new session taken by an 'Eye Clinic Liaison Officer' on awareness of low vision has been

introduced to the module. This should improve the abilities of students to involve and engage both

patients and colleagues who have visual impairment.

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☒ No issues to raise

Question 11: Medical schools provided information in last year’s MSAR on how issues related to the care of dying people were covered in their programmes. Please provide an update if there have been any changes this year.

We have recently published an update to last year’s, ‘One chance to get it right report: Improving people’s experience of care in the last few days and hours of life’ setting out progress since last year: [One chance to get it right: one year on report].

Since the last return in 2014, have there been any changes in the way end of life care is taught at your school?

Please provide any examples of good practice that you would like to share with other schools.

☐ No changes

Ageing and Health (Phase 4)

As per last year, we continue to run a seminar on Ethical issues in old age. The format of this has changed to small group role playing, followed by group discussion and feedback, followed by

lecture based teaching on the ethical issues covered. End of life care is a central feature to one of

the role plays and we cover in detail the GMCs guidance on Withholding and Withdrawing Life prolonging treatments. The students get the opportunity to experience first-hand, in a role playing

scenario, how they might practically deal with ethical issues relating to end of life care, including communication with relatives.

We have also created an online resource with links to a range of open source materials. Examples of the resources available to students include: withholding life prolonging treatment,

how to assess capacity, legal issues relating to capacity, adult safeguarding, treating dementia

and end of life care.

Phase 3

A lecture about end of life care and dying patients was delivered to Phase 3 students during

their Introductory Week.

Phase 5

During the Assistantship students will be invited to complete a reflective entry in the Logbook

about their interaction with a patient receiving end of life care.

A lecture about palliative medicine and caring for the dying patient is included in the Phase 5 teaching programme.

General All references to the Liverpool Care Pathway have been removed from the curriculum.

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Question 12: Please tell us about any changes in the way your medical school handles the Prescribing Safety Assessment (PSA) since last year’s MSAR submission.

☒ No changes to report

a) Does your medical school require that its final year medical students take the PSA?

☐ Yes

☒ No

b) If so, is the PSA used formatively or summatively?

☒ Used formatively

☐ Used summatively

c) Please summarise the School’s position and intentions with regard to the PSA.

Support and development of students, teachers and the local faculty – TD09 domain 6 and Promoting excellence

theme 3

Question 13: Medical students should have access to career advice and opportunities to explore different careers in medicine.

We would like to know if there been any changes to how your school attempts to increase students’ attraction to specialties with particular recruitment challenges including general practice. Please provide any examples of good practice that you would like to share with other schools

The Medical School offers students the opportunity to take the PSA as part of a formative assessment process during final year. The medical school is aware that the GMC will be issuing

further guidance on the PSA. When this is made available the Centre for Medical Education will review the programme regulations for Phase Five.

The Centre for Medical Education runs an Annual Careers Fair. NIMDTA and all of the Royal

Colleges are invited to attend.

Medical Students at QUB recently established a General Practice Society, staff have supported this initiative and anticipate that it may increase awareness of General Practice as a specialty for

future graduates.

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Section B – Quality Management

Please answer all of the questions in this section.

To answer the questions below, please use the ‘Section B – Quality Management’ tab in the accompanying Excel spreadsheet

Question 14: We would like to know about any issues relating to student clinical supervision and patient safety. How do you address these issues, and what subsequent evaluation or monitoring is in place and current status.

This information will be cross-referenced with information we hold about postgraduate training delivered in the same LEPs to highlight areas of potential concern.

a) Have you identified, in the last academic year, any issues with clinical supervision (supervision by clinicians during clinical placements) within your Local Education Providers (LEPs) and if so what steps are you taking to resolve them?

No new issues have been identified. As reported in the 2014 MSAR third year students undertaking

General Medicine Placements at Causeway Hospital were removed from the Unit. Prior to the 2015-2016 academic year the Trust informed the Centre for Medical Education that staffing issues at the

hospital were still unresolved. The Trust agreed to move the students allocated to General Medicine

at Causeway to Antrim Area Hospital.

Medical schools should have systems to monitor the quality of teaching and facilities on placements. Your responses to this question will be cross-referenced to evidence gathered from postgraduate training and education.

No issues identified.

b) Please provide details of any concerns or areas of good practice identified during monitoring visits. Please include actions you have taken to address concerns or promote good practice.

No major concerns were identified.

The Sub-Dean from the South Eastern Trust has worked with a number of students as part of the 8 week Summer Studentship Programme to develop Quality Improvement

Projects.

We would like to hear about any instances of good practice. Please detail the relevant TD09 domain or Promoting excellence theme in your examples.

c) Please tell us about any innovations you are piloting or potential areas of good practice.

Providing a Patient Safety Newsletter for students.

During 2014-2015 a near Peer Teaching Programme was piloted in a number of hospitals during the final year Assistantship. Final year students were trained to deliver some clinical skills teaching to

third year students. Further work is planned for the 2015-2016 academic year.

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Section C

Please complete the information required in Section C – excel spreadsheet

Section C1 – Student Profile

Section C2 – Student Progression

Section C3 – Student Fitness to Practise

Section C4 - Placement

Thank you for completing the questions for the 2015 MSAR. The deadline for this return is the 8 January 2016; please ensure you have completed each of the following:

☒ Section A (Word) – MSAR qualitative questions

☒ Section B – Quality Management (Excel)

☒ Section C (Excel) – Worksheets

We want to make completing the MSAR as easy as possible, so if you need any help with completing this return, or have any suggestions, feel free to contact Joseph Sadowski or another member of the quality team on quality@gmc-uk.org or 020 7189 5327.