health education thames valley - oxford deanery representatives' handbook 2014 v1.pdf ·...

Health Education Thames Valley Lay Representatives’ Handbook

2014 Version 2.0

Editor: Tessa Candy, Quality Assurance Manager

Lay Representative’s Handbook, 2014 ii

Version Control

Original publication date October 2013

Interim review June 2014

Next review date October 2014

This is a controlled document. Whilst this document may be printed, the electronic version posted on the intranet, and copied to the internet, is the controlled copy. Any printed copies of this document are not controlled. As a controlled document, this document should not be saved onto local or network drives but should always be accessed from the intranet.

Acknowledgements This Handbook was first produced in 2013 to support the induction of a new team of Lay Representatives for medical and dental education, within Health Education Thames Valley. The Handbook was intended as a ‘work in progress’ and will be updated on a yearly basis. Acknowledgement must be made to Vicky Beal, Denise Best, Jane Bishop, Ruth Crawley, Lauren de Silva, Jane Exell, Barbara Gow, Ann Heath, Mairi Hills, Kathy Kavanagh, Chris Morris, Helen Scragg, Emily Thatcher, Branwen Thomas, and Tim Wiseman, for their valued contributions. August 2014

Lay Representative’s Handbook, 2014 iii

Contents

Section Page

Introduction to Health Education Thames Valley 1

HETV’s Leadership and Organisation Structure 3

Quality Assurance, Quality Management and Quality Control 5

The Role of the Lay Representative 12

Colleges and Faculties 15

Schools and Specialties 16

Medical and Dental Training 17

Trainee Assessment 20

Appendices:

1. Abbreviations and Acronyms 2. Medical Educators 3. Lay Representative’s Job Description 4. Example of a Lay Representative’s Report 5. Template for Lay Representatives’ Appraisal – January 2015 6. School Overviews 7. Contact Details and School Allocation 8. ARCP Outcomes 9. The New NHS – what it means for you

24 29 40 45 46 47 76 78 83

Lay Representative’s Handbook, 2014 1

Introduction to Health Education Thames Valley Health Education Thames Valley (HETV) exists to improve the quality of patient care through effective workforce planning, commissioning and delivering excellent education and training. HETV is one of 13 local education and training boards (LETBs) established in April as sub-committees of Health Education England (HEE). Health Education England has been created to help improve the quality of health and healthcare by ensuring that the NHS workforce nationally has the right numbers, skills, values and behaviours. HETV brings together the workforce planning, education and training commissioning roles of the former South Central Strategic Health Authority with Oxford Deanery postgraduate medical and dental education and training functions. We are responsible for developing people for health and healthcare throughout the NHS in Berkshire, Buckinghamshire, Milton Keynes and Oxfordshire. We do this through a partnership approach with higher education establishments, NHS trusts, local authorities, clinical commissioning groups, primary care, the independent and voluntary sector, patients and any other organisations with a stake in health in our area. The HETV website is www.thamesvalley.hee.nhs.uk. Our main corporate communications channels are via a monthly eBulletin to our internal and extended staff/partners. Every quarter, we publish the electronic Connections newsletter. We have a temporary corporate website within the national Health Education England site which can be accessed via: www.thamesvalley.hee.nhs.uk. This site is currently being redeveloped and a new site at the same address will be implemented from the new year. In addition, the Oxford Deanery (now a core function within HETV) continues to operate at: http://www.oxforddeanery.nhs.uk/. It will be discontinued but at present still contains relevant information. It is likely that it will become part of the corporate HETV site mentioned above. HETV’s Twitter account is: @HEThamesValley.

The HETV Vision To ensure the delivery of effective workforce planning and excellent education and training to develop a highly capable, flexible and motivated workforce that delivers improvements in health for the population of Thames Valley. The Board of Health Education Thames Valley believes that they have a unique opportunity to develop the workforce that the healthcare world of tomorrow needs in order to deliver safe and high quality care to patients and service users whatever the setting: the home, the high street pharmacy, the GP surgery, or in hospital.

http://www.thamesvalley.hee.nhs.uk/


http://www.oxforddeanery.nhs.uk/


• Population of around 2.3 million people • Nine NHS Trusts, 11 CCGs, 9 LAs, TV Area Team • Major contracts with 10 universities • Home to Oxford Medical School and HEIs & FEs • Collaboration and strong alignment with Oxford AHSN • 1,560 GPs and 438 practice nurses • 20,000 social care staff • Over 2,000 post-graduate medical education trainees • Around 4,000 students on other healthcare professional training programmes

at any one time • Host of the Thames Valley and Wessex Postgraduate Dental School • Host of the Thames Valley and Wessex Leadership Academy

Contact Details for HETV Thames Valley House Reception tel. 01865 785500 4630 Kingsgate Fax 01865 785501 Oxford Business Park South Oxford OX4 2SU A full list of abbreviations and acronyms can be found in Appendix 1, on page 24.


HETV’s Leadership and Organisation Structure The Board of Health Education Thames Valley is led by John Caldwell, the independent Chair, who was appointed in the summer of 2014. John has extensive board experience as director and chairman in limited liability partnerships, private and public companies, and hospital trusts. His experience in change management at many levels, from start-up companies to university, hospital and company mergers, will be invaluable to HETV in the coming year. Sandra Hatton, HETV’s Managing Director, took up post on 1 February 2013 and has put in place a new senior leadership team. This team brings together talented individuals from different NHS and public sector backgrounds with established postgraduate medical and dental leaders. The senior leadership team is focused on moving the organisation through establishment and authorisation to deliver the Board’s ambitions for the current and future workforce of Thames Valley. John Clark, Director of Education and Quality, is supported by our Shared Service Team providing us with workforce planning and strategy skills, education commissioning and quality. Andrew Hall, our Head of Finance, is supported by a shared Finance and Business Team. The management structure of HETV is detailed in the organogram below.


Director of Education & Quality

John Clark

(See separate Shared Services chart)

Health Education Thames Valley

Updated 05.08.14

PA

Vicky Beal

Management Support

Administrator x2

Carolyne Moss

tbc

Associate Dean

Revalidation

Andrew Cooney

Recruitment & Assessment

Administrator

Jerome Joseph

Head of Business and Operations

Janis Richards

GP Dean

Jill Edwards

Dental Business

Manager

Helen Scragg

GP School Manager

Barbara Gow

Office Manager

Sarah Hiscox

Course Co-ordinator &

PA

Elizabeth Imlah

Portfolio Administrator

Yemi Folarin

GP School

Administrator

Natasha Smith

Manager: Medical Educators

Ruth Crawley

Medical Education Support

Manager

Lauren de Silva

Foundation School

Administrator

Gemma Brown

Clinical Simulation Lead

Denise Greenspan (Line

Manager Fleur Kitsell)

Foundation School Programme

Manager

Ann Heath

Revalidation Manager

Lisa Edwards (WEF 01.09.14)

Specialty School Manager

Mairi Hills


Jane Bishop


Jane Exell


Administrator

Brenda Turner

Specialty Schools Management

Assistant

Jennifer Evans


Administrator

Jan Harris

Deputy Dean

Tony Jefferis

Associate Deans

John Derry- CDU

Amit Gupta-IMG

Rebecca Mather- LTFT

Jane Siddall- Educators

Peter Tun-SAS

Premila Webster-Public

Health

Chris Pugh (Academic

Affairs)

Heads of School

Rebecca Black

Vivian Addy

Anne Edwards

Jill Edwards

Helen Falcon

Margot Gosney

Ashok Handa

Bruce James

Sanjiv Manek

Jane Phillips-Hughes

Jeremy Noble

Chris Pugh

Peter Sargent

Peter Sebire

Simon Smith

Premila Webster

Careers Lead

CDU

Barbara Wallis

CDU Support

Manager

Phil Skeldon

Directors of Medical Education

GP Associate Directors

GP Programme

Directors

CPD Tutors

Associate Directors

Regional Advisors

DCP Tutors

Programme Directors

Dental Tutors

VT Advisors

Dental Technicians

Foundation School

Project Support Officer

Jonathan Ruffler

Dental Quality

Assurance Manager

Vacant

Dental Programme

Coordinator

Angela Evans

Dental Foundation

Programme Manager

George Fahey

Dental Administrator

Lauren May

Post based in Wessex

Quality Assurance Manager

Tessa Candy

GP Recruitment &

Assessment

Administrator

Heather Smith

Associate Foundation

Directors

Andrew Woodhouse Ram

Moorthy

Associate Dean

Quality

Chris Morris

Foundation School

Director/Associate Dean

Anne Edwards

Training Programme

Directors

Mgt Support

Administrator

Monika Lemanska

(Recruitment/

Educators)

Dental Administrator

Hollie Dalton

Post based in Wessex

Postgraduate Dental Dean

Helen Falcon

Managing Director

Sandra Hatton

Head of Finance

Andrew Hall

(See separate Shared Services chart)

Post Graduate Dean

Michael Bannon

PA

Rosemary Frith

Chair

John Caldwell

Corporate Governance Manager

Abigail Changer Head of Communications &

Stakeholder Engagement

Tim Wiseman

Dental Information

Analysis Officer

Vacant

COPDEND Secretariat

Manager

Gail Fletcher

COPDEND Secretariat

Administrator

Laura Stevens

Information

Management

Project Officer

Jenny Arthur (Line

Manager Ben

Fleat-Barrozo)

PA

Debbie Milne

Apprentice

Administrator

Holly Gannon

Interim Finance Manager

Deepak Gupta (temp)

Revalidation Management

Support Administrator

Harry Meacher

Asst DEQ- Quality &

Performance

Pauline Brown

Assoc Dean

Interdisciplinary Education

& Deputy DEQ

Zoe Scullard

Asst DEQ-Workforce &

Programme Delivery

Juliet Anderson

Senior Education and

Workforce Development

Manager

Elaine Bowden

Interim Finance Manager

Emma Fairman

Strategic Workforce Planner

Oluyinka Idowu

Business

Administrator

Yasmin Suleman


Quality Assurance, Quality Management and Quality Control

The General Medical Council The General Medical Council (GMC) registers doctors to practise medicine in the UK. Its purpose is to protect, promote and maintain the health and safety of the public by ensuring proper standards in the practice of medicine. The GMC website is http://www.gmc-uk.org/. The Law gives the GMC four main functions under the Medical Act 1983:

keeping up-to-date registers of qualified doctors fostering good medical practice promoting high standards of medical education and training dealing firmly and fairly with doctors whose fitness to practise is in doubt.

The GMC has assigned three levels of quality activity: quality assurance, quality management and quality control, as indicated on the GMC’s website at: http://www.gmc-uk.org/education/assuring_quality.asp. They are defined as follows:

quality assurance is the overarching activity under which both quality management and quality control sit. It includes all the policies, standards, systems and processes that are in place to maintain and improve the quality of medical education and training in the UK. This is the responsibility of the GMC and is based on their statutory remit.

quality management is the responsibility of medical schools and LETBs. It refers to the processes through which these bodies ensure that the training their medical students and trainee doctors are receiving from local education providers (LEPs), such as NHS trusts, meets the GMC’s standards.

LEPs are in turn responsible for quality control, i.e. ensuring that the education they are providing meets local, national and professional standards.

The General Medical Council, as the national regulator for medical education and training, requires LETBs to have a system which includes the use of external advisors and external input at key stages of specialty training. External advisors may be lay or professional. Health Education Thames Valley’s Lay Representatives will work across both medical and dental specialty training schools, alongside Heads of School, Training Programme Directors, Specialty School Managers and the Quality Management Committee. The GMC is responsible for the regulation of education and training throughout a doctor’s career, from medical school through the Foundation Programme and specialty training, including general practice training programmes, to continuing professional development. The GMC’s publication The Trainee Doctor integrates standards for specialty training with standards for training in the Foundation Programme. It also incorporates Standards for Deaneries. The Trainee Doctor (2011) can be found online at: http://www.gmc-uk.org/Trainee_Doctor.pdf_39274940.pdf. Figure 1 from the publication summarises the prescribed training routes for GP and specialty trainees.

http://www.gmc-uk.org/

http://www.gmc-uk.org/education/assuring_quality.asp

http://www.gmc-uk.org/Trainee_Doctor.pdf_39274940.pdf


Figure 1. Postgraduate medical training in the UK. The State of Medical Education and Practice in the UK, GMC: 2011.

Quality Management of Education and Training at HETV HETV has a multi-professional approach to quality management of education and training. HETV has established an Education Quality Assurance Board [EQAB]. EQAB is responsible for providing the HETV Board with assurance on all aspects of quality, including delivery, governance, education risk management, workforce governance, research and development, and regulatory standards of quality and safety. The aims of EQAB are:

to ensure the safety of learners, patients and their carers and families to ensure a positive learning experience to ensure effective learning experience to ensure value for money.

The Terms of Reference for EQAB can be found in HETV’s Quality Management Policy. HETV has a Quality Management Committee [QMC] which focuses on education and training within medical and dental specialties, and reports into EQAB. The QMC triangulates data from a range of sources which can be measured against GMC standards and used to bring about continuous improvement in education and training, as well as allowing the Committee to determine whether training is being delivered in accordance with the standards set out in The Trainee Doctor. The QMC is chaired by the Associate Dean for Quality, and is responsible for confirming the suitability of posts and programmes on behalf of the Postgraduate Dean. The QMC meets monthly, and uses an exception reporting approach, reviewing new concerns and progress against existing concerns. Sources of information include:


visits information from Trainees Annual Trust Reports externality Annual School Reports Autumn Quality Reviews.

Figure 2 provides an overview of the quality framework for postgraduate medical education and training in the UK. This framework provides the basis of Quality Management of postgraduate medical and dental education and training in HETV. This is pending the outcomes of work by the General Dental Council.

Figure 2. Quality framework for postgraduate medical and dental education. The remit of the QMC is to oversee continuous quality improvement for all postgraduate medical and dental training programmes to ensure that they meet GMC/GDC Regulator standards and domains. The QMC oversees the process of how issues and actions are addressed, managed and resolved, ensures timely reporting to the appropriate regulators and provides information and support to the HETV Board, the Quality Surveillance Group and the Local Area Team as required. The QMC:

receives, critically evaluates and approves, where appropriate, all Annual School Reports compiled by Heads of School, based on the Annual Trust Reports, and makes recommendations to the Postgraduate Dean about the continued suitability of posts and programmes

receives, critically evaluates and approves, where appropriate, the quantitative and qualitative data presented in the annual and interim reports from Schools and Trusts

identifies patterns and trends within the quality of training within Local Education Providers (LEP), Schools and across HETV

reviews, streamlines and strengthens QM processes

monitors progress to resolve all concerns and issues arising

oversees the management of: a. the schedule of visits to LEPS b. School and EQV reports,

and receives and reviews LEP responses to all visit requirements

Deaneries/LETB


signs off the Dean’s Return to the GMC and monitors the implementation of the action plan

provides timely feedback to educational providers

identifies and disseminates collated best practice across the Thames Valley.

GMC Recognition and Approval of Trainers GMC Recognition of Trainers Implementation Plan During 2012, the GMC held a consultation on the approval and recognition of trainers, which led to the publication of the Regulator’s Implementation Plan in August 2012. The statutory requirements for GMC approval of GP trainers (already implemented) remain in place, and in addition Postgraduate Deans will formally recognise medical trainers playing two specific roles:

named Educational Supervisors

named Clinical Supervisors. Undergraduate Schools will also be recognising equivalent roles within medical schools. To implement the arrangements locally, key responsibilities lie with two groups of organisations. In most cases, the recognised trainers will be managed by Local Education Providers (LEPs) such as NHS Trust hospitals. However, the lead responsibility for recognising trainers will lie with education organisers (EOs), i.e. medical schools for the undergraduate trainers and Postgraduate Deans for the postgraduate trainers. In practice, there will be substantial overlap between these two groups of trainers. The EOs will need to work together to share information and minimise inconvenience to the trainers concerned. The LEPs’ responsibilities cover the following:

identifying trainers currently in the roles requiring recognition and choosing recognised trainers to perform the roles

ensuring that sufficient trainers are in post and available to train

supporting trainers through job plans, appraisal and revalidation, support for training and development of trainers

taking remedial action where training is poor and remediation is not sufficient

mapping their arrangements against the seven areas of the Academy of Medical Educators (AoME) Framework for the Professional Development of Postgraduate Medical Supervisors and ensuring that the GMC standards are met

liaising with EOs in accordance with agreed arrangements e.g. on establishing databases of recognised trainers which can be accessed by both LEPs and EOs

being accountable for the use of the resources received to support medical education and training.

The responsibilities of the EOs include:

taking the lead role in recognising trainers, including establishing criteria and processes consistent with the GMC’s standards and requirements

reaching agreements with local education providers on respective roles and responsibilities

quality managing training arrangements at local education providers and their job planning for training in light of the GMC’s standards and the seven AoME areas

passing on information to the GMC about the GP trainers identified


reporting regularly to the GMC on the adequacy of the job planning at each LEP in their area and generally cooperating with quality assurance by the GMC.

The full GMC Implementation Plan is available as a downloadable pdf document at the following link: http://www.gmc-uk.org/Approving_trainers_implementation_plan_Aug_12.pdf_49544894.pdf. Since the release of the Implementation Plan, HETV has undertaken the following:

the writing and introduction of the HETV (formerly the Oxford Deanery’s) ‘Policy for Recognising and Approving Medical and Dental Trainers’, which defines the nature of (and differences between) the roles, the minimum training required for each role on a three-yearly basis, and appointment terms and process. This is downloadable from the Deanery’s website using the link below:

http://www.oxforddeanery.nhs.uk/pdf/Educational%20roles%20training%20policy1_Final.pdf.

the writing and circulation of a ‘Handbook / Field Guide for Supervisors’ to serve as a reference tool for supervisors to support them in their roles. This is available on the HETV website using the link below:

http://www.oxforddeanery.nhs.uk/pdf/Handbook_for_Clinical_Supervisors.pdf.

the collection of a preliminary data sets from Trusts, by means of six-monthly returns on their named clinical and educational supervisors via a spreadsheet that has been created by HETV, requesting name, GMC number, role and date on which each element of the required training was completed

a full and comprehensive programme of training for supervisors, which incorporates Educational Supervisor / Clinical Supervisor training, ARCP training and ‘Supporting the Trainee’ workshops, which are half-day classroom style sessions held in Trust Postgraduate Centres in the region. In addition, ES/CS training is available as an online resource for experienced supervisors. HETV regularly advises Trust Medical Education Managers as to who has attended training to allow them to update their returns. All training dates and information are available on the HETV website on the page below:

http://www.oxforddeanery.nhs.uk/educator_development_strategy/educator_training.aspx.

HETV issues certificates and further optional learning for some sessions

an online training resource for Training Programme Directors, which includes ARCP training that serves as the three-yearly update for their role as a supervisor

regular updates to the GMC on progress and how future progress towards full implementation in 2016 is being mapped

regular updates to the LETB Board on progress to date

attendance on national Data Group and Task and Finish Group meetings to assist knowledge sharing and obtaining national updates on progress.

Medical Educators HETV employs approximately 100 Medical Educators to support the delivery of medical education within Local Education Providers (usually Acute Trusts). These individuals are primary employees of the Trusts and are seconded into fixed term, part-time posts for HETV, for which they receive remuneration in the form of a fixed amount / part thereof for programmed activities (this is set according to the size of the School / training programme). The three main roles of Medical Educators are as:

http://www.gmc-uk.org/Approving_trainers_implementation_plan_Aug_12.pdf_49544894.pdf

http://www.oxforddeanery.nhs.uk/pdf/Educational%20roles%20training%20policy1_Final.pdf

http://www.oxforddeanery.nhs.uk/pdf/Handbook_for_Clinical_Supervisors.pdf

http://www.oxforddeanery.nhs.uk/educator_development_strategy/educator_training.aspx


Heads of School: they manage the strategic direction of the School, line manage the Specialty Training Programme Directors (see below) and report directly to the Postgraduate Dean. They are wholly a LETB (HETV) appointment.

Training Programme Directors: there is generally one TPD per specialty within a School and they manage the day-to-day activities of the training programme for all trainees within that specialty (this includes trainees based at different Trusts from that of the TPD). The TPD reports to the Head of School and is a LETB (HETV) appointment. The TPD liaises regularly with the Specialty School Manager at HETV.

Directors of Medical Education: they differ in that they are a joint appointment between the LETB (HETV) and the Trust and, as such, have a two-way reporting line to both the Postgraduate Dean and to the Medical Director of the Trust in which they are based. These roles are therefore advertised by the Trust as they oversee the strategic direction of education within the Trust. The remuneration is jointly funded by the Trust and HETV.

Further information regarding Medical Educators can be found in Appendix 2 on page 29.

Mandatory Training

Equality and Diversity Training Equality and diversity are at the heart of the NHS strategy. Investing in a diverse workforce enables the NHS to deliver a better service and improve patient care. Equality is about creating a fairer society where everyone has the opportunity to fulfil his or her potential. Diversity is about recognising and valuing difference in its broadest sense. The NHS Employers' equality and diversity team represents the views of NHS organisations on equality and diversity issues and also offers a broad range of advice, guidance, and practical support for Trusts. The Equality Act 2010 gives the UK a single Act of Parliament requiring equal treatment in access to employment, as well as private and public services, regardless of age, disability, gender reassignment, marriage or civil partnership, maternity or pregnancy, race, religion or belief, sex and sexual orientation. Equality and Diversity training will be completed by Lay Representatives through The National Skills Academy programme, which is found online at: https://corelearning.skillsforhealth.org.uk/local/sfhadmin/login/index.php. Additional training may also be given in HETV’s workshops for Lay Representatives.

Information Governance Training Information Governance (IG) ensures necessary safeguards for, and appropriate use of, patient and personal information. The website at: http://systems.hscic.gov.uk/infogov discusses the standards of practice relating to confidentiality of patient data. There are links to many aspects of governance, including NHS Codes of Practice, the Information Governance Assurance Framework and the Information Quality Assurance Programme. The website also offers access to the IG Toolkit, an online system which allows NHS organisations and partners to assess themselves against the Department of Health’s Information Governance policies and standards. Members of the public are able to view participating organisations’ IG Toolkit assessments.

https://corelearning.skillsforhealth.org.uk/local/sfhadmin/login/index.php

http://systems.hscic.gov.uk/infogov


Lay Representatives will complete IG training through The National Skills Academy programme, which is found online at: https://corelearning.skillsforhealth.org.uk/local/sfhadmin/login/index.php.

https://corelearning.skillsforhealth.org.uk/local/sfhadmin/login/index.php


The Role of the Lay Representative

Expectations

Lay Representatives are an integral part of HETV’s Quality meetings and review panels. A copy of the Lay Representatives’ Job Description can be found in Appendix 3 on page 40. The Quality Assurance Manger and Specialty School Managers would like Lay Representatives to be proactive and to provide feedback (both positive and negative) on the process to the panel on the day, as well as writing comments in their report afterwards. Panel members value and welcome Lay Representatives who will need to take an active part in the discussion. A specific role may be allocated to a Lay Representative on the day; for example, at ARCPs the Lay Representative may be asked to look at the multi-source feedback forms of trainees. The Chair of the meeting will discuss the tasks required of the Lay Representative. The role may vary depending on individual specialties. The Lay Representative should also discuss with the Chair of the meeting any specific requirements. He or she should liaise with the Specialty School Managers on the day so that they can clarify any uncertainties. The above is specific for the Specialty Programme teams; requirements may vary for the Schools of General Practice and Foundation.

Pre-meeting Paperwork

i. Board Meetings There may be a lot of paperwork sent to you by email. You are only required to print off the agenda and previous minutes. All other attachments will be available for you on the day. If you prefer, you can take a personal laptop to the meeting to access the paperwork. For Foundation School Board Meetings, all papers will be circulated in advance of meetings, and will be printed for you.

ii. ARCPs/RITAs For ARCP’s and RITA’s, the timetable will normally be sent out to you in advance of the date with details of the time the panel convene and the venue. Any other paperwork you may need will be available on the day.

iii. National Recruitment For national recruitment events, you will be emailed with the arrangements for the day, including the time the panel will convene and the venue. All other paperwork will be available on the day. This will include timetables and candidate application forms. For GP Recruitment it might be helpful for the Lay Representatives to attend the training session run for all those assessors taking part in the Stage 3 Assessment Centre.

iv. LAT Recruitment In the event of local LAT recruitment, the timetable will be emailed to you in advance of the interviews with details of the time the panel convene and venue.

v. School Visits All paperwork will be supplied by the relevant Head of School.

All of the above can vary across the Schools, so please check with your Specialty School Manager if you have any queries.


vi. Autumn School Reviews All paperwork will be supplied by the Quality Assurance Manager. This will include the Annual School Report, GMC Survey results and any additional evidence provided by the Head of School.

Chairing Meetings Chairing requirements can vary across the Schools. As a general guide you may be expected to chair interviews for local LAT recruitment and Academic Clinical Fellowship (ACF) posts [this is not applicable to General Practice]. National recruitment is chaired by the Head of School and/or Programme Director. The Lay Representative should:

be present at the interviewer briefing to answer questions and ensure processes are being followed correctly

observe all stations during the day, moving between them as they see fit to satisfy themselves that delivery of the process is in accordance with procedure

make notes throughout the day of any issues which could be contentious or lead to possible complaint

be present at the discussion of applicants and ensure that any issues noted which affect the assessment of applicants are raised at this juncture

at wash-up, contribute comments or observations when appropriate, particularly in respect of any issues which arose during the day regarding process

be present during moderation to offer a non-clinical judgement for areas important to the public, and to voice any concerns noted during interviews. This is primarily during the discussion of applicants but it may also be appropriate whilst calibrating scoring prior to interviews.

School Board meetings and Specialty Training Committees (STC’s) are chaired by the Head of School and/or Programme Director. The Lay Representative has, on occasion, been asked to chair the School Board meeting. ARCP/RITA panels are normally chaired by the Programme Director. In the School of General Practice panels are chaired by the Associate GP Dean who leads on Assessment for General Practice. Appeals Panels are chaired by the Associate Dean Representative.

Reporting

Following their attendance at a meeting the Lay Representative completes a report and submits it to the Quality Assurance Manager. The report is then logged and copied to the relevant Head of School and Specialty School Manager who are invited to respond to any comments made. The template for the Lay Representative’s Report can be found in Appendix 4 on page 45. In August each year, Lay Representatives are asked to write a summary report on a particular School or Schools. These reports draw together any common themes which can be observed from the individual meeting reports.


Annual Appraisal of Lay Representatives As part of their role, Lay Representatives will have an annual appraisal with the Associate Dean for Quality, which will include 360o feedback in the process. It is each Lay Representative’s responsibility to identify a minimum of ten people to approach for this feedback. They must include at least two Heads of School (HoS), two LETB managers, e.g. a Speciality School Manager (SSM), a member of the administration team and two Associate Deans. The appraisals will be conducted each January and supporting paperwork should be submitted two weeks prior to the appraisal. HETV will liaise directly with the Lay Representative to agree a mutually convenient date, and will advise on the completion of all relevant paperwork. Whilst the appraisals are intended to be primarily developmental in purpose and nature, where appropriate they will include a performance element. The template for the Lay Representative’s appraisal can be found in Appendix 5 on page 46.


Colleges and Faculties Colleges and Faculties, for example the Royal College of Anaesthetists, the College of Emergency Medicine, and the Faculty of Public Health, are professional bodies responsible for their specialty throughout the UK. Their role is to ensure the quality of patient care through the maintenance of standards of clinical practice, the development of specialty curricula, the setting of examinations, the advancement of research, and the continuing professional development of their members. LETBs, formerly the Postgraduate Deaneries, are responsible for implementing specialty training in accordance with GMC approved specialty curricula. Postgraduate Deans work with Colleges and Faculties and local healthcare providers to quality manage the delivery of postgraduate medical training to GMC standards. The standards that must be delivered are normally set out in educational contracts or Service Level Agreements between the LETBs and Local Educational Providers (LEPs). Through their Training Programme Directors, Postgraduate Deans are responsible for developing appropriate specialty training programmes across educational provider units that meet curriculum requirements. Further information can be found on the individual College and Faculty websites:

Anaesthetics: http://www.rcoa.ac.uk/ Dental Surgery: http://www.rcseng.ac.uk/fds Emergency Medicine: http://www.collemergencymed.ac.uk/ Foundation: http://www.foundationprogramme.nhs.uk General Practice: http://www.rcgp.org.uk/ Histopathology: http://www.rcpath.org/ Medicine: http://www.rcplondon.ac.uk/ Obstetrics & Gynaecology: http://www.rcog.org.uk/ Occupational Medicine: http://www.fom.ac.uk/ Ophthalmology: http://www.rcophth.ac.uk/ Paediatrics: http://www.rcpch.ac.uk/ Pharmacy: http://www.rpharms.com/ Psychiatry: http://www.rcpsych.ac.uk/ Public Health: http://www.fph.org.uk/ Radiology: http://www.rcr.ac.uk/ Surgery: http://www.rcseng.ac.uk/

anaesthetics:%20%09http://www.rcoa.ac.uk/

Dental%20Surgery:%20%09http:/www.rcseng.ac.uk/fds

Emergency%20Medicine:%09http:/www.collemergencymed.ac.uk/

http://www.foundationprogramme.nhs.uk/

General%20Practice:%20%09%09http:/www.rcgp.org.uk/

histopathology:%20%09http://www.rcpath.org/

medicine:%20%09http://www.rcplondon.ac.uk/

Obstetrics%20&%20Gynaecology:%09http:/www.rcog.org.uk/

Occupational%20Medicine:%20%09http:/www.fom.ac.uk/

ophthalmology:%09http://www.rcophth.ac.uk/

paediatrics:%20%09http://www.rcpch.ac.uk/

http://www.rpharms.com/home/home.asp

psychiatry:%20%09http://www.rcpsych.ac.uk/

Public%20Health:%20%09http:/www.fph.org.uk/

radiology:%20%09http://www.rcr.ac.uk/

surgery:%20%09http://www.rcseng.ac.uk/


Schools and Specialties Within HETV, medical and dental specialties are organised into ‘Schools’. There are 16 Schools, each of which has a Head of School, one or more Training Programme Directors, a Specialty School Manager, and a Recruitment and Assessment Administrator. Each School is aligned to the relevant College or Faculty. Trainees are appointed to posts and programmes within a specialty School, e.g. the School of Surgery or the School of Ophthalmology. In each case, the Head of School is supported by a Specialty School Manager and Recruitment and Assessment Administrator who facilitate the recruitment and assessment of trainees and keep their records up to date. The table below lists the 16 Schools within HETV. A summary of each School can be found in Appendix 6:

School Page

Anaesthetics 47

Emergency Medicine & ACCS 48

Dental 50

Foundation 53

General Practice 55

Histopathology 57

Medicine & Core Medical Training 58

Obstetrics & Gynaecology 61

Ophthalmology 62

OUCAGS 64

Paediatrics 66

Pharmacy 68

Psychiatry 70

Public Health 71

Radiology 73

Surgery 74

The Heads of Schools, Training Programme Directors, Programme Managers and Administrators and their contact details are given in Appendix 7 on page 76. The specialties for which each Specialty School Manager and Administrator are responsible are also listed. Lay Representative appointments are for a period of four years. The allocation of Lay Representatives to Schools is reviewed after a two-year period.


Medical and Dental Training ‘The Gold Guide’ (A Reference Guide for Postgraduate Specialty Training in the UK) is a reference manual for postgraduate medical training. It sets out the arrangements agreed by the four UK Health Departments for core and/or specialty training programmes. All doctors recruited into GMC-approved core and/or specialty training programmes are known as Specialty Trainees (STs or GPSTs for GP Specialty Trainees) in all years of their programme. Doctors who wish to enter specialty training, whether into core/specialty programmes or Fixed Term Specialty Training Appointments (FTSTAs) must apply in open competition. The fifth edition of ‘The Gold Guide’ (A Reference Guide for Postgraduate Specialty Training in the UK) was published in May 2014 and can be accessed online at: http://specialtytraining.hee.nhs.uk/.

Run-through Training There are two types of training programmes in specialty training:

‘Run-through’ training, where progression to the next level of training is automatic, so long as all the competency requirements are satisfied. Examples are: Obstetrics & Gynaecology, Paediatrics, Ophthalmology, Radiology, Public Health, Neurosurgery and ACF training (see below).

‘Uncoupled’ training programmes, where there are two years of core training (three in some specialties), followed by another open competition for higher training posts and progression to completion of training, provided all the competency requirements are satisfied. Examples are: Core Medicine, Core Surgery, Core Psychiatry, Anaesthetics, and ACCS.

HETV appoints to both run-through and uncoupled programmes each year through the national recruitment process.

Locum Appointment for Training (LAT) LATs are recruited to fill short-term gaps on the training programme, usually for a minimum of three months up to a 12-month period. Gaps occur due to trainees taking time out of programme, resignations, or for statutory reasons. LATs must enrol with the relevant College and the training can be counted in the future towards the Certificate of Completion of Training (CCT) or the Certificate confirming Eligibility for Specialist Training (CESR). LAT recruitment can only be undertaken via the national recruitment process. There are exceptions to this in some specialties and in these cases local recruitment is undertaken.

The Foundation School The Foundation Programme Reference Guide provides guidance to LETBs and Foundation Schools regarding the structures and systems required to support the delivery of the Foundation Programme Curriculum 2012 (the Curriculum). First published in 2005, the Operational Framework was revised in 2007 and 2009. The second edition, published in 2010, was renamed the Foundation Programme Reference Guide (the Reference Guide). The 2012 edition has been updated for 2014 and can be accessed online at: http://www.foundationprogramme.nhs.uk/download.asp?file=Fp_Curriculum_2012_updated_for_2014_WEB_FINAL.pdf.

http://specialtytraining.hee.nhs.uk/wp-content/uploads/sites/475/2013/10/A-Reference-Guide-for-Postgraduate-Specialty-Training-in-the-UK.pdf

http://www.foundationprogramme.nhs.uk/download.asp?file=Fp_Curriculum_2012_updated_for_2014_WEB_FINAL.pdf

http://www.foundationprogramme.nhs.uk/download.asp?file=Fp_Curriculum_2012_updated_for_2014_WEB_FINAL.pdf


There are four key objectives underpinning the Foundation Programme Reference Guide:

it applies across the UK

it sets out what is required to deliver the Curriculum

it provides guidance for LETB / Foundation School quality management

where appropriate, it is aligned to the Reference Guide for Postgraduate Specialty Training in the UK (The Gold Guide).

Academic Clinical Fellowships (ACF) The expected duration of an ACF training programme is three years. However, the actual duration depends on individual circumstances. The expected outcome of the Academic Clinical Fellowship is the preparation of a successful application for a research training fellowship or educational training programme leading to a higher degree, or, if applicable, a postdoctoral fellowship. In the event that the trainee is unsuccessful in obtaining a research training fellowship or a place on an educational training programme within three years, they will be allocated a place on a standard clinical training programme as long as they have achieved the necessary clinical competencies.

Out of Programme Experience (OOP) Time Out of Programme offers periods out of the training programme for Specialty Trainees to gain experience either overseas or in research. Time out for experience can only be considered once the trainee has been in post for a minimum of a year. It should be agreed well in advance and must be supported by the trainee’s Educational Supervisor, Training Programme Director, Head of School and the Postgraduate Dean. There are a number of circumstances in which a trainee may seek to spend time out of training. This may be in order to:

Train outside HETV in a particular specialty, towards CCT (OOPT)

gain additional clinical Experience, which will benefit the NHS as well as the individual (OOPE)

undertake a period of Research (OOPR)

have a Career break for well-founded reasons, e.g. short- or long-term illness, caring responsibilities (OOPC)

Act up as a Consultant: trainees in many specialties will gain a lot of experience by acting up in their final few months of specialty training. This can generally count for up to three months training and can usually only be undertaken in the last six months of specialty training (see individual College guidelines).

Inter-Deanery Transfers A national Inter-Deanery Transfer (IDT) process has been launched to support medical trainees who have had an unforeseen, significant change in circumstances since their appointment to training. ‘Significant change in circumstances’ relates to:

new personal disability as defined by the Equality Act 2010

a significant change to caring responsibilities

a significant change to parental responsibilities

a significant change to circumstances relating to a committed relationship.


Trainees applying for an Inter-Deanery Transfer are requested to complete an online application where they will be asked to confirm how and when their personal circumstances changed. Trainees will not be able to apply for a transfer within the first year of their programme and it should be recognised that transfers are not an entitlement. The timetable for transfer applications is given below. Full details of the procedure can be found at: http://specialtytraining.hee.nhs.uk/inter-deanery-transfers/.

Inter-Deanery Transfer Application Process

Month Stage Activity

Win

do

w 1

April 1 Advertisement placed and application e-portal opens

May

June 2

Applications processed or rejected on criterion of eligibility; applicants informed

Eligible applicants ranked

July 3 Applicants informed of outcomes

August

Application window closes from 1st August until October

(Trainees can visit the IDT website for information, check eligibility criteria and download supporting documents in preparation for next transfer window)

September

Win

do

w 2

October 1 Advertisement placed and application e-portal opens

November

December 2

Applications processed or rejected on criterion of eligibility; applicants informed

Eligible applicants ranked

January 3 Applicants informed of outcomes

February

Application window closes from 1st February until April

(Trainees can visit the IDT website for information, check eligibility criteria and download supporting documents in preparation for next transfer window)

April

http://specialtytraining.hee.nhs.uk/inter-deanery-transfers/


Trainee Assessment

Annual Review of Competence Progression (ARCP) The ARCP is a formal process which uses evidence gathered by the trainee, relating to his or her progress in the training programme. It should normally be undertaken on at least an annual basis for all trainees undergoing specialty training and will enable the trainee, the Postgraduate Dean and the employers to document that the competences required are being gained at an appropriate rate and through appropriate experience. The ARCP is conducted by a panel which has two objectives:

to consider and approve the adequacy of the evidence and documentation provided by the trainee, which at a minimum must consist of a review of the trainee’s portfolio through a structured report from the Educational Supervisor, documenting assessments (as required by the specialty curriculum) and achievements.

provided that adequate documentation has been presented, to make a judgement on the ARCP outcome. ARCP Outcomes are explained in Appendix 8 on page 78.

‘The Gold Guide’ (A Reference Guide for Postgraduate Specialty Training in the UK) sets out in detail the purpose, scope and conduct of ARCPs. It can be accessed online at: http://specialtytraining.hee.nhs.uk/. ‘The Orange Guide’ (A Guide to Specialist Registrar Training) is used for Specialist Registrars who are under the Record of In-Training Assessment (RITA) process. The ARCP process took over from the RITA process from August 2007, but there are still trainees who are assessed using the RITA process. The Orange Guide can be access online at: http://www.copmed.org.uk/page.php?page_id=15. Good practice in the conduct of ARCPs, as well as the role of Lay Representatives on the panels, is discussed in HETV’s Good Practice in the Annual review of Competence Progression (ARCP) in Oxford PGME Programmes, which can be accessed online at: http://www.oxforddeanery.nhs.uk/pdf/ARCP%20policy%2017%20March%202014v1spch.pdf

Revalidation

Every doctor who is fully registered with a licence to practise now needs to revalidate regularly, demonstrating that they are keeping up to date and practising safely. This includes doctors in Foundation Year Two and all of specialty training. Trainees revalidate through meeting the assessments and curriculum requirements of the training programme and participation in the ARCP/RITA process. Revalidation is the renewal of a licence to practise and is separate from fitness to practise, which would affect GMC registration. The role of the ARCP/RITA panel in revalidation is to confirm that there are no concerns which would affect the revalidation of the trainee, such as unresolved investigations, health or probity issues. This includes the whole scope of the trainee’s work, including locum work, voluntary work, etc. The Dean, as Responsible Officer, will make a revalidation recommendation based on the evidence presented from the ARCP/RITA panel. As a member of an ARCP/RITA panel, a Lay Representative will be giving particular guidance on the revalidation process.


http://www.copmed.org.uk/page.php?page_id=15

http://www.oxforddeanery.nhs.uk/pdf/ARCP%20policy%2017%20March%202014v1spch.pdf


The Responsible Officer Advisory Group (ROAG) was established in July 2013 to support the Postgraduate Dean in his role as Responsible Officer. The group has four objectives:

to screen and share concerns from a range of sources, including DMEs and Heads of Schools

to record and update information about action being taken within Schools and Trusts concerning individual trainees

to develop policies when it becomes clear that types of concern can be managed in a particular way

to review governance systems and processes. A Lay Representative is assigned to sit on this group, who is also the Lay Representative on the Medical Revalidation Panel for the Thames Valley Area Team. The Revalidation PGME Steering Group comprises internal and external stakeholders and meets bi-annually to provide strategic leadership and advice to the Revalidation Team. A paper produced by the Steering Group, in which all organisations agreed to support junior doctors by ensuring regular review with a Supervisor at least every 4–6 months, was approved by the HETV Board.

Annual Record of Competence Progression (ARCP) / Record of In-Training Assessment (RITA) Appeals Trainees who receive an ARCP Outcome 2, 7.2 or a RITA D can put in a request to have their ARCP or RITA outcome reviewed by a panel. The review panel will be a small panel that will comprise mainly members of the original ARCP or RITA panel, including a Lay Representative. Trainees who receive an ARCP Outcome 3, 7.3, 4 or a RITA E can appeal against the outcome issued to them by the ARCP or RITA panel. There are two steps involved in the appeal process. The Step One panel involves up to four members of the original ARCP or RITA panel (including a Lay Representative) who will discuss the outcome with the trainee in order to try to resolve any issues. If the trainee is not satisfied with the outcome of the Step One meeting they can appeal to have a Step Two meeting. The Step Two meeting comprises a completely new panel with members that were not involved in the issuing of the original ARCP or RITA. The Step Two panel meets with the trainee and reviews the evidence provided to decide if the outcome issued by the original ARCP panel was correct. A Lay Representative sits on this panel. Trainees must put their request in writing to the Postgraduate Dean to have a review or to make an appeal within ten working days from the date they were informed of their ARCP or RITA outcome. The ARCP review and appeal processes are discussed in HETV’s Good Practice in the Annual Review of Competence Progression (ARCP) in Oxford PGME Programmes, which can be accessed online at: http://www.oxforddeanery.nhs.uk/pdf/ARCP%20policy%2017%20March%202014v1spch.pdf

Further information on the review and appeal processes can be found in The Gold Guide: http://specialtytraining.hee.nhs.uk/

Review and appeal processes for trainees assessed under the RITA system are described in The Orange Guide: http://www.copmed.org.uk/page.php?page_id=15

http://www.oxforddeanery.nhs.uk/pdf/ARCP%20policy%2017%20March%202014v1spch.pdf


http://www.copmed.org.uk/page.php?page_id=15


Please note that the appeal process differs for General Practice and Foundation trainees. Information can be provided by the appropriate Specialty School Manager.

Diagrammatical Summary of Potential Review and Appeal Processes for ARCP Outcomes 2, 7.2, 3, 7.3 and 4, and RITA D and E

The Postgraduate Dean may arrange for a review of the original outcome for Outcomes 3, 4 or 7.3, where deemed necessary, before progressing to the formal appeal. Please refer to The Gold Guide (Fifth Edition), May 2014 (Paragraph 7.134).

Outcome 2 Outcome 7.2

RITA D

Review Meeting

No Appeal

Outcome 3 Outcome 7.3

RITA E

Outcome 4 No RITA

Equivalent

Formal Appeal Formal Appeal


Appendices


APPENDIX 1: Abbreviations and Acronyms

Acronym Full Title

ACCS Acute Care Common Stem

ACF Academic Clinical Fellow

ACL Academic Clinical Lecturer

AES Assigned Educational Supervisor

AFP Academic Foundation Programme

AHP Allied Health Professional

AHSC Academic Health Science Centres

AHSN Academic Health Science Networks

AIM Acute Internal Medicine

ALB Arm’s Length Body

ARCP Annual Review of Competence Progression

AUoA Academic Unit of Application

AUC Acting Up as a Consultant

BH Berkshire Healthcare NHS Foundation Trust

BHT Buckinghamshire Healthcare NHS Trust

BIU Bone Infection Unit

CAT Clinical Academic Training

CBD Case Based Discussion

CCG Clinical Commissioning Groups

CCST Certificate of Completion of Specialist Training

CCT Certificate of Completion of Training

CDU Career Development Unit

CESR Certificate confirming Eligibility for Specialist Training

CEGPR Certificate confirming Eligibility for GP Registration

CfWI Centre for Workforce Intelligence

CMT Core Medical Training

CNWL Central and North West London

COGPED Committee of General Practice Education Directors (GP Deans)

COPDEND Conference of Postgraduate Dental Deans and Directors of Education

COPMED Conference of Postgraduate Medical Education Deans

COT Consultation Observation Tool

CPD Continuing Professional Development

CPT Core Psychiatry Training

CQC Care Quality Commission

CRN Clinical Research Network

CS Clinical Supervisor

CST Core Surgical Training

CSTC Corporate Specialty Training Committee

CT Clinical Tutor


D&E Diabetes and Endocrinology

DF1 Dental Foundation year 1

DF2 Dental Foundation year 2

DH Department of Health

DME Director of Medical Education

DoH Department of Health

DOPs Directly Observed Procedure

DTC Diagnostic and Treatment Centre

E&D Equality & Diversity

EM Emergency Medicine

ENT Ear, Nose and Throat

EPM Educational Performance Measure

EQAB Education Quality Assurance Board

EQV Education Quality Visit

ES Educational Supervisor

EWTD European Working Time Directive

EWTR European Working Time Regulations

F1 Foundation Year 1

F2 Foundation Year 2

FE Further Education

FOI Freedom of Information

FOIA Freedom of Information Act

FP Foundation Programme

FPAS Foundation Programme Application System

FPL Foundation Programme Lead

FSB Foundation School Board

FSD Foundation School Director

FSM Foundation School Manager

FTP Foundation Training Programme

FTPD Foundation Training Programme Director

FTSTA Fixed Term Specialty Training Appointment

FTTA Fixed Term Training Appointment

GDC General Dental Council

GI Gastro-intestinal

GIM General Internal Medicine

GMC General Medical Council

GP General Practitioners

GPD General Practice Dean

GPhC General Pharmaceutical Council

GWH Great Western Hospitals NHS Trust

GS General Surgery

GUM Genito-urinary Medicine

H & WB Health and Well Being Boards

HE Health Education


HEE Health Education England

HEEAG Health Education England Advisory Group

HETV Health Education Thames Valley

HEW Health Education Wessex

HEI Higher Education Institution

HGH Horton General Hospital

HIEC Health Innovation Education Clusters

HoS Head of School

HWPH Heatherwood and Wexham Park Hospitals

ICM Intensive Care Medicine

IDT Inter Deanery Transfer

IFST Inter Foundation School Transfer

IG Information Governance

IMG International Medical Graduate

ISCP Intercollegiate Surgical Curriculum Programme

ISTC Independent Sector Treatment Centre

ITR Interim Training Review

JCPTGP Joint Committee on Postgraduate Training in General Practice

JR John Radcliffe Hospital

KPI Key Performance Indicator

LA Local Authority

LAS Locum Appointment for Service

LAT Local Area Team

LAT Locum Appointment for Training

LDA Learning and Development Agreement

LEP Local Education Provider

LETB Local Education and Training Board

LR Lay Representative

LTC Long Term Condition

LTFTT Less Than Full Time Trainees

MADEL Medical and Dental Education Levy

MAP Membership by Assessment of Performance

MEM Medical Education Manager

Mini PAT Mini Peer Assessment Tool

Mini-CEX Mini Clinical Evaluation Exercises

MKH Milton Keynes Hospital

MOU Memorandum of Understanding

MPAB Multi-Professional Advisory Body

MPET Multi Professional Education and Training

MSF Multi Source Feedback

MTAS Medical Training Applications Service

NESC NHS Education South Central

NMET Non Medical Education and Training

NICE National Institute for Health and Care Excellence


NIHR National Institute for Health Research

NOC Nuffield Orthopaedic Centre

NSR Next Stage Review

NTS National Training Survey

O&G Obstetrics and Gynaecology

OMFS Oral and Maxillofacial Surgery

OOPE Out of Programme Experience

OOPT Out of Programme Training

OOPC Out of Programme Career Break

OOPR Out of Programme Research

OH Oxford Health NHS Foundation Trust

OUCAGS Oxford University Clinical Academic Graduate School

OUH Oxford University Hospitals NHS Trust

PAF Patient Advisory Forum

PC Partnership Council

PCT Primary Care Trust (now changing)

PDP Personal Development Plan

PFI Private Finance Initiative

PGMDE Post Graduate Medical and Dental Education

PH Public Health

PMETB Postgraduate Medical Education and Training Board

POG Period of Grace

PSQ Patient Satisfaction Questionnaire

PYA Penultimate Year Assessment

QAFP Quality Assurance of the Foundation Programme

QC Quality Control / Queen’s Counsel

QMC Quality Management Committee

QPA Quality Practice Award

QTD Quality Team Development

RBH Royal Berkshire Hospital NHS Foundation Trust

RA Regional Advisor

RITA Record of In-Training Assessment

ROAG Responsible Officer Advisory Group

RSG Revalidation Steering Group

SAC Specialty Advisory Committee

SAS Staff Grade and Associate Specialist

SDU Service Delivery Unit

SEA Significant Event Analysis

SEU Surgical Emergency Unit

SFP Staff Partnership Forum

SHA Strategic Health Authority

SI Serious Incident

SID Strategic Intent Document

SIFT Service Increment For Teaching


SJT Situational Judgement Test

SLE Specific Learning Event

SLT Senior Leadership Team

SMH Stoke Mandeville Hospital

SoE South of England

SpR Specialist Registrar

ST Specialty Trainee

STC Specialty Training Committee

SUI Serious Untoward Incident

T&O Trauma and Orthopaedics

TAB Team Assessment of Behaviour

TAC Trainee Advisory Committee

TOFP Time Out of Foundation Programme

TOI Transfer Of Information

TPD Training Programme Director

TSC Trainee Selected Component

UKFPO United Kingdom Foundation Programme Office

UoA Unit of Application

VTS Vocational Training Scheme

WPBA Workplace Based Assessment

WYC Wycombe General Hospital


APPENDIX 2: Medical Educators All Medical Educator appointment terms are for three years, with a possible extension of a further two years after an appropriate annual appraisal has taken place. After five years, the postholder must step down from the role and the position is advertised. The postholder may reapply for the role if they wish to continue in post but this will be against competition as part of the recruitment process, and they will be interviewed against other suitable applicants. Similarly, any postholder may resign from the role at any point, giving three months’ notice in writing to the line manager and copying in the Medical Educators’ Manager at HETV. The transition into Health Education England has resulted in a comprehensive review of the Educator appointments process and policy, including the method of advertising and panel membership. Currently, advertising is done via targeted email to all educational supervisors within a specialty, with applications being sent via email to the Medical Educators’ Manager by a specified closing date. The intention is to move this advertising onto NHS Jobs but educator appointments will continue to be advertised via targeted email until NHS Jobs is used. Shortlisting is completed by the appointing manager (e.g. the Head of School for TPD roles) and interviews are arranged. Depending on the educator role being appointed, the panel will include:

the appointing manager

an external representative (from another LETB or a College representative from outside the LETB)

an HETV Associate Dean

a Trust representative

a non-clinical representative from HETV (usually the Head of Business and Operations).

Interviews take place in accordance with HEE policy whereby panel members sign to confirm they have undertaken Equality and Diversity training, agree to adhere to confidentiality clauses and confirm that they will declare any conflicts of interest. Scoring of applicants takes place to allow a decision to be made on an appointable applicant that all panel members agree with. From time to time, Lay Representatives will be asked to sit on Educator Appointment Panels to quality assure the appointments process and to provide a report highlighting areas of best practice and suggesting areas of improvement. Lay Representatives will be approached by the Medical Educators’ Manager to provide this support. The document Tomorrow’s People, Today: Workforce Development Strategy 2013–2025 sets out HETV’s vision for education, training and development of the healthcare workforce. It can be accessed online at: http://thamesvalley.hee.nhs.uk/files/2013/07/HETV-Workforce-Development-Strategy-2013-25.pdf.

Educator Appointment Policies These policies are currently under review and new versions will be available in due course.

http://thamesvalley.hee.nhs.uk/files/2013/07/HETV-Workforce-Development-Strategy-2013-25.pdf

http://thamesvalley.hee.nhs.uk/files/2013/07/HETV-Workforce-Development-Strategy-2013-25.pdf


Sample Job Descriptions

1 Head of School JOB DESCRIPTION

Job Title: Head of Postgraduate School of xxx Department: Health Education Thames Valley (HETV) Band: xx PAs (Consultant scale) initially on a three-year contract Responsible to: Postgraduate Dean BACKGROUND

From April 2013 Local Education and Training Boards (LETBs) have taken on the responsibility for workforce planning and development, and education and training of the healthcare and public health workforce. Thames Valley LETB is one of 14 LETBs across the country which form part of Health Education England (HEE) and is named Health Education Thames Valley. LETBs are made up of representatives from local providers of NHS services and cover the whole of England. The Department of PGMDE manages Postgraduate Medical and Dental Education and Training for both primary and secondary care across the health communities of Berkshire, Buckinghamshire and Oxfordshire – totalling around 2,300 doctors in training at any one time. The integrity of the Oxford PGMDE as a unit of application for recruitment to training grades and the training rotations is maintained through a Service Level Agreement. Health Education Thames Valley PGMDE implements national policy on behalf of the Department of Health, Director of Medical Education and Medical Education England, and develops and manages programmes for medical training according to the statutory standards set by the General Medical Council (GMC). The Department of PGMDE has responsibility for establishing and maintaining quality management systems for all posts and programmes, as required by the GMC. JOB SUMMARY

to provide strategic leadership for the development of the Postgraduate School of XXXX as an organisation that provides and coordinates high quality education and training leading to fit-for-purpose XXXX

to implement faculty development, appraisal and assessment within XXXX training

to ensure that appropriate monitoring processes are in place in order to advise HETV/PGMDE of the quality of posts and programmes

to maximise the quality of training and education by working in partnership with other educational bodies including Health Education Thames Valley, HEE, Medical Sciences Division (University of Oxford), local Trusts, Royal Colleges (and their Faculties) and the GMC.

KEY RELATIONSHIPS

Postgraduate Dean, HETV Associate Deans, HETV HETV Head of Business and Operations Programme Managers and other HETV staff Heads of other Postgraduate Schools College Adviser / Programme Directors / Specialty Representatives


Relevant Trust personnel, including DMEs, College Tutors, Educational Supervisors and Postgraduate Education Centre staff Health Education England personnel External organisations including Royal Colleges, PMETB, GMC and MMC, as appropriate KEY RESULT AREAS / RESPONSIBILITIES

overall delivery of the XXXX training programmes, including delivery and implementation of the curriculum, in accordance with standards set by the GMC and College

ensuring appropriate quality assurance and educational governance of training programmes and learning environments in liaison with the Postgraduate Dean or deputy

supporting and contributing to the selection and recruitment processes of both trainees and educators

ensuring that the assessment of trainees across all medical training programmes is robust and fair

be responsible for the development and performance of all Programme Directors in the management of cost effective and high quality training programmes

chairing the School Board

developing and implementing strategy as agreed by the Board

responding to GMC requests for information and ensuring that any GMC recommendations are carried out

providing an Annual Report to the Postgraduate Dean, evidenced by reports to the School Board

attendance at regional and national speciality meetings, as required representing the Postgraduate School of XXX nationally, as appropriate

contributing to effective communication within Health Education Thames Valley as well as with the wider educational network and other stakeholders

in keeping with the overall vision of Health Education Thames Valley, to undertake a multi-professional approach where appropriate.

Note: This is not an exhaustive list of roles and responsibilities and new roles will evolve as the school develops.

Objectives

Specific objectives for the postholder will be agreed through the process of individual performance reviews. To promote flexibility, responsiveness and development, the responsibilities and accountabilities of this post may change as determined by the Postgraduate Dean.

Status of the Job Description

The job description is an interpretation of the proposed responsibilities of the post at the time of writing and does not form part of the contract of employment. The job and priorities for action will be shaped in discussion between the postholder and his/her line manager.

Corporate Governance

The postholder must at all times act honestly and openly and comply with relevant corporate governance requirements, employment legislation, standards of business conduct, codes of openness and accountability.


Equal Opportunities

The postholder must comply with and promote equal opportunities and, accordingly, must avoid any behaviour which discriminates against colleagues, potential employees, patients or other stakeholders on the grounds of sex, marital status, sexual orientation, age, race, colour, nationality, ethnic or national origin, religion, political opinion, trade union membership or disability. PERSON SPECIFICATION

JOB TITLE: Head of Postgraduate School of XXX DEPARTMENT: Health Education Thames Valley BAND: Consultant Scale

Specification Essential Desirable

Professional Qualifications, Education and Training

Primary medical qualification

Membership/Fellowship of a Royal College On the Specialist Register

University Higher Degree

Educational qualification

Experience Experience of educational leadership and innovation or managing a multi- professional team

Knowledge of the organisation of PG education especially MMC, as well as recent developments in medical education

Experience of working with doctors in training in an educational context

Skills, Abilities & Knowledge

Demonstrated leadership, ability to influence and motivate others

A strong sense of vision and prepared to innovate

Willingness to embrace change

Strong interpersonal communication, written and presentational skills

Ability to quickly establish professional credibility

Problem solving and objectivity

Excellent organisational and time management skills

Awareness of healthcare workforce issues

Team player

Specific Aptitudes and Abilities:

Problem solving

Good organisational skills

Professional manner and approach

Positive, optimistic attitude

Strong sense of vision and the ability to innovate

Personal integrity


2 Director of Medical Education for a Trust

DIRECTOR OF MEDICAL EDUCATION XXX NHS TRUST Job Description

Professionally Accountable to: Medical Director Postgraduate Dean (for Deanery matters)

Managerially Accountable to: Medical Director Postgraduate Dean (for Deanery matters)

CRB: Enhanced Disclosure Job Summary:

The Director of Medical Education (DME) provides:

support for the management and delivery of postgraduate medical education

strong visible leadership and strategic direction for postgraduate medical education

liaison with the LETB, Royal Colleges and GMC

leadership to Clinical Tutors, Foundation Programme Directors, SAS Tutor, Undergraduate Tutor, Specialty Tutors and Educational Supervisors

support to the Director of Human Resources & Organisation Development in developing effective medical workforce plans

support to the Director of Human Resources & Associate Director of Education, Learning & Development to ensure the smooth running of the Education Centres.

Responsible for:

development of Trust framework for postgraduate medical education

appropriate governance of medical education at postgraduate level

support for Clinical Tutors and Specialty Tutors

advice and support to Trust Management Committee (TMC) on matters relating to postgraduate medical education, in collaboration with the Medical Director

relationships with the LETB and Royal Colleges

quality monitoring of medical education and training

ensuring that the Trust’s response following educational inspection visits is coordinated and timely

working with the Medical Director, Director of Human Resources and Associate Director of Education, Learning & Development to report on the quality of training and to design key performance indicators.

Key Areas:

The DME will:

chair the Medical Education Committee (2 weekly)

chair the Postgraduate Medical Education Committee meeting (quarterly)

attend and support regional DME meetings (quarterly)

support regional representation of DMEs at national level

support one or more of the LETB school boards (annually)

oversee trainees in difficulty

Note: This is a Trust-driven appointment and the job description is agreed by the Trust and HETV,

hence the job description will vary from Trust to Trust.


organise trainee induction

supply quality assurance documentation and reports as required by the LETB / GMC or Trust Board

attend Trust Management Committee on request for relevant agenda items

develop managerial training for trainees

develop leadership training for trainees

develop and enhance relationship with local primary care training

oversee simulation training for trainees

develop policy and processes around revalidation/reaccreditation for trainees

support workforce planning within the Trust where it affects training and trainees

in conjunction with educational support staff and HR, oversee budget for medical education and educational centres.

Key Relationships:

Maintain good working relations with:

Medical Director Director of Human Resources Associate Director of Human Resources Associate Director of Education, Learning & Development Associate Clinical Tutor(s) Education Centre Managers Postgraduate Dean Royal Colleges. Educational Governance:

familiarity with the principles in GMC guidance on medical education (the new doctor, the early years and the doctor as teacher)

responsibility for communication and implementation of LETB policies

monitor quality of postgraduate medical education, including induction, educational supervision, appraisal and assessment of doctors in training. This includes working with the Director of Human Resources & Organisation Development on monitoring reports for TMC and other committees

support and advise doctors in training and educational supervisors when problems arise relating to conduct or capability

take action when necessary following feedback from doctors in training (including GMC surveys) and inspection visits by the LETB and Royal Colleges

support the LETB and Trust in delivery of revalidation plans for training grade doctors

work with consultants, clinical directors, specialty tutors, nurses and midwives to develop a high quality teaching and training environment for doctors in training.

Personal Development:

meet regularly with the Medical Director

good communication with Postgraduate Dean and LETB

attendance at LETB / Royal College / other learning/development opportunities

keep up to date with current approved teaching/learning methods. Other Duties:

The post holder will be required to undertake any other duties according to the needs of the service. This job description is not intended to be an exhaustive list of activities, but rather an outline of the main areas of responsibility. Any reasonable changes will be discussed and agreed with the postholder before any variations to the job description are made.


Conflict of Interest:

The Trust is responsible for ensuring that the service provided for patients in its care meets the highest standard. Equally, it is responsible for ensuring that staff do not abuse their official position for personal gain or to benefit family or friends. The Trust’s Standing Orders require any officer to declare any interest, direct or indirect, with contracts involving the Trust. Staff are not allowed to further their private interests in the course of their NHS duties. Health & Safety at Work Act:

The postholder is required to take responsible care for the health and safety of him/herself and other persons who may be affected by his/her acts or omissions at work. The postholder is also required to co-operate with XXX NHS Trust to ensure that statutory and departmental safety regulations are adhered to. Confidentiality:

The postholder has a responsibility to comply with the Data Protection Act 1998 and the Code of Practice on Confidentiality and Data Protection. Diversity and Equal Opportunities:

The Trust welcomes all persons without regard to age, ethnic, or national origin, gender or sexual orientation, religion, lifestyle, presenting illness, marital or parental status, or disability. We aim to provide a non-judgmental service at all times. Managing risk: maintaining skills and learning from problems:

Reducing risk is everyone's responsibility. All staff in the Trust must attend training identified by their manager, or stated by the Trust to be mandatory. The Trust uses risk assessments to predict and control risk, and the incident reporting system to learn from mistakes and near misses and so improve services for patients and staff. All staff are expected to become familiar with these systems and use them.

The Trust has designated the prevention and control of infection as a core issue in the organisation’s clinical governance, managing risk and patient safety programmes. In consequence, all employees are expected to:

i. Follow consistently high standards of infection control practice, especially with reference to hand hygiene and aseptic techniques

ii. Be aware of Trust infection control guidelines and procedures relevant to their work. Freedom of Information:

The postholder must be aware that any information held by the Trust in theory could be requested by the public, including emails and minutes of meetings. It is therefore essential that records are accurately recorded and maintained in accordance with the Trust's policies. Travel to other sites:

You may be required to travel to other Trust locations. Please complete the travel expenses form. Details of allowances can be obtained from the Human Resources Department. Smoking Statement:

The Trust is a NO SMOKING environment. Smoking in all areas of the building and premises is prohibited. Please observe and comply with any notices seen in or around Trust premises. ADDITIONAL INFORMATION This job description is not exhaustive and will be subject to periodic review in association with the postholder.


3 Training Programme Director, XXX Specialty

Job Brief – Training Programme Director – XXX Specialty Health Education Thames Valley, School of XXX This Training Programme Director post attracts XX Programmed Activities weekly and offers a varied role within Health Education Thames Valley School of XXX, covering XXX specialty training across the Thames Valley region. The postholder will work closely with and be accountable to the Head of the HETV School of XXX and ultimately to the Postgraduate Dean. As for all LETB officers, the postholder is required to adhere to the processes under which the LETB operates, and fulfil LETB requirements. 1 The postholder will be responsible for the following:

ensuring that Educational Supervisors (ES) possess, or have a timetable to obtain, all relevant training

ensuring that all trainees provide receipts of completion of the GMC Trainee Survey at their ARCP/RITA. When required, distribute paper copies of HETV Annual Trainee Surveys

ensuring that the Specialty Training Committee (STC) continues to be fully representative of all ESs within HETV

ensure that speciality teaching ‘maps across’ to the specialty Curriculum for the specialty

ensuring that trainees who are dual accrediting in the speciality achieve required specialty competencies including attendance at specialty teaching

organise (with HETV) and be familiar with the trainee selection process (notifying HETV of vacancies for recruitment and ensuring training capacity is not exceeded)

organise trainee rotations in conjunction with STC and notifying the HETV Programme Manager at least 7 weeks in advance

supervise, take responsibility for, and monitor competence acquisition and recording by trainees, notably through the use of e-Portfolio and paper portfolio (for pre-2007 trainees) [see Section 2]

deal with Trainees in Difficulty in conjunction with the School of XXX and the HETV Career Development Unit, in line with HETV Policy

manage OOPE/R to the advantage of trainees and Trusts

work with and support HETV to coordinate Inter-Deanery Transfers (IDT); conduct entrance interviews (with ES) on all incoming IDT trainees in the specialty to assess their specific training needs

Quality Management: supply Annual Reports in required form to the School of XXX

ARCPs/RITAs – run these and be familiar with process and rules. Ensure that the composition of an ARCP panel conforms with statutory and HETV requirements

attend ARCP and Revalidation Training at the frequency required by HETV

represent the specialty in the Thames Valley region on the specialty’s Specialty Advisory Committee (SAC) and implement in this region the requirements of the SAC. Attend SAC meetings

attend twice yearly School Board meetings

act as an external advisor for other LETBs’ ARCPs when required (currently London, once a year).


The incumbent must also ensure effective communication with the Programme Manager of the speciality and with all other interested parties, including OUCAGS. 2 e-Portfolio Enquiries The Training Programme Director [XXX specialty] will assist with periodic queries from specialty trainees. The postholder will be familiar with completion and review of e-Portfolio, in contact with those who are responsible for e-Portfolio at HETV and at the relevant College, and will know how to arrange for a trainee to be enrolled on e-Portfolio. S/he will also, if the need arises, help Educational Supervisors to gain access to e-Portfolio. 3 Liaison with College Tutors The Training Programme Director will liaise with College Tutors in each Trust to ensure that teaching of XXX specialty trainees who are dual accrediting in other specialties follow the required Curriculum. 5 Appraisal and Reappointment Training will be offered in aspects of the role with which the appointee is not familiar. The postholder will have an annual appraisal with the Head of School. The appointment will be for a period of 3 years in the first instance.

Person specification JOB TITLE Training Programme Director – HETV School of XXX

FACTOR CRITERIA

HOW INFORMATION WILL BE OBTAINED

ESSENTIAL DESIRABLE

1. ATTAINMENTS (General and Higher education, Professional / Management Training, Relevant Experience, etc)

1. GMC Full Registration 2. Name on Speciality

Register of GMC 3. Proven organisational

ability 4. Consultant with a

minimum of 5 PA clinical contract with the organisation

Minimum of 3 years experience as an Educational Supervisor or 2 years in a senior clinical management role (e.g. lead clinician for a speciality)

Minimum of 5 years experience as a Consultant,

Appointment to a senior medical education role, e.g. Postgraduate Clinical Tutor, Royal College Adviser, Speciality / College Tutor.

Postgraduate qualification in Education or higher degree (MD, PhD)

Application


2. KNOWLEDGE & INTERESTS

Knowledge of current management structures in medical education and awareness of recent changes in the delivery of medical education, nationally and locally Interest and enthusiasm for improving the delivery of medical training and Continuing Professional Development Knowledge and experience of workplace- based assessment methods

Evidence of relevant research and/or publications. Evidence of experience at strategic level of national and/or international education organisations

Interview / Presentation Interview

3. SPECIAL APTITUDES

Evidence of ability to work with other consultants in a team and to organise and manage the work of others Effective leadership and communication skills. Ability to motivate and develop others. Approachability. Good interpersonal skills Evidence of delivering effective teaching sessions/tutorials Ability to manage change. Evidence of personal development in medical education Ability to meet the travel requirements of the post, including access to a car on appointment

Evidence of supporting trainers and trainees Understand use of IT in education Evidence of successful delivery of training strategy/ programmes Evidence of working with other specialities and professions. Evidence of audit/research in medical education

Interview Interview / presentation Interview Interview Interview / Portfolio

4. PHYSICAL REQUIREMENTS

(General Health, Eyesight, Build and Cleanliness, etc)

Health Standards Applicable: Doctor Acceptable attendance record

Occupational Health Assessment / Application / Interview / Referee / Report

5. SPECIAL CIRCUMSTANCES

N/A


APPLICANTS PLEASE NOTE: Shortlisting will be carried out on the basis of the shortlisting criteria set out above, using information given on the application. You should therefore address the requirements of the specification when completing the application, as failure to do so may result in you not being shortlisted. Applicants may be required to make a presentation to the panel as part of the selection process. Appointments are subject to the verification of appropriate qualifications.


APPENDIX 3: LAY REPRESENTATIVE’S JOB DESCRIPTION

Job Title: Lay Representative Portfolio: Postgraduate Medical and Dental Education [PGMDE], Health Education Thames Valley Band: £32.50 per hour, up to a maximum of £260 per day Responsible to: Associate Dean for Postgraduate Medical and Dental Education Quality Management Location: Oxfordshire, Berkshire and Buckinghamshire. Possible occasional travel outside of these areas. BACKGROUND

From April 2013, Local Education and Training Boards (LETBs) have taken on the responsibility for workforce planning and development and education and training of the healthcare and public health workforce. Thames Valley LETB is one of 14 LETBs across the country that form part of Health Education England (HEE) and is named Health Education Thames Valley. LETBs are made up of representatives from local providers of NHS services and cover the whole of England. JOB SUMMARY

The General Medical Council, as the national regulator for medical education and training, requires LETBs to have a system for the use of external advisors, and external input at key stages of specialty training. External advisors may be lay or professional. [GMC, The Trainee Doctor, Standards for Deaneries]. Health Education England (HEE) was established as a Special Health Authority in June 2012, taking on some functions from October 2012 before assuming full operational responsibilities from April 2013. The key national functions of the organisation include promoting high quality education and training which is responsive to the changing needs of patients and communities and delivered to standards set by regulators. Health Education Thames Valley is looking to recruit a team of Lay Representatives to meet these requirements. The postholders will be required to provide externality, represent the ‘patient’ perspective, and scrutinise process at:

trainee Annual Review of Competence Progression (ARCP) panels trainee Recruitment Panels trainee School Boards other Postgraduate Medical and Dental Education processes.

Annual Review of Competence Progression (ARCP) panels: ARCP panels monitor doctors’ and dentists’ satisfactory progress towards the completion of training. This involves reviewing evidence annually from various sources and recommending whether trainees should progress into the next year of training or confirming whether training has been satisfactorily completed. It is the Lay Representative’s duty to represent public interest and patient safety and bring their own expertise to ensure best practice is followed. Recruitment: Recruitment panels are responsible for the selection and appointment of doctors and dentists, and other healthcare professionals, into training programmes. Again, it is the role of the Lay Representatives to represent public interest and safeguard patient


safety and also in this context to aaplly their own expertise to ensure that recruitment processes follow best practice and are equitable for all. Health Education Thames Valley is also responsible for the recruitment of a number of clinical educators. School Boards: School Boards are responsible for quality assuring the delivery of the GMC [and other regulators], approved curricula to all trainees in Health Education Thames Valley. Quality Management: Visits to Trusts and Local Education Providers are an opportunity for Health Education Thames Valley to review the quality of training taking place and to confirm whether or not it is meeting required standards. Lay Representatives may be asked to be involved in some visits and other Quality Management meetings/processes. Appeals, Complaints and Grievance Hearings: Lay Representatives may be asked to chair or be a panel member of a hearing. In most cases these are the result of a trainee being dissatisfied with the outcome of a Health Education Thames Valley procedure, and who has exercised their right to appeal or lodge a complaint. KEY RELATIONSHIPS

Quality Assurance Manager, Health Education Thames Valley Management Support Administrator, Quality, Health Education Thames Valley Specialty School Managers, Health Education Thames Valley Associate Dean for Quality Management, Health Education Thames Valley Postgraduate Dean, Health Education Thames Valley Heads of Schools, Health Education Thames Valley Training Programme Directors, Health Education Thames Valley Foundation School Director, Health Education Thames Valley Associate Deans, Health Education Thames Valley PGMDE staff, Health Education Thames Valley. KEY RESULTS AREAS AND RESPONSIBILITIES

Action End Result

1 Externality, representation of the ‘patient’ perspective, and scrutiny of key processes

Lay Representatives will provide external governance and public representation on Speciality Annual Review of Competence Progression (ARCP) panels, Recruitment Panels, School Boards, Educator appointment panels, and other Postgraduate Medical and Dental Education processes, such as visits to education providers.

Lay Representatives are involved in these areas to provide a lay and patient perspective and to ensure a fair and equitable process that is in line with Health Education Thames Valley policy.

In all cases, the role of the Lay Representatives will be to provide impartial advice, a patient and public perspective and scrutiny of the processes.

The inclusion of a Lay Representative on a panel signifies the overriding importance of the safeguarding of patient safety and the promotion of high quality patient care through the appropriate appointment and training of doctors and dentists.

The presence of Lay Representatives should help focus Health Education Thames Valley’s attention on matters which concern members of the public. They should also be able to enhance the accountability of doctors by questioning the assumptions which a predominantly professional body might otherwise make.

2 Commitment

Lay Representatives will usually serve for 10-15 days per year but Health Education Thames Valley cannot provide any guarantee of the volume of work and annual totals may vary.

Most recruitment panel work takes place in the first

A panel of well qualified and trained Lay Representatives will be appointed.

Lay Representatives will be rigorous in their approach to the work and will have the capacity to undertake the duties prescribed in a


quarter of the year and most ARCP panel work takes place in May and June.

The appointment will be for four years.

professional manner.

3 Training

Lay Representatives will be required to attend and participate in training as appropriate, including induction prior to taking up the role.

An on-going programme of training and development sessions will be provided.

Lay Representatives will be required to attend the annual Educators Study Day.

Lay Representatives will be required to complete Equality & Diversity training prior to the first job. This will be maintained and updated every three years.

Lay Representatives will be required to complete Information Governance training on an annual basis.

The Lay Representatives will be well prepared for their role and have appropriate on-going training to ensure that they remain current and effective in the role.

4 Reports

Lay Representatives will be required to complete and submit brief reports summarising each activity that they undertake and identify any areas of concern that they might have. These reports will be shared with relevant staff.

Lay Representatives will be required to complete an annual report, summarising themes and trends emerging from the previous 12 months.

To add to the QA information/evidence gathered by Health Education Thames Valley and to identify any areas of concern quickly.

OBJECTIVES

Specific objectives for the job holder will be agreed through the process of individual performance reviews. STATUS OF THE JOB DESCRIPTION

The job description is an interpretation of the proposed responsibilities of the post at the time of writing and does not form part of the contract of employment. The job and priorities for action will be shaped in discussion between the postholder and his/her line manager. Post holders are expected to comply with HEE Thames Valley Health Education – Thames Valley / HEE standing orders, standing financial instructions, policies, procedures and guidelines. EQUAL OPPORTUNITIES

HEE is committed to Equality of Opportunity for all. PERSON SPECIFICATION Job Title: Lay Representative Portfolio: Postgraduate Medical and Dental Education [PGMDE], Health Education Thames Valley Band: £32.50 per hour up to a maximum of £260 per day


Specification Essential Desirable

Qualifications / Training

Undertake Equality & Diversity training.

Undertake Information Governance training

Knowledge / Experience

IT skills – they will have IT skills that will enable them to find and respond to relevant information quickly and accurately.

Report and note taking skills – they must be able to draft written reports, sometimes containing complex and confidential information, clearly and succinctly.

Note: applicants that are involved with working for or with the NHS [currently or within the last five years], including Non–Executive Board roles, will not be considered due to the lay nature of the role.

An awareness of healthcare workforce issues.

Practical / Intellectual Skills

Chairing of meetings when required.

Experience of giving feedback.

Demonstrate leadership, ability to influence and motivate others.

Strong interpersonal, communication and team player skills :

They must be effective team workers, must be able to listen effectively and be able to give fair and sensitive feedback.

They will have and convey understanding of, and sympathy for, the needs and concerns of the trainees and other professionals they work with.

Awareness of Equality Act and Human Rights legislation.

Have sound judgement:

They will be able to consider submissions and reason logically to a cogent and balanced conclusion.

They will have the ability to apply their knowledge and common sense to make recommendations which are consistent with the evidence.

They will be able to make thoughtful and unbiased decisions.

They will be able to argue a coherent position and arrive at shared judgements on possibly contentious issues.

Problem solving and objectivity skills:

They will be able to objectively identify problems and suggest possible solutions.

Excellent organisational and time management skills.

Intellectual and analytical ability:

They will have the ability to understand and assimilate facts and arguments and the ability to recall evidence and information speedily and accurately.

They will have the ability to elicit from all parties the facts relevant to the pertinent issues.

They will have the ability to ask open and


focused questions appropriately and in a timely manner.

Other Able to represent the public interest and safeguard patient safety.

Integrity:

They will have a history of honesty, discretion and plain–dealing with professional colleagues, other individuals and organisations.

They will possess independence of mind and be prepared to take and maintain unpopular decisions when necessary.

They have not and will not place themselves under any financial or other obligation to outside individuals or organisations which might influence them in the performance of their duties.

They will maintain absolute confidentiality about all the issues discussed by the panel.

They will be careful to avoid propagating their own personal “hobby horses” / agendas and ensure that other members of the panel are discouraged from doing so.

Must demonstrate knowledge of and high regard for the “Seven Principles of Public Life”, including Selflessness, Integrity, Objectivity, Accountability, Openness, Honesty, and Leadership (Committee for Standards in Public Life, 2011).

They will be cognisant of equal opportunities, diversity and human rights legislation and take care to observe the principles of equal opportunity.


APPENDIX 4: Example of a Lay Representative’s Report

Name of Lay Representative

Name of School: [e.g. Medicine]

Name of Sub-specialty [e.g. Cardiology]

Description of activity (e.g. ARCP Panel):

Date of activity

Role fulfilled by the Lay Rep [e.g. Chair]

Booked by

Date submitted

The Role of the Lay Representative Lay Representatives provide a non-clinical perspective and serve two functions: to act as advocates for the public and trainees; and to scrutinize and challenge deanery quality management processes.

I. What went well?

Well-organised, with separate panels for e-portfolio and paper ARCPs.

Good preliminary discussions ensured each trainee was carefully reviewed. HOS, TPD, Dean Rep and Lay Rep interviewed all the trainees with problems on the second day.

Revalidation requirements now fully integrated into the process.

II. What could be improved?

Too many consultants on the second day but this allowed a structured induction for consultants new to the ARCP panels.

III. Serious concerns

Lay Representatives should record here any serious concerns they had about the process. Lay Representatives should normally also make their concerns known to the member of the HETV team leading the process at the time. Please indicate if these concerns were flagged at the time.

None. Signature of Lay Representative: Date of completion of form: Please return this form to Tessa Candy, Quality Manager, at HETV no more than one week after the process has been completed [email protected].

mailto:[email protected]


APPENDIX 5: Template for Lay Representatives’ Appraisal Name

Date of Appraisal

SELF EVALUATION APPRAISAL QUESTIONS

What aspects of your role as a Lay Representative (LR) do you think add most

value to Health Education Thames Valley’s (HETV) Quality Management?

What aspects of your role as a LR do you think add least value to HETV’s Quality

Management?

Do you feel you have sufficient training for your role? If no, what further training

would you find valuable?

Are there any other ways in which you feel you would be able to contribute to

HETV’s Quality Management process?

Any other information?


APPENDIX 6: School Overviews

School of Anaesthetics Head of School: Dr Vivian Addy Specialty School Manager: Mrs Mairi Hills Recruitment & Assessment Administrator: Mrs Jennifer Evans Introduction to the School The Oxford School of Anaesthetics provides comprehensive training in anaesthetics, Intensive Care Medicine (ICM) and an extensive range of the subspecialties of anaesthetics. 132 trainees are trained in the Trusts associated with the School: Oxford University Hospitals NHS Trust, Royal Berkshire (Reading), Milton Keynes, Buckinghamshire Healthcare (Stoke Mandeville and Wycombe) and Wexham Park (Slough). Training at CT1–2 and ST4–5 training occurs in the District General Hospitals. ST3, 6 and 7 placements are usually in the Oxford University Hospitals NHS Trust. Training Opportunities within the School Comprehensive training and educational support aimed at both the primary and final Fellow of the Royal College of Anaesthetists (FRCA) is provided. A very successful programme leading to dual CCT in ICM and Anaesthetics is subject to highly competitive entry. Subspecialty experience as Advanced Training Modules is available in cardiac, neuroanaesthesia, paediatrics (including PICU), pain, regional, obstetric and vascular anaesthesia are available on a competitive basis to trainees in their later years. There is a highly active Difficult Airway Group in the region, resulting in excellent opportunities for advanced airway skills training. We support (where possible) trainees in applying for OOPT abroad. There is a dedicated Senior Trainee Training days (monthly) for ST 5–7 trainees in particular. Facts about the School Trainees in the Oxford School have a good success rate at Primary and Final FRCA. The combination of highly motivated College Tutors and Educational Supervisors, a very active School Board, and Trusts which have a strong training ethos results in high levels of trainee satisfaction, as evidenced by our annual surveys. Training programmes and rotations are notified to successful applicants soon after appointment, enabling trainees to plan ahead. KEY CONTACT DETAILS Head of School: Dr Vivian Addy: [email protected]

Training Programme Directors: CT1 & 2: Stephen Snyders [email protected] ICM: Dr Niamh Feely [email protected]

Specialty School Manager: Mrs Mairi Hills [email protected] RAO: Mrs Jennifer Evans [email protected]

School Website: www.oxfordanaesthesia.org.uk

[email protected]


[email protected]

[email protected]

[email protected]

www.oxfordanaesthesia.org.uk


School of Emergency Medicine Head of School: Mr Simon Smith Programme Manager: Mrs Mairi Hills Recruitment & Assessment Administrator: Mrs Jennifer Evans Introduction to the School Oxford School of Emergency Medicine consists of 36 trainees. We are a small but active school with many opportunities for trainees to get involved in educational and administrative activities. Specialist Trainees rotate through five hospital sites: Oxford University Hospitals NHS Trust, Milton Keynes Hospital NHS Foundation Trust, Heatherwood & Wexham Park Hospitals NHS Foundation Trust (Wexham Park, Slough), Buckinghamshire Healthcare NHS Trust (Aylesbury) and Royal Berkshire NHS Foundation Trust (Reading). Training Opportunities within the School In addition to the regional training programmes, all the hospital sites run their own in-house training. OOPEs are actively encouraged. Many trainees have chosen to undertake OOPEs in ITU/Anaesthetics and Paediatrics to achieve dual accreditation. We have strong links with the Schools of Anaesthetics, Medicine and Paediatrics. The School also has close ties with pre-hospital organisations. We have approval for Paediatric Emergency Medicine sub-specialty training, and hope to shortly have Pre-Hospital Emergency Medicine subspecialty training approved (based at the Royal Berkshire Hospital). We have a strong programme of pre-hospital training, and advanced trauma care training, based at the John Radcliffe. All trainees rotate through the Major Trauma Centre and a District General Hospital. The School has good research links and opportunities, including training in critical appraisal, as well good management training, ultrasound training opportunities and examination preparation. Facts about the School The Fellowship of the College of Emergency Medicine (FCEM) exam is the exit exam for EM Trainees. The FCEM pass rate for Oxford trainees has a good success rate. There is an excellent fortnightly regional ST4–6 training programme covering the FCEM curriculum over a two-year period. There is an annual supra-regional conference arranged by the trainees. For routes into Emergency Medicine please see the ACCS page. KEY CONTACT DETAILS Head of School: Dr Simon Smith [email protected]

Training Programme Directors: ACCS: Dr Eleanor Beswick [email protected] ST4–ST6: Dr Jane Brenchley [email protected]

Specialty School Manager: Mrs Mairi Hills [email protected] RAA: Mrs Jennifer Evans [email protected]

Website (ST4–6): www.oxem.org.uk






http://www.oxem.org.uk/


Acute Care Common Stem (ACCS) – School of Emergency Medicine Head of School: Mr Simon Smith Specialty School Manager: Mrs Mairi Hills Recruitment & Assessment Administrator: Mrs Jennifer Evans Introduction to the School The ACCS programme is overseen by the School of Emergency Medicine. ACCS consists of 48 trainees and is a 3-year rotational programme. ACCS involves trainees being recruited to a ‘parent’ specialty (via national process), which is either Emergency Medicine, Anaesthetics or Acute Internal Medicine. Trainees will spend their first two years doing 6 months Emergency Medicine, 6 months Acute Internal Medicine and 12 months Anaesthetics/ITU regardless of parent specialty, and their third year in their parent specialty. The usual route through to Higher Training in Emergency Medicine (ST4 onwards) is by doing ACCS. The ACCS programme also accommodates those trainees entering through the Defined Route of Entry into Emergency Medicine programme (DRE-EM). Trainees can exit the programme (depending on parent specialty and eligibility criteria) into higher training in Emergency Medicine (including Run-Through training), Acute Medicine (or other medical specialties), Anaesthetics or Intensive Care Medicine (as dual or single accreditation). Training Opportunities within the School In addition to the regional training programmes, all the hospital sites and specialties run their own in-house training. There is an annual supra-regional conference in autumn, organised by the trainees. We currently have two Academic Clinical Fellow posts in Emergency Medicine. We have strong links with the Schools of Anaesthetics, ICM, Medicine and Paediatrics. The School has close ties with pre-hospital organisations. We are a small but active school with many opportunities for trainees to get involved in educational, research and other activities. Facts about the ACCS Programme Specialist trainees rotate through between one to three hospitals, out of five hospital sites: Oxford University Hospitals NHS Trust, Milton Keynes Hospital NHS Foundation Trust, Heatherwood & Wexham Park Hospitals NHS Foundation Trust (Wexham Park, Slough), Buckinghamshire Healthcare NHS Trust and Royal Berkshire NHS Foundation Trust (Reading). There is a good history of success at the Membership Examination of the College of Emergency Medicine (MCEM) for Oxford trainees. The Oxford School of Emergency Medicine (OSEM) takes its educational and pastoral roles seriously, and trainees ‘feel part of the family’. ACCS and CT3 trainees have their own Regional Training Days (twice monthly for CT3, twice a year for ACCS), together with a separate induction half-day. KEY CONTACT DETAILS Head of School: Dr Simon Smith [email protected] ACCS TPD: Dr Eleanor Beswick [email protected] Specialty School Manager: Mrs Mairi Hills [email protected] RAA: Mrs Jennifer Evans [email protected]






Thames Valley & Wessex Dental School Head of School: Mrs Helen Falcon Dental School Manager: Mrs Helen Scragg Specialty School Managers; Mr George Fahey, Mrs Mairi Hills

Introduction to the School Dental Foundation Training Dental Foundation Training is a one year period of employment during which a dental practitioner is employed under a contract of service by an approved trainer to provide a wide range of dental care and treatment. There is also a weekly study day which will take place at the trainee's local postgraduate centre and will help consolidate new skills through learning, with the aims and objectives of enhancing clinical and administrative competence and promoting high standards through relevant postgraduate training that includes the following:

To enable the dental practitioner to practise and improve the dental practitioner’s skills

To introduce the dental practitioner to all aspects of dental practice in primary care

To identify the dental practitioner’s personal strengths and weaknesses and balance them through a planned programme of training

To promote oral health of, and quality dental care for, patients

To develop and implement peer and self-review, and promote awareness of the need for professional education, training and audit as a continuing process

There are five schemes running across Thames Valley and Wessex:

Berkshire

Buckinghamshire

Oxfordshire

Portsmouth

Winchester Dental Core Training Training posts that follow on from completion of dental foundation training are now called “Dental Core Training (DCT) Posts.” The terms “Dental Foundation Year 2”, “Dental SHO” and “Dental Career Development Post” are being phased out. DCT Posts are approved by the Postgraduate Dental Dean for a maximum of one year, and are available in Hospital Trusts, Dental Schools, the Community Dental Services and General Dental Practice. As now, the majority of these posts (DCT Year 1) will be designed to follow on directly from completion of Dental Foundation Training and a smaller number of more senior posts (DCT2 and DCT3) will allow dentists to acquire additional skills in particular specialty areas; often as preparation for applying to join specialty training programmes. Training takes place within the Health Education Thames Valley and Wessex in a hospital and/or the Salaried Services. Health Education Thames Valley Dental Core trainees are based in these areas:

Milton Keynes (Aylesbury)

Oxford/Reading

Slough

Oxfordshire Health (Oxford)


Health Education Wessex Dental Core trainees are based in these areas:

Portsmouth

Southampton

Winchester

Basingstoke.

The Dental School has specialty training programmes in the following dental specialties:

Dental Public Health

Oral Surgery

Orthodontics

Special Care Dentistry In view of the small number of dental specialty training posts, there is a single Specialty Training Committee for the above dental specialties which covers both Thames Valley and Wessex. Dental Public Health STC is managed jointly with East of England.

Dental Therapist Foundation Training Scheme The Dental Therapist Foundation Training Scheme (TFT) is primarily aimed at newly qualified Therapists and aims to provide the initial stage of training and education required to practise in a general dental practice environment. Emphasis is placed on continuing professional development throughout the course. The Therapist trainee is encouraged to develop and expand the clinical and personal skills learned at undergraduate level. The scheme covers Berkshire, Buckinghamshire, Oxfordshire, Milton Keynes, Hampshire and the Isle of Wight. The programme, which lasts for an academic year, commences in September and is open to recently qualified therapists. Therapists are employed within training practices, with a Deanery approved trainer and attend the day-release educational programme which is organised by the Thames Valley & Wessex Dental School.

Continuing Professional Development The Dental School provides a programme of continuing professional development courses primarily to meet the needs of registered dental professionals working in NHS primary dental care in Thames Valley and Wessex, but these are open without restriction to all dentists and Dental Care Professionals (DCP) who are employed in or have a contract to provide NHS dental services. These short courses (usually one day or less) are mostly held at Postgraduate Centres across the region and are managed by a network of Dental and DCP Tutors, with support from administrators based in local Postgraduate Centres. Courses are provided to meet core General Dental Council (GDC) requirements and to enable dentists and teams to keep up to date with basic clinical skills. Tutors can also provide support for local professional groups and run specific courses identified as meeting local needs. Bespoke courses for individual employers or departments are not provided. Longer courses (up to 10 days duration) are arranged to support overseas dentists and returners to the NHS who are undertaking a period of supervised employment often leading to completion of Vocational Training by Assessment. The Dean, Associate Dean, Regional Adviser and Tutors also provide 1:1 support for dentists in difficulty or needing additional support.


KEY CONTACT DETAILS Head of School: Mrs Helen Falcon [email protected] Dental School Manager: Mrs Helen Scragg [email protected]

Specialty School Managers: Mr George Fahey [email protected] Mrs Mairi Hills [email protected]

Website: www.oxforddeanery.nhs.uk/dental_school.aspx





http://www.oxforddeanery.nhs.uk/dental_school.aspx


Foundation School Foundation School Director: Dr Anne Edwards Foundation School Manager: Mrs Ann Heath Project Officer: Mr Jonathan Ruffler Administrator: Ms Gemma Butler Introduction to the School The Oxford Foundation School has almost 500 trainees split between Foundation Year 1 (F1) and Foundation Year 2 (F2). Trainees rotate through posts based in the five Acute Trusts, the two Mental Health Trusts and posts in the community. The Acute Trusts comprise the Oxford University Hospitals NHS Trust (OUH), Milton Keynes Hospital NHS Foundation Trust (MKH), Heatherwood and Wexham Park Hospitals NHS Foundation Trust (Slough), Buckinghamshire Healthcare NHS Trust (Aylesbury & High Wycombe) and Royal Berkshire NHS Foundation Trust (Reading). Foundation training bridges the gap between medical school and specialty training. Satisfactory progression through F1 leads to full GMC registration. The training programme is overseen by the UK Foundation Programme Office (UKFPO) led by Professor Derek Gallen (Postgraduate Dean for Cardiff University). Trainees are recruited through a national online process and allocated to Schools across the whole of the UK. The national recruitment and other administrative aspects of the programme are delivered by the Rules Group. This is a national multi-disciplinary group with representation from Foundation School Directors, Medical Schools Council, GMC, DH, the devolved nations and others. The Oxford Foundation School Director sits on this group. The Foundation Programme has guidance and processes that are separate from specialty schools. There is an agreed national curriculum which is updated regularly and aligned to the anticipated healthcare needs of the UK population. Each rotation is designed to ensure trainees achieve appropriate clinical experience that allows them to achieve the requirements of the curriculum. The School is running a competency mapping project to audit programme content to confirm that all rotations comply with this objective. Additional requirements include giving trainees experience of a range of specialties (including GP and psychiatry). Under ‘Broadening Foundation’ schools are required to ensure that all trainees experience a community style placement (from 2017) and that they gain an understanding of caring for patients with chronic long-term medical conditions. Facts about the School All placements offer a two-year programme, with trainees being located at a trust for no less than 12 months, giving them experience of a range of acute and non-acute specialties. Over 50% of rotations will give the trainee experience in the main teaching hospital in HETV, the John Radcliffe Hospital. Trainees are allocated through the national matching scheme to Foundation Schools and then there is a local match to two-year programmes. F1 posts involve either 3x4 month rotations or 2x6 months, with the 6-month block further split into subspecialty posts (i.e. 4x3 months). All year two foundation programmes are 3x4 months. In 2011 we successfully launched the Swap Shop, giving trainees the opportunity to change their entire second year rotation to help fulfil their professional ambitions as they develop.


KEY CONTACT DETAILS School Director: Dr Anne Edwards [email protected] School Manager: Ms Ann Heath [email protected] School Administrator: Ms Gemma Butler [email protected] Project Officer: Mr Jonathan Ruffler [email protected]






School of General Practice GP Dean/Head of School: Dr Jill Edwards GP School Manager: Barbara Gow Recruitment & Assessment Administrator: Heather Smith Portfolio Administrator: Yemi Folarin Introduction to the School The GP School in Thames Valley is very popular and attracts a high level of applicants each year. This is due to the excellent training opportunities and also to the wide choices on offer between local District General Hospitals, large teaching hospitals, urban GP surgeries and the more rural surgeries. The School is led by the GP Dean. Dr Jill Edwards was appointed to this role in April 2013 and has overall responsibility for the entire School. The GP Dean is supported by the GP School Manager, Barbara Gow and her deputy, Natasha Smith. Within the office GP Team there are also two administrative staff members – Yemi Folarin and Heather Smith. Training Opportunities within the School The GP Specialty Training programme is for 3 years and is made up of 18 months in approved and relevant hospital specialties and 18 months in general practice. During the 3 years all GP Specialty Trainees are closely supervised and assessed. All assessments and records of training are completed on an ePortfolio. The aim of the programme is to produce doctors with a broad and relevant specialty knowledge with the confidence and ability to act as an independent general practitioner. It is very much a ‘learning on the job’ training programme but there are also specific formal teaching sessions arranged throughout the three years of training. Facts about the School There is team of Associate GP Deans (currently 8) who each have a different area of responsibility. Some are “Patch AGPDs” who oversee the local GP Specialty Training Schemes, whilst others are responsible for specific areas within the GP School, i.e. GP trainee recruitment, trainee assessments, etc. Working with the “Patch AGPDs” is a team of Programme Directors (PD). Each of the 6 GP Specialty Training Schemes has a team of PDs. There are currently 21 PDs across the Thames Valley area. The PDs are responsible for the day-to-day running of the GP Specialty Training Schemes in each of our areas (Buckinghamshire, Banbury, Milton Keynes, Oxford, Reading and Windsor) and they support the GP Specialty Trainees and the Primary Care Educational Supervisors (ES). The PDs also act as a link to the secondary care side of the training by working with the Trust Clinical Supervisors (CS) and Directors of Medical Education (DME). The PDs are based in the Postgraduate Education Centres at the hospitals and work closely with the Medical Education Managers at the Centres. The GP School has a large group of dedicated and well trained Educational Supervisors (approx. 190) who work with and support the GP Specialty Trainees throughout their 3-year training programme. Every training practice and Educational Supervisor has to be approved by the GP School and there is a rolling programme of approval/reapproval (every 2 then 3 years).


Another group of educators within the GP School are the CPD Tutors (currently 4). This group has a role with the already qualified GPs and their continuing education. Recently the GP School has also taken a role in the continuing education and training of Practice Nurses. The GP School Board meets twice a year and the Trainer Approval Committee meets quarterly. This is where all applications for approval/reapproval are discussed. There are also monthly Annual Review of Competence Progression (ARCP) Panels and various other meetings that require lay representation. KEY CONTACT DETAILS Head of School: [email protected] Specialty School Manager: [email protected] Health Education Thames Valley website: www.thamesvalley.hee.nhs.uk





School of Histopathology Head of School: Dr Sanjiv Manek Specialty School Manager: Mrs Mairi Hills Recruitment & Assessment Administrator: Mrs Jennifer Evans Introduction to the School The School of Histopathology is a very popular school because the training is well balanced between District general Hospital departments and experience at the John Radcliffe teaching hospital in Oxford. The ST1s are based in the Buckinghamshire Healthcare NHS Trust hospitals (Wycombe General in High Wycombe and Stoke Mandeville in Aylesbury) but have two separate week-long intensive attachments in Oxford, in addition to the block teaching weeks which are shared with two other Schools. The ST3–6 trainees rotate through Oxford University Hospitals NHS Trust, Heatherwood & Wexham Park Hospitals NHS Foundation Trust (Wexham Park, Slough), Royal Berkshire NHS Foundation Trust (Reading) and Buckinghamshire Healthcare NHS Trust. The emphasis is on ‘learning on the job’ with complementary teaching in Oxford. Training Opportunities within the School The ST1 trainees attend block teaching weeks on three occasions and these are designed to provide the theoretical background to the ‘learning on the job’. Subspecialty training in liver pathology and neuropathology is also provided as separate attachments in Oxford. The ST2–6s learn on the job at each of the sites. Close supervision is given to each trainee who has a dedicated Educational Supervisor to liaise with. There are monthly whole-day teaching sessions on specialties which take place in Oxford. In addition, there are dedicated teaching sessions in place at each training site. Facts about the School The training in the Buckinghamshire hospitals provides a good foundation for safe practice in Histopathology. By the end of their first year, the trainees are well-equipped not only to pass the assessment but also to embark on further training at the level of ST2 and beyond. Each trainee is supervised by a particular Educational Supervisor but all Consultants in any one department are also effectively trainers. This close supervision is also provided in Oxford and there is an annual record of training kept and inspected, which is done online via the Royal College of Pathologists. KEY CONTACT DETAILS Head of School: Dr Sanjiv Manek [email protected] Training Programme Director: Dr Sanjiv Manek [email protected] Specialty School Manager: Mrs Mairi Hills [email protected] RAA: Mrs Jennifer Evans [email protected]






School of Medicine Head of School: Prof. Margot Gosney Deputy Head: Dr George MacFaul Specialty School Manager: Ms Jane Exell Recruitment & Assessment Officer: Mr Jerome Joseph Introduction to the School The Oxford PGMDE of Postgraduate Medical Specialties is one of the smaller schools of Medicine in the UK. As such it offers excellent support for trainees, resulting (for CMT trainees) in very high PACES pass rates and (for specialty trainees) high publication and MD or PhD completion rates. Training Opportunities within the School 24 medical specialties are represented in the School of Postgraduate Medical Specialties (apart from the Core Medical Training years): Acute/General Internal Medicine Immunology Cardiology Infectious Diseases/Microbiology Chemical Pathology Medical Oncology Clinical Genetics Occupational Medicine Clinical Neurophysiology Paediatric Cardiology Clinical Oncology Palliative Medicine Dermatology Rehabilitation Diabetes & Endocrinology Renal Gastroenterology Respiratory Geriatric Medicine Rheumatology Genitourinary Medicine Sports & Exercise Haematology Stroke Facts about the School All our specialties offer at least part of their training in the Oxford University Hospitals, although neither the specialties nor Health Education Thames Valley can guarantee that an individual trainee will definitely rotate through the Oxford University Hospitals or through any other hospital. Training in all major acute internal medicine specialties rotates between the Acute and Foundation Trusts in HETV, and the Oxford University Hospitals. The Trust Hospitals include the Royal Berkshire NHS Foundation Trust [Reading], Wexham Park Hospital [Slough], Stoke Mandeville [Aylesbury], Wycombe General [High Wycombe] part of Buckinghamshire Healthcare NHS Trust and Milton Keynes Hospital NHS Foundation Trust. KEY CONTACT DETAILS Head of School: Prof. Margot Gosney [email protected] Deputy Head: Dr George MacFaul [email protected] Specialty School Manager: Jane Exell [email protected] RAA: Jerome Joseph [email protected]

Royal College of Physicians website www.rcplondon.ac.uk HETV Website www.thamesvalley.hee.nhs.uk





http://www.rcplondon.ac.uk/



Core Medical Training (CMT) – School of Medicine Head of School: Prof. Margot Gosney Training Programme Director: Dr Chris Davies Specialty School Manager: Ms Jane Exell Recruitment & Assessment C: Mr Jerome Joseph Introduction to CMT The Oxford PGMDE covers three counties – Berkshire, Buckinghamshire and Oxfordshire. Within Core Medical Training there are currently 80 CMT trainees plus up to five ACCS-CMT trainees and 18 CMT ACF trainees. A high standard of training, supervision and teaching is delivered to all CMT trainees. This has contributed to Oxford being one of the most highly rated areas to train according to the GMC survey. Training Opportunities within CMT Teaching and the development of learning opportunities are a priority in CMT. A wealth of quality improvement projects, audit and research opportunities augment the training programme in both the tertiary centre of the Oxford University Hospital NHS Trust, and also in the District General Hospital (DGH) environment (of the Royal Berkshire Hospital NHS Foundation Trust; Heatherwood and Wexham Park Hospitals NHS Foundation Trust; Milton Keynes Hospital NHS Foundation Trust; and Wycombe Hospital and Stoke Mandeville Hospital (Buckinghamshire Healthcare NHS Trust). The development of future collaborations and research opportunities with the University of Oxford becomes a real possibility. Trainees are encouraged to learn and develop skills in putting into practice quality improvement projects and will be given the training to enable embedding of these new skills to take further in their future. Facts about CMT 93% of trainees who commenced their CMT training with us in 2010 and completed in 2012 achieved PACES by the completion of their training; 77% of trainees were appointed to ST3 medical specialty posts, 4 went into research, 3 into GP and one to Radiology. 25% of CT1 trainees have PACES and 50% Part 2 by the end of their first year. CMT has very strong MRCP UK teaching programmes within each Trust. Each hospital has something different to offer; the DGH environment enables development of increasing responsibility over the two-year training programme. The tertiary centre enables learning with a scientific rigour. All the rotations offered within the Thames Valley provide a broad experience on which to base a future specialist career. Some rotations are only within OUH, some only within a District General Hospital, and some rotate between the two environments. The trainees’ needs are very much at the forefront of our training programme. The trainees are supported through their two-year training programme by their Educational Supervisor, an RCP College Tutor in each hospital and by the Training Programme Director. The trainees are also given the ‘Hitchhiker’s guide’ on entry to the programme to give further practical support and advice on their CMT training programme. One trainee has described this as “a great resource … it magically guesses your next question and hey presto the answer is on the next page … ensures trainees have all the necessary information as they embark on CMT training … invaluable”.


The Oxford PGMDE welcomes applications from enthusiastic and dynamic trainees with a thirst for knowledge and wanting to ensure delivery of the safest, highest quality of care to patients and their families. KEY CONTACT DETAILS Head of School: Prof. Margot Gosney [email protected] CMT Director: Dr Chris Davies [email protected] Specialty School Manager: Ms Jane Exell [email protected] RAA: Mr Jerome Joseph [email protected]

Royal College of Physicians website: www.rcplondon.ac.uk





http://www.rcplondon.ac.uk/


School of Obstetrics and Gynaecology Head of School: Mrs Rebecca Black Specialty School Manager: Mrs Mairi Hills Recruitment & Assessment Administrator: Mrs Jennifer Evans Introduction to the School The training for Obstetrics and Gynaecology is a seven-year run through programme based at the five hospital Trusts in the Thames Valley: the Oxford University Hospitals, Royal Berkshire Hospital (Reading), Milton Keynes General Hospital, Wexham Park Hospital, (Slough) and the Buckinghamshire Healthcare hospitals (Stoke Mandeville, Aylesbury and Wycombe General, High Wycombe). The Head of School is Rebecca Black, based at the John Radcliffe Hospital in Oxford. We have approximately 80 trainees, currently with an intake of eight trainees per year at ST1. Trainees rotate between all units. The programme in Oxford offers excellent teaching at all levels and has six subspecialty trainees. There is an active Academic Clinical Fellowship programme with research opportunities in the University of Oxford. Training Opportunities within the School There is a well structured teaching system for ST1–5 and sufficient training opportunities to cover the entire curriculum. ST3–5s have a protected weekly Friday afternoon teaching session. ST6–7 interview for Advanced Training Schools Modules, and training in minimal access surgery is available. There are SSTs in reproductive medicine, fetomaternal medicine, oncology and urogynaecology – all based in Oxford. Facts about the School Trainees are based at five of the Trusts in the Thames Valley, and also do some day time sessions at the Horton Hospital, Banbury – attachments are for one year. Four trusts have delivery rates over 5,000. There is good consultant presence on labour ward to support training. The regional teaching programme is well supported and popular amongst trainees, consistently performing well in trainee surveys There is a strong academic record with encouragement to support academic training and fellowships. There is good support for trainees from the TPDs/HoS and Health Education Thames Valley Career Development Unit. KEY CONTACT DETAILS Head of School: Mrs Rebecca Black [email protected] Deputy Head of School: Miss Jill Ablett [email protected] Specialty School Manager: Mrs Mairi Hills [email protected] RAA: Mrs Jennifer Evans [email protected] Website: www.oxforddeanery.nhs.uk





http://www.oxforddeanery.nhs.uk/


School of Ophthalmology Head of School & Training Programme Director: Mr Bruce James Specialty School Manager: Miss Jane Bishop Recruitment & Assessment Administrator: Ms Jan Harris Introduction to the School The School of Ophthalmology is a small school with 26 Specialist Trainees on the rotation. It is able to provide excellent training in all aspects of Ophthalmology, with trainers taking a personal interest in the development of their trainees. The trainees also form a close-knit group and are happy to help one another progress. There is a wealth of clinical experience to be gained with plenty of hands-on experience and an appropriate level of supervision. All of the subspecialty areas of Ophthalmology are covered, allowing advanced trainees to specialise further. Many of the consultant trainers are involved at a national level in training or research and development in their subspecialty, making the training rotation a particularly enthusiastic one. Training Opportunities within the School The academic department of Ophthalmology in Oxford has an excellent reputation and plays an important part in the clinical school. A Clinical Lecturer post has been established to support liaison between the clinical and academic departments. Opportunities exist for some trainees to take time out to undertake research leading to a MD or PhD/DPhil. Involvement in research is also encouraged during clinical training. The following hospitals are involved in the training rotation:

Oxford University Hospitals NHS Trust (Oxford Eye Hospital)

Buckinghamshire Healthcare NHS Trust (incorporating Stoke Mandeville Hospital, Wycombe General Hospital and Amersham Hospital)

Royal Berkshire NHS Foundation Trust (Royal Berkshire Hospital, Reading and Prince Charles Eye Unit, Windsor)

Milton Keynes Hospital NHS Foundation Trust, Milton Keynes. Trainees are expected to rotate through most of the hospitals during their training period although the programme director will be as helpful as possible if special circumstances arise. All trainees are involved in providing a supervised casualty service. Although trainees are usually appointed at ST1 level (run-through) for a period of seven years following two years foundation training, training opportunities occasionally arise for more senior trainees at ST3 level. The rotation is happy to support interdeanery transfers but the size of the rotation means that opportunities to transfer in are not always available. Recruitment is through national selection. All trainees undergo regular appraisals with the College Tutor or their Educational Supervisor who will keep a close watch on progress and help ensure that the requirements for the national curriculum in the specialty are fulfilled. A formal educational contract for each sector of the rotation is agreed at the initial appraisal. A formal training assessment is held yearly. Before starting microsurgical training, trainees will undertake a microsurgical course at the Royal College of Ophthalmology in London.


KEY CONTACT DETAILS Head of School: Mr Bruce James [email protected] Specialty School Manager: Miss Jane Bishop [email protected] RAA: Ms Jan Harris [email protected]

School of Ophthalmology website www.oxeyes.org




http://www.oxeyes.org/


Oxford University Clinical Academic Graduate School Head of School: Professor Chris Pugh Specialty School Manager: Dr Denise Best Administrators: Abby Hipkin, Gemma Woodley

Introduction to the School The School, known as OUCAGS, was established in 2009 as a partnership with Oxford University to promote and support clinical academic training. Clinical academics combine their clinical work with research and teaching. Their numbers were identified to have severely diminished so there has been a national effort to attract able trainees into a clinical academic training pathway. The Integrated Academic Training Pathway has been established for this purpose and comprises the Academic Foundation Programme (AFP), Academic Clinical Fellowships (ACF) and Academic Clinical Lectureships (ACL) as ‘in programme’ training. At some point in clinical training out-of-programme research time is necessary to obtain a PhD, as this is required to be eligible for a clinical lectureship. These posts are available across a wide range of specialties and are part of clinical rotations around the Thames Valley Trusts, although the research component is mainly based in Oxford.

Structure of clinical academic training posts

AFP – 2 years, with academic day release in year 1 and either academic day release or a 4 month block in year 2.

ACF – 3 years, comprising 75% clinical training and 25% research with the intention of submitting and gaining funding for the next stage in their research career (most commonly for a PhD). Level at recruitment can be ST1–3 for all specialties other than Paediatrics and Psychiatry which can be ST1–4. There is a trend locally towards posts being at ST1 or 2 level, including specialties with a core training period. All core training ACF posts are specialty specific, i.e. the trainee is guaranteed a higher specialty training post in the specific specialty at the end of their core training.

General Practice ACF – 4 years, comprising 75% clinical training and 25% research with the intention of submitting and gaining funding of a PhD research proposal.

ACL – 4 years, comprising 50% clinical training and 50% research which allows a period of postdoctoral research to further establish a career and develop independent research.

Many of these posts are funded by the National Institute for Health Research (NIHR) which is the research and development arm of the Department of Health. Training Opportunities within the School OUCAGS has responsibility for the provision of research education and training opportunities for clinical academic trainees and has a varied programme:

career and research methods seminars

regular informal meetings to build a community ethos and esprit de corps (including with senior academics)

weekly Academic Medical Forum to present research

formal Postgraduate Diploma in Health Research for ACFs

management and leadership programmes

mentoring by senior academics who have become formal Academic Training Programme Directors, and who are also involved in recruitment and academic annual review of competence progression (ARCP)


research funding bursaries

academic e-portfolio to facilitate joint clinical and academic ARCP

international research placements

the University’s graduate studies programme. Facts about the School Nationally there are 250 ACFs and 100 CLs per year. At any one time Oxford has approximately 52 ACFs, 42 ACLs and 48 Academic Foundation posts. OUCAGS is committed to encouraging the most able clinicians into academic medicine and to ensuring that the experience they receive is of the highest calibre. Research-active clinicians are at the forefront of research that will be of direct benefit to patients and they are uniquely positioned to be able pose research questions of relevance to their patients. The NHS Constitution places research at the heart of the NHS, and OUCAGS, led by senior clinical academics, is dedicated to supporting this aim. KEY CONTACT DETAILS Head of School: Professor Chris Pugh [email protected] Specialty School Manager: Dr Denise Best [email protected] Administrators:

Abby Hipkin, Gemma Woodley [email protected]





School of Paediatrics Head of School: Dr Peter Sebire Specialty School Manager: Mrs Mairi Hills Recruitment & Assessment Administrator: Mrs Jennifer Evans Introduction to the School The School of Paediatrics provides high-quality training to around 120 trainees in 98 posts in the Trusts associated with the School; Milton Keynes, Buckinghamshire Healthcare (Stoke Mandeville and High Wycombe), Wexham Park (Slough) and Royal Berkshire (Reading) and at the Oxford Children’s Hospital and Neonatal Intensive Care Unit in Oxford. Trainees are placed at ST1 in the District General Hospitals (DGH), before then moving into Oxford for ST2 and a combination at ST3. At level 2 (ST4–5), posts are a combination of general paediatrics, neonatology and community paediatrics, largely in the DGHs. At level 3, we offer the opportunity to specialise in a wide variety of specialty posts (see below), including working in the Paediatric and Neonatal intensive care units at the Oxford Children’s Hospital. Training is run-through and the majority of trainees obtain consultant posts after ST8, many within the region. Training Opportunities within the School Training at level 1 is largely carried out at the local hospital and follows the Member of the Royal College of Paediatrics and Child Health (MRCPCH) Mastercourse. In addition the School provides several central training modules, including communication skills, neonatal skills, research ethics. and bereavement and Breaking Bad News courses. A Trainee Committee has recently started to develop more events such as presentation afternoons and a Careers Evening. The training programme at ST4–8 of monthly training days is run by an enthusiastic and committed Trainee Committee, so there is ample opportunity to get involved in running the programme. Sub-specialty training is provided in neurology, neurodisability, community paediatrics, endocrinology and diabetes, haematology/oncology, gastroenterology, neonatology, respiratory medicine. Many of these posts can be taken through the national grid with training to tertiary level. Academic training is also very important to the School and we have posts at ACL and ACF. We are keen to support doctors who wish to take time out of programme for further experience or training. Facts about the School The School of Paediatrics is able to call upon a large number of inspirational trainers, as identified in trainee surveys. There is excellent supervision and one-to-one training, with a high degree of trainee satisfaction. Pass rates in the MRCPCH examination are much higher than the national average. We carry out our own annual survey of training, which feeds into improvements and we have trainee representation on the School Board and executive committees.


KEY CONTACT DETAILS Head of School: Dr Peter Sebire [email protected]

Training Programme Directors: ST1–ST3: Dr Amit Gupta [email protected] ST4–ST8: Dr Alison Shefler [email protected]

Specialty School Manager: Mrs Mairi Hills [email protected] RAA: Mrs Jennifer Evans [email protected]

Oxford School of Paediatrics website: www.oxfordpaediatrics.com






http://www.oxfordpaediatrics.com/


School of Pharmacy Heads of School: Andrea Hollister and Jill McDonald Training Programme Director: Alyson Winter (fixed term until 31 Jan 2015) Specialty School Manager: Mrs Mairi Hills Recruitment & Assessment Administrator: Mrs Jennifer Evans Introduction to the School Health Education Thames Valley (HETV) School of Pharmacy provides training for 23 pre-registration pharmacist trainees and 30 pre-registration technicians across the five acute NHS Trusts and two Mental Health Trusts in Thames Valley or Local Education Providers:

Buckinghamshire Healthcare NHS Trust

Heatherwood and Wexham Park Hospitals NHS Foundation Trust

Milton Keynes Hospital NHS Foundation Trust

Oxford University Hospitals NHS Trust

Royal Berkshire NHS Foundation Trust

Berkshire Healthcare NHS Foundation Trust

Oxford Health NHS Foundation Trust. The School oversees a quality management system for these education placements and signposts providers to other genres of pharmacy education, e.g. supervisor training or medicines management training. Pre-registration Pharmacist Training This course runs annually from August–July. Appointments are made by LEPs in September of the preceding year via a regional recruitment system. Learners need to attain competence over a list of performance standards and to pass a registration exam set by the General Pharmaceutical Council (GPhC) in order to register as a pharmacist at the end of their training. To support learners’ success in attaining registration, regional study days are held monthly, in addition to internal training days. Trainees come together to gain the underpinning knowledge and to practise the skills that they need to demonstrate competence and safe practice in the workplace. Pre-registration tutors (educational supervisors) oversee supervision of individual learners and sign learners off on the competences required for registration. Pre-registration Technician Training This is currently a two year NVQ course with underpinning knowledge which is purchased from various HE providers, e.g. Buttercups. Learners are recruited by the LEPs and can start at any time of the year but the region generally recruits in July or August for a September start. Internal training days may be provided by the employing LEP but the mainstay of the underpinning knowledge is provided and assessed by an external HE provider. Trained assessors and verifiers work within each LEP to support and supervise the NVQ qualification for learners. There is currently a working group looking at technician training across all LEPs to work towards a standardised model of delivery for HETV. Training Opportunities within the School The following are the training programmes commissioned by HETV which the School of Pharmacy currently manages for the secondary care sector:

Pre-registration pharmacist training

Pre-registration technician training


Educational Supervisor development Facts about the School HETV provides funding for three full-time equivalent practice educator pharmacists to promote quality and equity within the training placements provided at each LEP. The school also has a temporary Training Programme Director managing the programme for the pre-registration pharmacist learners. The success rate for completion of the pre-registration pharmacist training course and registering as a pharmacist is almost always 100% and is consistently above the national average. Of the 22 learners that entered the June 2014 assessment 21 passed at the first sitting (95% vs national average of 85%). This is a factor that aids the attraction of good quality applicants to the HETV training posts. The LEPs within HETV typically retain 60–80% of the pre-registration trainees from each cohort trained, which maintains continuity and stability in the newly qualified workforce. This statistic ranks the course in the top three for retention across England and Wales. KEY CONTACT DETAILS Heads of School:

Andrea Hollister [email protected] Jill McDonald [email protected]

Training Programme Director, pre-registration pharmacist training: Alyson Winter (fixed term until 31 Jan 2015) [email protected]

Specialty School Manager: Mairi Hills [email protected] RAA: Jennifer Evans [email protected]

School Website: www.hetvpharmacy.co.uk






http://www.hetvpharmacy.co.uk/


School of Psychiatry Head of School: Dr Peter Sargent Specialty School Manager: Miss Jane Bishop Recruitment & Assessment Administrator: Ms Jan Harris Introduction to the School The School of Psychiatry provides Core and Advanced training programmes. The Core training programme is a three-year rotation and has 60 trainees including ACF trainees. Entry is at CT1 level. The Advanced training programmes start at ST4 level and cover all College specialties, including Child & Adolescent, Forensic, General Adult and Older Adult Psychiatry, Learning Disability and Psychotherapy programmes. There are also dual training programmes, e.g. General and Older Adult Psychiatry and Forensic Psychotherapy. In addition to the five provider Trusts in the LETB, the Department of Psychiatry at the University of Oxford is a provider of academic training (ACF and ACL posts). The School has close links with the University’s Clinical Academic Graduate School. Trainees are encouraged to participate fully in the School’s activities, including School Board representation. The School promotes equality and diversity in addition to including less-than-full-time training opportunities. Training Opportunities within the School For information on training opportunities offered by the School, please see the School’s Website www.oxpsych.com. Application for posts is via national recruitment. Facts about the School The provider Trusts are: Oxford Health NHS Foundation Trust, Berkshire Healthcare NHS Foundation Trust; Southern Health NHS Foundation Trust, Central and North West London NHS Foundation Trust (psychiatry posts in Milton Keynes), and West London Mental Health NHS Foundation Trust (forensic posts at Broadmoor). Trainees can expect to undertake several posts in the Oxford area. Highlights of the School include access to psychotherapy training opportunities, CASC courses, some funding for the MRCPsych course (depending on Trust) and high consultant appointment rates post-CCT. The School has supported other educational activities through out of programme experience, including secondments to the Department of Health, and several trainees have been shortlisted for the College’s Trainee of the Year Award. KEY CONTACT DETAILS Head of School: Dr Peter Sargent [email protected] Specialty School Manager: Miss Jane Bishop [email protected] RAA: Ms Jan Harris [email protected] School of Psychiatry website www.oxpsych.com

http://www.oxpsych.com/




http://www.oxpsych.com/


School of Public Health Head of School & Training Programme Director: Dr Premila Webster Training & Development Officer: Miss Joanne Frank Specialty School Manager: Miss Jane Bishop Recruitment & Assessment Administrator: Miss Jan Harris Introduction to the School The aim of the School of Public Health is to recruit and train doctors and those from disciplines other than medicine to enable them to acquire the knowledge, skills and experience required to be effective public health specialists. The School aims to accommodate the evolving role of the speciality to allow a choice of career path and to cover the academic, health protection and service components of public health practice. The principles which underpin the maintenance of high quality Public Health Training across Health Education Thames Valley are:

explicit LETB-wide standards for training are adopted and reviewed annually

the training provided in all training locations is appraised periodically

the progress of all trainees is reviewed annually in a systematic and constructive manner

trainers are provided with appropriate support and continuing education

trainees are able to attend a formal academic course at Oxford University.

The training programme is for a period of five years from ST1 entry. ST1 posts are recruited though national selection. Trainees entering Public Health can come from a non-medical background. Training Opportunities within the School All trainees will be allocated a Service Trainer and an Academic Supervisor at the start of their training programme. Service Trainers will normally be a consultant in the department in which the trainee is working at the time and will be responsible for introducing new trainees to the department by organising a planned induction programme. The trainer and trainee agree competencies to be covered and what evidence will be expected before the competency is signed off as completed. The Programme Director will allocate an Academic Supervisor and the trainee will usually keep their Academic Supervisor for the duration of their training. Facts about the School Training in Public Health is available in various service placements, including the Local Authority and within Oxford University Hospitals NHS Trust, the Health Protection Unit (Public Health England) and academic departments at Oxford University. Initial training will be based in service placements in Berkshire, Buckinghamshire or Oxfordshire. Those appointed will be expected to change training locations during their training, with a typical programme lasting five years full time (including an academic year undertaking a Masters programme). Public Health training is competency-based, with registrars required to demonstrate the acquisition of a range of public health skills and knowledge. Post Membership secondments could include placement in international organisations like the World Health Organisation. At present there are 27 specialist trainees, including Academic Clinical Fellows, and one


Dental Public Health Trainee. In addition there are 12 F2 trainees per year, includes one Academic Foundation Trainee slot and a further three F2 slots. There are also eight F1 trainees per year including one F1 academic trainee slot based in Oxford University Department of Public Health and another F1 slot based in the Health Protection Unit. In addition we have a Sports and Exercise Medicine (SEM) trainee undertaking their six month placement in Public Health. The School of Public Health provides:

A structured programme that includes training time in academic and health protection placements and an appropriate rotation to suit career choice in the last two years of training

The opportunity to undertake the prestigious Masters in Global Health at Oxford University

The opportunity to train in internationally renowned academic units at Oxford University

Excellent exam results and the opportunity to act up as consultant in a targeted placement to ensure appropriate consultant experience and facilitate successful consultant applications at the end of training

A wide range of training opportunities, including placements at the Centre for Radiation, Chemicals and Environmental Hazards and international placements.

Approximately 80% of trainees who take the Part A and Part B are successful. There is a high success rate of trainees who have completed their training being appointed to consultant posts. KEY CONTACT DETAILS Head of School & Training Programme Director:

Dr Premila Webster [email protected] Training & Development Officer:

Miss Joanne Frank [email protected] Specialty School Manager: Miss Jane Bishop [email protected] RAA: Miss Jan Harris [email protected]






School of Radiology Head of School: Dr Jane Phillips-Hughes Specialty School Manager: Mrs Mairi Hills Recruitment & Assessment Officer: Mrs Jennifer Evans Introduction to the School There are 38 trainees in the Oxford Radiology training scheme; this is the sole training scheme in the School of Radiology. The training is based mainly in the central Oxford University Hospitals NHS Trust (the John Radcliffe, the Churchill and the Nuffield Orthopaedic Centre) with strong support from District General Hospitals in Banbury, Milton Keynes, Aylesbury, Reading and Slough. Oxford is the ideal place for radiology training. It combines the academic and clinical excellence of the University Clinical and Preclinical schools with internationally and nationally recognised clinical specialities both in Oxford and in the region. Training Opportunities within the School The training scheme offers the full range of clinical radiological training with particular training opportunities in neuroradiology, musculoskeletal, gastro-intestinal and vascular and interventional radiology. The Training Programme Director co-ordinates the rotations of trainees and the availability of training courses locally and nationally. There is a well embedded cadre of Clinical Supervisors for day-to-day training, and Educational Supervisors to oversee training on an annual basis. The training in Radiology integrates active teaching from a wide range of committed trainers, a broad clinical case mix, and academic opportunities amplified by an active Academic Clinical Fellowship programme. Facts about the School Radiology is a very popular specialty and Oxford is highly favoured in national applications. The trainees regularly report very high levels of satisfaction in surveys and the success in examinations is also high. After CCT, trainees have been very successful in gaining excellent posts, either as consultants in teaching departments or District General Hospitals, or in fellowships abroad. KEY CONTACT DETAILS Head of School: Dr Jane Phillips-Hughes [email protected] Training Programme Director: Dr Nia Taylor [email protected] Specialty School Manager: Mrs Mairi Hills [email protected] RAA: Mrs Jennifer Evans [email protected]






School of Surgery Head of School: Mr Jeremy Noble Deputy Head of School: Mr Ashok Handa Specialty School Manager: Miss Jane Bishop Recruitment & Assessment Administrator: Ms Brenda Turner Introduction to School The School of Surgery in Health Education Thames Valley is responsible for overseeing the post-graduate training and education of surgical trainees from CT1 (core training) to completion of consultant training (CCT). Currently the School is divided into two main faculties: the Core Training Programme and the Specialist Training Programme. Health Education Thames Valley encompasses the counties of Oxfordshire, Buckinghamshire and Berkshire. The major hospital sites where surgical training is undertaken are:

In Oxfordshire, the Oxford University Hospitals NHS Trust: the John Radcliffe and the Churchill in Oxford; the Horton Hospital in Banbury; and the Nuffield Orthopaedic Centre in Oxford.

In Berkshire, the Royal Berkshire Hospital in Reading; Heatherwood and Wexham Park Hospitals in Ascot and Slough.

In Buckinghamshire, the High Wycombe and Stoke Mandeville (Aylesbury) Hospitals; and Milton Keynes General Hospital.

Training Opportunities within the School The two-year core training programme consists of approximately 52 trainees (including Academic Clinical Fellows) who are following programmes in surgery in general, which are mainly themed, equipping them to apply for Specialist Training in their chosen field, or, if that is not possible, being guided to another satisfying career pathway. The School offers training in all the ten SAC recognised surgical specialties at ST3 level, some entirely within Health Education Thames Valley: General Surgery (six years), Trauma and Orthopaedics (six years), Urology (five years) and Neurosurgery (eight years). The other specialties, namely Cardiothoracic Surgery (six years), Plastic Surgery (six years), Otolaryngology (six years), Oral & Maxillofacial Surgery (six years), Paediatric Surgery (six years) and Vascular Surgery (six years), all rotate with neighbouring Health Education organisations. Neurosurgery is the only run-through specialty from ST1. There are no LATs at Core Surgery level. All LATs/FTSTAs are now appointed through national recruitment for the other specialties. Facts about the School The School’s strong foundation is based upon the belief that all trainees can achieve surgical excellence and unrivalled patient care by having a group of individuals with diverse goals and an enthusiastic temperament who are encouraged and nurtured to fulfil all compulsory facets of the surgical curriculum whilst developing skills in research, leadership and education. Trainees are recruited from all over the world and are chosen entirely on merit based upon wide ranging criteria and surgical potential. A recent survey of current trainees showed that most trainees have multiple academic publications as well as a wide range of participation in high level extra-curricular activities including international representation in sport and music. The School has one of the best success rates of core trainees being appointed to ST3


training programmes within the UK. There is a strong tradition of nurturing bright and capable surgical trainees. We offer all core trainees an opportunity to teach anatomy to undergraduates, and in return offer them relevant basic science teaching. We have regular Deanery core training teaching sessions leading to the MRCS and beyond. Many trainees take advantage of being associated with a premier research university in order to engage in research, frequently for a DPhil, the Oxford PhD. The pass rates for the exit exams are consistently high. Our aim is that trainees should be encouraged and inspired to develop their skills in all areas of surgical expertise in a variety of ways. There is a simulation training programme organised by the Surgical Simulation Fellow. KEY CONTACT DETAILS Head of School : Mr Jeremy Noble [email protected] Deputy Head of School: Mr Ashok Handa [email protected] Specialty School Manager: Miss Jane Bishop [email protected] RAA: Ms Brenda Turner [email protected] School of Surgery Website: www.oxfordschoolofsurgery.org





http://www.oxfordschoolofsurgery.org/


APPENDIX 7: Contact Details and School Allocation

Heads of School, Specialty School Managers and Recruitment and| Assessment Administrators

School Head of School Specialty School Manager

Specialty School Manager: Email Recruitment and Assessment Administrator

Recruitment and Assessment Administrator: Email

Medicine Margot Gosney Jane Exell [email protected] 01865 785546

Jerome Joseph [email protected] 01865 785545

Emergency Medicine Simon Smith Mairi Hills [email protected] 01865 785548

Jennie Evans [email protected] 01865 785547

Surgery Jeremy Noble Jane Bishop [email protected] 01865 785550

Brenda Turner [email protected] 01865 785549

Psychiatry Peter Sargent Jane Bishop [email protected] 01865 785550

Jan Harris [email protected] 01865 785552

Ophthalmology Bruce James Jane Bishop [email protected] 01865 785550


Radiology Jane Phillips-Hughes Mairi Hills [email protected] 01865 785548


Anaesthetics Vivian Addy Mairi Hills [email protected] 01865 785548


Paediatrics Peter Sebire Mairi Hills [email protected] 01865 785548


O&G Rebecca Black Mairi Hills [email protected] 01865 785546


Histopathology Sanjiv Manek Mairi Hills [email protected] 01865 785548


Pharmacy Jill McDonald Mairi Hills [email protected] 01865 785548


Public Health Premila Webster Jane Bishop [email protected] 01865 785550


OUCAGS Chris Pugh Denise Best [email protected] 01865 785573

Dental Helen Falcon Helen Scragg, Mairi Hills

[email protected] 01865 785516 [email protected] 01865 785548


Foundation Anne Edwards Ann Heath [email protected] 01865 785563

Jon Ruffler [email protected] 01865 785565

General Practice Jill Edwards Barbara Gow [email protected] 01865 785583

Heather Smith Yemi Folarin

[email protected] 01865 785582 [email protected] 01865 785580



































Schools and Specialties

Jane Exell


01865 785546

Jane Bishop


(Works Tues, Wed, Fri)

01865 785550

Mairi Hills


01865 785548

Ann Heath


01865 785563

Barbara Gow


01865 785583

Administration, Recruitment, Revalidation and Quality Assurance

Acute Medicine/GIM

Cardiology (inc. Paediatric Cardiology)

Clinical Genetics

Clinical Immunology

Clinical Neurophysiology

Clinical Oncology

Clinical Pharmacology

Core Medicine

Dermatology

Diabetes & Endocrinology

Gastroenterology

Genito-Urinary Medicine

Geriatrics

Haematology

Infectious Diseases/ Medical Microbiology

Medical Oncology

Neurology

Occupational Medicine

Palliative Medicine

Rehabilitation Medicine (inc Spinal Injuries)

Renal Medicine (Nephrology)

Respiratory Medicine (Chest Medicine)

Rheumatology

Sport & Exercise Medicine

Cardiothoracic Surgery (JB)

Child & Adolescent Psychiatry (JH)

Core Psychiatry (JH)

Core Surgery (JB)

ENT (Otolaryngology) (JB)

Forensic Psychiatry (JH)

General Adult Psychiatry (JH)

General Surgery (JB)

Hand Surgery (JB)

Neurosurgery (JB)

Old Age Psychiatry (JH)

Ophthalmology (JH)

Oral & Maxillofacial Surgery (JB)

Paediatric Surgery (JB)

Plastic Surgery (JB)

Psychiatry of Learning

Disabilities (JH)

Medical Psychotherapy (JH)

Public Health (JH)

Trauma & Orthopaedics (JB)

Urology (JB)

Vascular Surgery (JB)

ACCS including

Acute Medicine

Anaesthetics

Chemical Pathology

Emergency medicine

Histopathology

Intensive Care

Nuclear Medicine

Obstetrics & Gynaecology

Paediatrics

Pharmacy

Radiology

Dental

Dental SHOs/DF2

Orthodontics

Special Care Dentistry

Dental Public Health

Foundation General Practice Sarah Hiscox

Office Services Manager

01865 785503

Vicky Beal

PA to the Postgraduate Dean

01865 785556

Lauren de Silva

Medical Education Support Manager

01865 785557

Ruth Crawley

Medical Educators Manager

01865 785558

Vacancy

Revalidation Manager

01865 785554

Tessa Candy

Quality Assurance Manager

01865 785542

Recruitment & Assessment Administrator

Jerome Joseph 01865 785545

Recruitment & Assessment Administrators

Brenda Turner 01865 785549

Jan Harris 01865 785552

Less than Full-Time Training (LTFT) Administrator

Jan Harris

Recruitment & Assessment Administrator

Jennifer Evans 01865 785547

Foundation School Administrator

Gemma Butler

01865 785564

Project Officer

Jon Ruffler 01865 785565

Recruitment & Assessment Administrators

Heather Smith 01865 785582

Portfolio Administrator

Yemi Folarin 01865 785580

Management Support Administrator:

Monika Lemanska (to Recruitment and Educators manager)

Tel: 01865 785559


APPENDIX 8: ARCP OUTCOMES DEFINITIONS The following information is taken from The Gold Guide (Fifth edition), May 2014.

Annual Review of Competence Progress (ARCP) Outcomes

Outcome 1: Satisfactory Progress – Achieving progress and the development of competences at the expected rate Satisfactory progress is defined as achieving the competences within the specialty curriculum approved by GMC at the rate required. The rate of progress should be defined within the specialty curriculum e.g. with respect to assessments, experiential opportunities, exams, etc. For the following outcomes the trainee is required to meet with the panel (Outcomes 2, 3, 4 & 5) after the panel has reached their decision.

Outcome 2: Development of specific competences required – Additional training time not required The trainee’s progress has been acceptable overall but there are some competences which have not been fully achieved and need to be further developed. It is not expected that the rate of overall progress will be delayed or that the prospective date for completion of training will need to be extended or that a period of additional remedial training will be required. Where such an outcome is anticipated, the trainee should appear before the panel. The panel will need to specifically identify in writing the further development which is required. The documentation will be returned to the TPD and educational supervisor, who will make clear to the trainee and the employer/s what must be done to achieve the required competences and the assessment strategy for these. At the next annual assessment of outcome it will be essential to identify and document that these competences have been met.

Outcome 3: Inadequate progress – Additional training time required The panel has identified that a formal additional period of training is required which will extend the duration of the training programme (e.g. the anticipated CCT/CESR /CEGPR(CP) date). Where such an outcome is anticipated, the trainee must attend the panel. The trainee, educational supervisor and employer will need to receive clear recommendations from the panel about what additional training is required and the circumstances under which it should be delivered (e.g. concerning the level of supervision). It will, however, be a matter for the Health Education England and NHS Education Scotland region and Deanery in Northern Ireland and Wales to determine the details of the additional training within the context of the panel’s recommendations, since this will depend on local circumstances and resources. Where such additional training is required because of concerns over progress, the overall duration of the extension to training should normally be for a maximum of one year (six months for core trainees and GP), unless exceptionally, this is extended at the discretion of


the postgraduate dean, but with an absolute maximum of two years (1 year for GP) additional training during the total duration of the training programme. The extension does not have to be taken as a block of 1 year, but can be divided over the course of the training programme as appropriate. The outcome panel should consider the outcome of the remedial programme as soon as practicable after its completion.

Outcome 4: Released from training programme – With or without specified Competences The panel will recommend that the trainee is released from the training programme if there is still insufficient and sustained lack of progress, despite having had additional training to address concerns over progress. The panel should ensure that any relevant competences which have been achieved by the trainee are documented. The trainee will be required to give up their National Training Number, but may wish to seek further advice from the Postgraduate Dean or their current employer about future career options, including pursuing a non-training but service-focused career pathway. An outcome 4 may also be recommended in some circumstances where there has not been additional training, for example for disciplinary reasons or where the trainee has exhausted all attempts at passing an exam without having received additional training time.

Outcome 5: Incomplete evidence presented – Additional training time may be required The panel can make no statement about progress or otherwise since the trainee has supplied either no information or incomplete information to the panel. If this occurs, on the face of it, the trainee may require additional time to complete their training programme. The additional time begins from the date the panel should have considered the trainee. The trainee will have to supply the panel with a written account within five working days as to why the documentation has not been made available to the panel. The panel does not have to accept the explanation given by the trainee and can require the trainee to submit the required documentation by a designate date, noting that available “additional” time is being used (see 1 above) in the interim. If the panel accepts the explanation offered by the trainee accounting for the delay in submitting their documentation to the panel, it can choose to recommend that additional time has not been used. Once the required documentation has been received, the panel should consider it (the panel does not have to meet with the trainee if it chooses not to and the review may be done “virtually” if practicable) and issue an assessment outcome. Alternatively the panel may agree what outstanding evidence is required from the trainee for an Outcome 1 and give authority to the Chair of the panel to issue an Outcome 1 if satisfactory evidence is subsequently submitted. However if the Chair of the panel does not receive the agreed evidence to support an Outcome 1 then a panel will be reconvened.


Recommendation for Completion of Training

Outcome 6: Gained all required competences – Will be recommended as having completed the training programme and if in a run through training programme or higher training programme will be recommended for award of a CCT or CESR/CEGPR(CP). The panel will need to consider the overall progress of the trainee and ensure that all the competences of the curriculum have been achieved prior to recommending the trainee for completion of the training programme to the relevant Royal College.

Outcomes for trainees in FTSTAs, LATs, OOP

Outcome 7: Fixed-term Specialty Trainee (FTSTAs) or LATs Trainees undertaking FTSTAs or LATs will undertake regular in-work assessments and maintain documentary evidence of progress during their fixed term appointment. This evidence will be considered by the ARCP panel and will result in one of the following outcomes:

Outcome 7.1 Satisfactory progress in or completion of the LAT / FTSTA placement. This means that the trainee has established that they have acquired and demonstrated the competencies expected of a trainee undertaking a placement of this type and duration at the level specified.

Outcome 7.2 Development of Specific Competences Required – additional training time not required The trainee’s progress has been acceptable overall; however, there are some competences not fully achieved, which the trainee needs to develop either before the end of their current placement or in a further post to achieve the full competences for this period/year of training. The rate of overall progress is not expected to be delayed, nor the prospective date for completion of training extended, nor is a period of additional remedial training required as this is a fixed term post. Where such an outcome is anticipated, the trainee should appear before the panel. The panel will need to specifically identify in writing the further development required. The documentation will be returned to the TPD and educational supervisor, who will make clear to the trainee and the employer/s what must be done to achieve the required competences and the assessment strategy for these. At the next review of progression it will be essential to identify and document that these competences have been met. Failure to complete the competences in time will mean this period of training cannot be formally recognised.

Outcome 7.3 Inadequate Progress by the Trainee The trainee has not made adequate progress for this period of training to be formally recognised towards either CCT, CESR/CEGPR(CP) or full CESR/CEGPR. If the trainee wishes to attain the described competencies, they will be required to repeat this period of training, not necessarily in the same post or with the same employer or Health Education England or NHS Education Scotland region and Deanery in Northern Ireland and Wales. If the trainee moves to a new post, employer or Health Education England or NHS Education Scotland region or Deanery in Northern Ireland and Wales, they must declare their previous outcome.

Outcome 7.4 Incomplete Evidence Presented The panel can make no statement about progress or otherwise since the trainee has supplied either no information or incomplete information to the panel. The trainee will have to supply the panel with a written account within five working days of the panel meeting as to why documentation was not provided for the panel. However, the panel does not have to accept the explanation given by the trainee and can require the trainee to submit the required documentation by a designated date. This evidence will then be considered by the panel. Failure to do so will mean that the period of training cannot be counted towards either CCT or CESR/CEGPR(CP).


The outcome should be sent to the trainee’s Educational Supervisor for that year of training who should arrange a follow-up meeting even if the end of the appointment period/year has been reached. Where this is not possible, the educational supervisor should send a copy of the outcome to the trainee so that the trainee can retain a Education Scotland region and Deanery in Northern Ireland and Wales will also keep a copy on record.

Outcome 8: Out of programme for research, approved clinical experience or a career break (OOPR / OOPE / OOPC)

The panel should receive documentation from the trainee on the required form indicating what they are doing during their out of programme (OOP) time.

OOPE – If the period Out of Programme is to gain clinical experience which will not contribute towards the competences required by the training programme (OOPE) then an annual OOP report form should be submitted including an indicative intended date of return.

OOPT – If the trainee is out of programme on a training placement which has been prospectively approved by the GMC and which will contribute to the competences of the trainee’s programme, then this Outcome should not be used, and a routine assessment of progression should be made.

OOPR – If the purpose of the OOP is research the trainee must produce a research supervisor’s report along with the OOPR indicating that appropriate progress in research is being made, along with achievement of the relevant degree (if appropriate).

OOPC – If a doctor is undertaking a career break, a yearly OOPC request should be sent to the panel, indicating that the trainee is still on a career break with their indicative intended date of return.

End of programme/stage outcomes for core and early years trainees

Where success in an examination is a requirement for exit from early years training then the following ARCP outcomes apply:

1. The early years training is distinct from later years training (i.e. separate curriculum, core) and competitive selection into later years training is required.

Completion of curriculum

competencies Pass in relevant exam ARCP outcome

Yes Yes 6

Yes No (pre extension of training) 3

Yes No (post extension of training) 4*

No Yes (pre extension of training) 3

No Yes (post extension of training) 4**

No No 4**

2. For run through training:

Completion of curriculum competencies

Pass in relevant exam ARCP outcome

Yes Yes 1

Yes No (pre extension of training) 3

Yes No (post extension of training) 4**

No Yes (pre extension of training) 3

No Yes (post extension of training) 4**

No No 4**

* with statement that all competencies achieved except pass in exam

** with statement of competencies not achieved


When an outcome is not issued The ARCP panel would not issue an outcome when the trainee is absent due to statutory leave: maternity leave or sick leave or where training has been suspended – see paragraph 7.80 in The Gold Guide. In these circumstances the panel will record the reasons for this via agreed methods. For further information on the ARCP process and outcomes please see The Gold Guide (Fifth Edition) May 2014: http://specialtytraining.hee.nhs.uk/.

http://specialtytraining.hee.nhs.uk/


APPENDIX 9

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