the role of the regulator excellent training, excellent care dr vicky osgood
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The Role of the Regulator Excellent Training, Excellent Care Dr Vicky Osgood Assistant Director of Postgraduate Education GMC. Last year. Why does the GMC exist?. ‘… to protect, promote and maintain the health and safety of the public.’ (Medical Act 1983). - PowerPoint PPT PresentationTRANSCRIPT
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The Role of the RegulatorExcellent Training, Excellent CareDr Vicky OsgoodAssistant Director of Postgraduate EducationGMC
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Last year
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Why does the GMC exist?
• ‘… to protect, promote and maintain the health and safety of the public.’ (Medical Act 1983)
Our purpose is to protect, promote and maintain the health and safety of the public by ensuring proper standards in the practice of medicine.
We are the regulator of doctors rather than a professional body for doctors.
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What we do
Registration
Standards
Education
Fitness to Practice
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State of Medical Education and Practice
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Growth in Specialty and GP DoctorsFig 5
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Full registrationProvisional registration
Certificate of completion of training (CCT)
Medical School(4-6 years)
F1 year(1 year)
F2 year(1 year)
Specialty/ GP Training (3-8 years)
Specialist/ GP Register(to retirement)
UK Training Pathway
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Education Strategy
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Education StrategyAims and objectives in the Strategy are grouped
under four headings: 1. Setting and assuring standards, and valuing
training. 2. Promoting effective selection, transition and
progression.3. Defining outcomes for education and training. 4. Working with partners and promoting feedback
and learning.
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Alignment and review of standardsValuing training
Recognition and Approval of trainers? Approve educational environments
Developing a smarter evidence base Review our approach to quality assuranceResponse to concerns
Setting and assuring standards and valuing training
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Foundation ProgrammeGeneric outcomes for specialty trainingEquivalence routes to the specialist and GP registers
Defining outcomes for education and training
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Closer engagement with doctors, the public and patientsDeveloping the use of surveysFeedback and learning
Working with partners and promoting feedback and learning
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Recognition and Approval of Trainers
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Recognition and Approval of Trainers
• PostgraduateNamed educational supervisorsNamed Clinical supervisors
• UndergraduateLead coordinators of undergraduate trainingDoctors responsible for overseeing students’
educational progress
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Recognition and Approval of TrainersGMC Standards in TTD and TD
GMC Structure for Approval of Trainers
Areas from Academy of Medical Educators Document
Education Organisers Deaneries and Medical Schools Identification of Trainers
LEP
MAPPED
QA
Map current training and identification of trainers against 7 headings with evidence in appraisal
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Framework
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Recognition and Approval of Trainers• Define the group • Approve GPs and recognise others (until statute changed)• Trainers will need to collect evidence for their appraisal• Evidence judged against the A of ME Framework• In the future part of scope of practice for revalidation• LEPs to collect information• Deanery and MS training and organisation to meet
framework• Deanery and MS to collect and collate information• Deanery pilots engaging with LEPs for information
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Approval of Trainers
• Consultation opened last Friday• No trainers survey 2012 but publishing review
of last 4 years• Pilots completed• Implementation 2013
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Review of Quality Assurance
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Quality Assurance
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Not just visits!
Thematic assurance: • a different kind of visit for smaller specialties• building the evidence base on high-risk areas
e.g. assessment, ARCP
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Response to Concerns
• Concerns raised by deaneries and medical schools– Patient safety– Trainee safety and training
• Could be raised by others• Accompanying deanery visits• Significant changes• Working with other regulators
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Revamp of trainee surveyAccess much easier via GMC onlineInformation up front so (almost) instant reportingQuestion revamp
Academic input Reviewing indicatorsTesting new questionsMuch shorterImproved specialty questions
Surveying other groups
Surveys
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Generic Outcomes for Specialty Training
• We now have 61 specialties and 36 subspecialties
• Curriculum approval is a major issue• Could we do this differently?
Shape of Training
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Paraclesus On the qualifications of a good surgeonRegarding his innate temper
A clear conscienceDesire to learn and gather experienceA gentle heart and a cheerful spiritMoral manner of life and sobriety in all thingsGreater regard for his honour than moneyGreater interest in being useful to patients than to himselfHe must not act without judgementHe must not accept belief without understandingHe must not scorn the workings of chanceHe must not boast of knowing anything without experienceHe must never boast or praise himselfHe must despise no one
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continued
He must not be married to a bigotHe should not be a runaway monkHe should not practise self abuseHe must not have a red beard
1493-1541
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Duties of a Doctor
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Leadership
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LeadershipMedical Leadership Competency Framework
embedded in all 61 curricula
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LeadershipJan 2011 Defining Generic Outcomes research
Management and Leadership 91% curricula coverLeadership Subsections 74.4% covered
Less clear how these are assessed
Generic outcomes will be a workstream for the futureLooking to work with Colleges and Deaneries
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Developing Leadership
Fellows schemes National and LocalGMC has one of the fellows
Service improvementDevelopment courses or qualificationsDONCS?
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•
Quality is not act it is a habit
Aristotle