Module Guide

Clinical Service Improvement and Leadership in Emergency Obstetric and

Neonatal Care

Monday 14th – Friday 18th May 2012

Level of module: Undergraduate Level 4 (30 CATS)

Module leaders: Dr David DaviesDr Paul O’Hare

Contact details: david.davies@warwick.ac.uk j.p.o-hare@warwick.ac.uk

Anne-Marie BrennanCourse Co-ordinator0044 2476 574007A-M.Brennan@warwick.ac.uk

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Welcome

Dear Colleague

On behalf of Warwick Medical School, we would like to welcome you to the University of Warwick and to the Clinical Service Improvement and Leadership in Emergency Obstetric and Neonatal Care module. We hope you will find the course interesting, stimulating and relevant to your needs and that you will find attendance beneficial and enjoyable.

This module guide is intended to provide you with information about the module, including help with the portfolio assessment. Additional information about the ETATMBA project can be found online here http://etatmba.org

Undergraduate study is very much a two-way process and we welcome your views on all aspects of the module design and delivery, and on the assessment. There will be opportunities to provide feedback at the end of the module on your experiences of the module and of completing the portfolio assessment.

If you have any questions or if we can be of any further help at any stage, please do not hesitate to get in touch.

With best wishes,

David Davies & Paul O’Hare

Module LeadersWarwick Medical School

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Contact Details

COURSE DIRECTOR (INTERNATIONAL CLINICAL OBSTETRICS AND LEADERSHIP)

Dr Paul O’HareWarwick Medical SchoolThe University of Warwick

MODULE LEADERS

Dr David DaviesAssociate Professor, Medical EducationWarwick Medical SchoolUniversity of Warwick

Email: david.davies@warwick.ac.uk

Dr Paul O’HareDirector of Quality AssuranceWarwick Medical SchoolUniversity of Warwick

Email: j.p.o-hare@warwick.ac.uk

INTERNATIONAL CLINICAL OBSTETRICS AND LEADERSHIP COURSE CO-ORDINATOR

Anne-Marie BrennanCourse Co-ordinatorWarwick Medical SchoolUniversity of WarwickCoventryCV4 7AL

Tel: 0044 2476 574007Email: A-M.Brennan@warwick.ac.uk

MODULE WEB PAGE

http://etatmba.org

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Module Description

Credit value: 30 CATS Credits at undergraduate level 4Directed learning: 45 hoursSelf directed learning: 210 hoursTeaching and learning methods: A mix of whole group teaching and individual work with an

emphasis on an interactive approach; online distance learning and self-directed learning.

Aim

This module focuses on the principle that leadership can be learnt and taught. The syllabus takes the learners from being competent clinicians to clinicians as change agents who understand that leadership is a shared endeavour. The module will teach students how to identify areas for service improvement including how to implement a Plan-Do-Study-Act (PDSA) improvement cycle, and through a Clinical Leadership Framework teach students how to develop as clinical leaders who in turn are prepared to teach others.

Learning outcomes

By the end of this module, students will be able to:

Demonstrate self awareness by being aware of own values, principles, and assumptions, and demonstrate learning from experiences

Demonstrate person-values centred practice by taking account of the needs and priorities of others in practice

Learn through participating in continuing professional development and from experience and feedback, to improve obstetric and neonatal care

Demonstrate processes of reasoning about values and apply these in an open, honest and ethical manner

Develop networks by working in partnership with patients, carers, and colleagues to deliver and improve services

Build and maintain relationships by listening, supporting others, gaining trust and showing understanding

Encourage contribution by creating an environment where others have the opportunity to contribute

Promote enhanced team-working to deliver and improve services in obstetric and neonatal care including in emergencies

Identify available and potential resources and demonstrate strategies for safe and effective clinical deployment.

Identify service goals in obstetric and neonatal care and scope for personal contribute-on to achieving the goals

Apply knowledge and evidence by using guidelines and gathering information to produce evidence-based improvements in obstetric and neonatal care

Demonstrate quality improvement skills in acute obstetric and neonatal care in low-resource setting

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Timetable

Time Monday 14th May 2012 Tuesday 15th May 2012 Wednesday 16th May 2012 Thursday 17th May 2012 Friday 18th May 2012

8.00 – 10.15 WelcomeIntroduction to leadershipAudit feedback

David DaviesPaul Long

Paul O’Hare

Introduction to values based practice

Ed PeileSaliya Chipwete

Service improvement and the audit cycle & implementing clinical guidelines

Paul O’HareChisale Mhango

Quality improvement in obstetrics & obstetrics expert panel

Paul O’HareChisale MhangoSaliya Chipwete

Francis Kamwendo

Shared leadership & Clinical Leadership Competency Framework

Paul Long

10.15 – 10.30 Break Break Break Break Break

10.30 – 12.00 Audit feedback

Paul O’Hare

Values based practice

Ed PeileSaliya Chipwete

Evidence based practice and research

Paul O’HareChisale Mhango

Team working & managing change

Alan Davies

Behaviours & skills for leadership

Alan Davies

12.00 – 1.00 Lunch Lunch Lunch Lunch Lunch

1.00 – 2.30 Introduction to service improvement & problem identification

Garry Swann

Values case studies

Ed PeileSaliya Chipwete

Service improvement scenarios

Paul O’HareChisale Mhango

Neonatal scenarios

Queen DubeEd Peile

OSCE assessment

All faculty

2.30 – 2.45 Break Break Break Break Break (flexible)

2.45 – 4.00 Values stream mapping & service improvement

Garry Swann

Values case studies

Ed PeileSaliya Chipwete

Service improvement scenarios

Paul O’HareChisale Mhango

Neonatal scenarios

Queen DubeEd Peile

Preparing for your independent learning & log book

David DaviesPaul Long

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Staff Contributing to the Module

Dr Saliya ChipweteDr Alan DaviesDr David DaviesDr Queen DubeMr Harry GeeDr Francis KamwendoMr Paul LongDr Chisale MhangoDr Paul O’HareDr Vinod PatelProfessor Ed PeileProfessor Siobhan QuenbyDr Doug SimkissMr Garry Swann

Some useful online sources of information

Warwick University Libraryhttp://www2.warwick.ac.uk/services/library

Warwick University Library E-journalshttp://www2.warwick.ac.uk/services/library/electronicresources/journals/

Warwick University Library Information Skills – finding e-journalshttp://www.youtube.com/playlist?list=PL336DC18600858878

Warwick University Guide to Searching Medlinehttp://www2.warwick.ac.uk/services/library/tealea/sciences/medicine/medline/

Warwick Values Exchangehttp://warwick.vxcommunity.com/

Quality and Service Improvement Toolshttp://www.institute.nhs.uk/qualitytools

Guidance for Integrating the Clinical Leadership Competency Framework into Education and Traininghttp://goo.gl/hMOLr

Clinical Leadership Competency Framework Self assessment Toolhttp://nhsleadershipframework.rightmanagement.co.uk/assets/x/50172

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Assessment

Assessment of what you have learnt during the module will be based on an objective structured clinical examination (OSCE) taken during the module teaching week, and a follow up logbook of activity after the module. Instructions for the OSCE will be given during the module.

Logbook of leadership and service improvement qualities and skills

During the module the teachers will help you complete a self assessment of your leadership qualities and skills. This will give you insight into areas of your own leadership development that are well developed, areas that you are working towards, or areas that still need more work. Your independent learning after the module will be to gather evidence of how you are developing your leadership skills.

For example, consider the personal qualities self assessment below.

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“I seek feedback from others on my strengths and limitations and modify my behaviour accordingly”

Is this an area that is well developed for you? What feedback have you asked for, and from whom? What was the feedback, and how did you act on it? What has changed as a result?

“I remain calm and focused under pressure”

Can you describe a situation at work that you felt under pressure? What was the situation, and what were your feelings? How did you cope?

These are questions that you can answer by providing evidence. Your log book is a place to store pieces of evidence that you collect during your professional practice. Much of this evidence will be your own reflective writing, but some will also be training records, feedback from others, formal evaluation, and other forms of evidence.

Reading for your log book

You are expected to read a number of journal articles, reports and other materials for your log book. You have access to the Warwick University library, which offers a good range of books, journals and other resources. You will be offered some guidance from tutors to start you off on the right track – any additional reading is then up to you. There are some suggested links in this course handbook including links to the library. Please ask your tutor for help if you need it.

Keeping your log book

Your log book should be written on computer as an electronic file, for example an MS Word file. You can structure this however you like. For example, you might want to create one file for all the evidence that demonstrate your personal qualities, and another for evidence of working with others, and so on for all the leadership qualities in the self assessment toolkit. Alternatively you might like to keep everything in one file under separate chapter headings, it is up to you because you have the responsibility for keeping your own log book. Above all you log book must be one or more electronic files that you can email to your personal tutor for discussion, and to the course administrator on the submission deadline.

In terms of presentation style, it is particularly important to pay attention to:

clarity of expression logical organisation of materials syntax, paragraphing, punctuation and spelling smooth coherent transition between paragraphs.

Some of the evidence you will collect will be reports, forms or other resources, such as teaching/training observation forms or evaluation forms. These should be clearly labelled in an appendix and then referred to in the main text.

Plagiarism

The University and the School take the issue of plagiarism very seriously. Plagiarism is representing someone else’s work as your own. You should make sure you acknowledge and fully reference all sources used. As a general rule, if you quote word for word, then you must use quotation marks; if you paraphrase, then acknowledge your source. Plagiarism is against University regulations and if it is detected, University disciplinary procedures will be applied.

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Your log book is due by Friday 7th September 2012

Please email a copy of your completed log book to:

Anne-Marie BrennanCourse Co-ordinatorWarwick Medical SchoolUniversity of WarwickCoventryCV4 7AL

Tel: 0044 2476 574007Email: A-M.Brennan@warwick.ac.uk

Please also keep a copy for yourself.

Extensions

We hope we have given you plenty of time to complete your leadership skills log book. However, if you think you will need an extension then please contact your tutor as soon as possible to discuss your situation. If your tutor agrees that you need an extension, please email Anne-Marie Brennan to make a formal request an extension, giving the reasons why you need to ask for an extension.

PLEASE NOTE

In the unlikely event that your assignment does not reach the required standard (50% or over) you will be given 3 months in which to resubmit your work and will be offered guidance and support. Should the resubmission be assessed below 50%, the module will not have been passed.

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Appendix 1: Portfolio Assessment Criteria (Adapted from ‘New masters level assessment criteria from September 2007’)

CRITERIA A+80% plus A 70–79% B 60–69% C 50-59% D 40 – 49% E 39% andbelow

KNOWLEDGE AND UNDERSTANDING

1. Evidence that a wide range of highquality literature has been accessed

Credible sources – peer reviewed, professional / academic texts, websites, DOH directives.

Original work accessed whenever possible.

Contemporary - with exception of seminal work.

2. Discussion is supported by relevantliterature and research

Claims are substantiated. Literature / reference material is

appropriate and clearly linked to the portfolio topic.

Integration, paraphrasing and summarising of research findings rather than overuse of direct quotations.

3. A coherent and thorough overview of theoretical concepts is presented demonstrating understanding of the relevant issues

Key topic(s) or issues relating to each task or piece of evidence included in the portfolio are identified.

80% plus mark is awarded when work satisfies all of the ‘A’ criteria in each section to an except ional level demonstrating mastery of complex and specialised knowledge and is worthy of dissemination to a wider audience.

There is excellent evidence of widespread reading from a variety of sources.

Excellent use of literature and research, appropriately integrated into the assessment to demonstrate exceptional understanding of the key issues.

There is very good evidence of background reading and reference material is used appropriately to support the discussion.

Very good grasp of the relevant material demonstrating a good understanding of the key issues.

There is evidence of relevant background reading and this is generally used in a suitable way to substantiate the assignment content.

There is a competent level of understanding of the key issues.

Whilst there is some evidence of background reading this is not of a quality consistent with this level of study.

There is limited understanding of the key issues.

Little evidence that suitable background material has been accessed and poor understanding of the key issues.

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CRITERIA A+80% plus A 70 – 79% B 60 – 69% C 50-59% D 40 – 49%

E 39% andbelow

ANALYSIS AND EVALUATION

1. Evidence of critical thinking and analysis

Questioning; identifying and challenging assumptions.

An awareness of the importance of context in creating meaning.

Identifying problems. Finding connections.

2. Uses data and evidence from practice selectively to construct a logical discussion

Establishes a clear relationship between data (e.g. evidence of own practice ; research/literature) and topic under discussion.

Doesn’t ‘over reference’.

3. Evidence of reflection and reflective practice

Uses structured models of reflection when appropriate.

An analysis and awareness of personal values, ideas, assumptions and actions.

Identification of alternative actions and solutions as a result of reflective processes.

4. Critical evaluation of the strengths and weaknesses of cited research or literature

Does not take evidence on face value.

80% plus mark is awarded when work satisfies all of the A’ criteria in each section to an exceptional level demonstrating mastery of complex and specialised knowledge and is worthy of dissemination to a wider audience.

There is excellent evidence of critical analysis and reflection accompanied by a profound appraisal of the literature and evaluation of theoretical concepts.

The material is managed in a highly creative way demonstrating evidence of originality of thought.

Excellent evidence of synthesis of ideas and key concepts, articulately expressed.

There is very good evidence of critical analysis and reflection with evaluation of the literature/ theoretical concepts.

The material is managed in a creative way with expression of some original thought.

There is a good level of synthesis of ideas and key concepts.

Whilst there is evidence of critical analysis and reflection some issues required further exploration.

There is a competent level of evaluation of the literature and theoretical concepts. There is evidence of originality of thought, although some areas are underdeveloped and managed in an unimaginative way.

There is a competent level of synthesis of ideas and key concepts.

There is very limited evidence of critical analysis and reflection and much of the writing is descriptive.

Evaluation of the literature and key concepts is scarce and there is a lack of originality in the way the material is handled.

There is poor evidence of synthesis.

Little or no evidence of critical analysis or reflection and the discussion is entirely descriptive.

There is very poor evaluation of the literature and theoretical concepts and no credible judgements are formed.

No evidence of original and innovative thought or creative use of concepts.

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An awareness of the limitations of research or literature (e.g. methodology, validity and reliability, age, comparison of results of studies, generalisability).

5. Credible judgements are made The judgements made are the

logical conclusion of the analysis/discussion.

6. Evidence of synthesis of ideas and concepts

Various components of the topic are combined to produce a newly constructed whole i.e. specific and related literature or concepts.

Insights from own practice are synthesised with concepts from the literature.

Creative use of concepts. Imagining and exploring alternatives.

7. Evidence of original andcreative thought

The topic is approached or discussed in an innovative way.

Imaginative but realistic solutions to problems are suggested.

There is evidence of unique perspectives on a problem.

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CRITERIA A+80% plus A 70 – 79% B 60 – 69% C 50-59% D 40 – 49% E 39% andbelow

APPLICATION

1. Credible links between theory andprofessional practice are demonstrated

Evidence of the interpretation of theoretical perspectives through the use of practical examples.

Awareness of the strengths and limitations of research or literature in terms of applicability to own professional practice.

Realistic recommendations for professional practice are suggested.

2. Evidence is evaluated andapplied to professional practice

Demonstrates how the materialpresented contributes to professional practice.

80% plus mark is awarded when work satisfies all of the ‘A’ criteria in each section to an exceptional level demonstrating mastery of complex and specialised knowledge and is worthy of dissemination to a wider audience

Credible links between theory and professional practice are demonstrated to an except ional level.

There is excellent appraisal of evidence which supports the application of theory to practice.

There is good evidence of credible and relevant links between theory and professional practice.

The evaluation of the evidence is of a good standard and supports the application of theory to practice.

Competent links between theory and professional practice are made although some areas could have been developed further to demonstrate evaluation of the evidence and the application of theory to practice.

There are some attempts to link theory to professional practice but these are limited and, in some cases, unrealistic or inappropriate.

The evaluation of evidence is minimal.

Irrelevant or no links are made between theory and professional practice.

Evidence is not evaluated.

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CRITERIA A+ 80% plus A 70 – 79% B 60 – 69% C 50-59% D 40 – 49% E 39% andbelow

COMMUNICATION

1. The assessment guidelines have beenrigorously interpreted and followed

The portfolio addresses the questions asked (i.e. the set tasks or module learning outcomes)

Appropriate evidence of practice is selected and included.

Achievement of the module learning outcomes is demonstrated.

2. Presentation and structure Structure is coherent and

logical. Presentation and formatting of

the portfolio follow module guidance.

Sections and appendices are appropriately and clearly labelled.

3. References and citations An approved method of

referencing has been used both within the main text and in the reference list.

References and citations are correctly and consistently formatted.

4. Writing is articulate and clear Correct spelling, grammar and

syntax. Appropriate use of technical

80% plus mark is awarded when work satisfies all of the ‘A’ criteria in each section to an exceptional level demonstrating mastery of complex and specialised knowledge and is worthy of dissemination to a wider audience.

Excellent interpretation of assessment criteria.

Writing is highly articulate and there is a logical, coherent structure.

Referencing technique is excellent.

Word limit is adhered to.

Very good interpretation of the assessment criteria.

Generally the writing is articulate and there is a logical flow of information expressed through a clear assignment structure.

Work is accurately referenced.

Word limit is adhered to.

A competent interpretation of the assessment guidelines.

There are clear attempts to provide a logical structure but there are some inconsistencies in the approach used.

Referencing technique is satisfactory.

Word limit is adhered to.

There are attempts to interpret the assessment guidelines but some of these are flawed.

The assignment lacks a clear and logical structure and due to poor writing skills, ideas and concepts are not adequately expressed.

Does not maintain an accurate referencing technique.

Unsatisfactory length.

The assignment demonstrates little relevance to the assessment guidelines or the area of study. It lacks structure and there is poor use of language including several and recurrent grammatical and syntax errors. The expression of meaning is very weak and there are numerous referencing errors. Unsatisfactory length.

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language. Variety in the way information is

presented.

5. Word limit is adhered to The set word limit is used, give

or take 10%.

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