1. GMC Update Dr Vicky Osgood Assistant Director of Postgraduate Education

2. 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.

3. Our aim To secure a regulatory system which:  Enhances patient safety  Fosters professionalism  Commands the confidence of all stakeholders  Is independent, fair, efficient and effective

4. The power of medicine  Doctors have a greater capacity to do good  But their capacity to do harm is greater than ever ’Medicine used to be simple, ineffective and relatively safe. It is now complex, effective and potentially dangerous’ Lancet 1999 SIR CYRIL CHANTLER Julia Fullerton Batten National Portrait Gallery 2006

5. What we do Register Education Standards Fitness to Practise

6. Good Medical Practice: Explanatory guidance

7. Good Medical Practice: Learning Materials Good Medical Practice in Action: Raising concerns decision making tool: Learning Disabilities website:

8. Patient expectations are changing Doctors remain most trusted profession - 89% 1  Teachers – 86%  Average person in the street – 64%  Journalists – 21%  Politicians – 18% And yet… 1 Ipsos MORI Trust Poll, 9-11 February 2013 2 Francis Report Exec Summary, Feb 2013 (para 75) ‘The failure of the system to detect the deficiencies at the trust and take effective action soon enough means that the public is unlikely to have confidence that “another Stafford” does not exist, in the absence of being convincingly persuaded that sufficient change has taken place.’ 2

9. The Role of the 21st Century Regulator Medical School Foundation programme GP/ Specialist Ongoing practice Set standards and outcomes and inspect medical schools Approve entry to the register, foundation programme curricula and the educational environment Approve specialist curricula, programmes and posts and require assurance about the quality of the educational environment Require on-going assurance of competence and fitness to practice, and support for doctors from their responsible officer

10. Review of Standards Review of Standards for Training in Tommorrow’s Doctors and the Trainee Doctor Perhaps core and developmental standards Review of Standards for Curriculum and Assessment Review of Guidance for Assessment

11. Review of Quality Assurance Review of the processes we undertake Literature review Themes Role of the Colleges and Faculties Annual specialty reviews Role of externality Approval of environments Role of and types of visits

12. A model for Quality Improvement & Medical Schools(Specialty/GP only) PG Deaneries & Medical Schools Royal Colleges/Faculties Medical Schools Council

13. QIF – four elements

15. ‘Training is Patient safety for the next 30 years’ Excellent educational supervision is patient safety in 15 years Excellent clinical supervision is patient safety now

16. Temple review Implement a consultant delivered service Service delivery must explicitly support training Make every moment count Recognise, develop and reward trainers Training excellence requires regular planning and monitoring

18. Recognising and approving trainers

19. Training Surveys Survey of trainers piloted towards end of year Survey of trainees core source of information improvements to reporting reporting of key themes

20. Recent Reports

21. Patient Safety Concerns Specific questions in the survey

23. Generic Professional Capabilities “A set of values, behaviours, and relationships that underpins the trust the public has in doctors.” It is important to balance the need for increased specialisation WITH the need for a holistic approach to health which takes account of physical, mental, emotional and spiritual aspects.

24. 3 apprenticeships of learning The cognitive apprenticeship, where the learner develops knowledge and understanding The practical apprenticeship, where the learner develops skills and competencies The moral apprenticeship, where the learner develops the ability to practise medicine with integrity and respectability Shulman described these as the habits of the head, the hands and the heart which need to continue as long as we practise medicine

25. Develop Credentialling Defined areas of practice not individual techniques Might include current subspecialties Need to produce a regulatory framework 3 pilots illustrate different approaches to assessment

26. Synopsis Review of Standards for Training Review of Standards for Curricula and Assessment Review of Quality Assurance Approving Educational Environments Generic professional capabilities Leadership Service improvement Patient safety Communication Work on surveys Developing Credentialling

27. What can you do? We are all faced with a series of great opportunities - brilliantly disguised as insoluble problems. Whoever I am, or whatever I am doing, some kind of excellence is within my reach. Excellence is doing ordinary things extraordinarily well. John W. Gardner