1. FOUNDATION PROGRAMME – 2016 CURRICULUM Dr Mike Masding Head of Wessex Foundation School AoMRC Foundation Programme Committee

2. What is a Curriculum? “Curriculum” is a term used in a number of related ways: 1.It can refer to the overall content of what is to be taught, as in the "National Curriculum" in the UK, which specifies the content of by far the largest part of compulsory schooling 2.It can refer to the underlying principles of the approach to teaching and learning, as in a "developmental curriculum" or a "competency-based" curriculum 3.It can embrace both elements, and refer to the overall "what", "how" and "why" of teaching Curriculum vs Syllabus

3. Foundation Programme Curriculum As opposed to the e- portfolio! (Does include assessment) First published in 2005 Paper format Regular revisions & changes Currently has 67 outcomes in FY1, & 67 outcomes in FY2

4. 2016 Curriculum - the basis for change Professional development - rather than technicians Onerous burden of assessments (Collins Report) Onerous burden of outcome sign-off Desire for professional judgement by supervisors

5. 2016 Curriculum – the point… The Foundation Programme Curriculum is based on : – educationally and clinically supervised practice-based learning – regular feedback, reflection on practice and assessment Foundation doctors will be able to demonstrate: – ability to work adaptively in healthcare teams – ability to manage patients with acute and long-term conditions – continuous improvement in their professional and clinical skills/ acumen – increasing understanding of the healthcare environment

6. 2016 Curriculum – overview of changes… Web-based curriculum Fewer outcomes High level outcomes Greater clarity on what is expected at FY1 & FY2 Greater emphasis on Educational Supervisor & Clinical Supervisor reports

7. 2016 Curriculum – web-based

8. 2016 Curriculum – syllabus/outcomes

9. Sections: 1.PROFESSIONAL BEHAVIOUR & TRUST 2.COMMUNICATION, TEAM-WORKING & LEADERSHIP 3.CLINICAL SKILLS 4.SAFETY & QUALITY

10. Section 1: PROFESSIONAL BEHAVIOUR & TRUST – Professional Capabilities (FP Curriculum Outcomes): 1.Acts professionally 2.Delivers patient centred care & maintains trust 3.Behaves in accordance with ethical & legal requirements 4.Keeps practice up to date through learning & teaching 5.Engages in career planning 2016 Curriculum – syllabus/outcomes

11. Section 2: COMMUNICATION, TEAM-WORKING & LEADERSHIP – Professional Capabilities (FP Curriculum Outcomes): 6.Communicates clearly in a variety of settings 7.Works effectively as a team member 8.Demonstrates leadership skills

12. Section 3: CLINICAL SKILLS – Professional Capabilities (FP Curriculum Outcomes): 9.Recognises, assesses and initiates management of the acutely ill patient 10.Recognises, assesses and manages patients with long term conditions 11.Obtains history, performs clinical examination, formulates differential diagnosis and management plan 12.Requests relevant investigations and acts upon results 13.Prescribes safely 14.Performs procedures safely 15.Is trained and manages cardiac and respiratory arrest 16.Promotes health 17.Manages palliative and end of life care

13. Section 4: SAFETY & QUALITY – Professional Capabilities (FP Curriculum Outcomes): 18.Recognises and works within limits of personal competence 19.Makes patient safety a priority in clinical practice 20.Contributes to quality improvement

14. 2016 Curriculum – syllabus/outcomes Example: – Section 1 – Professional Behaviour & Trust – 7. Works effectively as a team member

15. 2016 Curriculum – syllabus/outcomes Continuity of care F1 Gives structured handover to ensure safe continuing care of patients. Makes adequate arrangements for cover e.g. handing over bleep during educational sessions. F2 Allocates and prioritises tasks during handover. Anticipates and identifies problems for the next clinical team/shift and takes pre-emptive action where required Interaction with colleagues F1 Acts as a member of the multidisciplinary professional team by supporting, respecting and being receptive to the views of other healthcare professionals Works effectively with others towards a common goal e.g. accepts instructions and allocation of tasks from seniors at handovers and multidisciplinary team meetings Contributes to multidisciplinary team (MDT) meetings e.g. by case presentation, making records F2 Demonstrates initiative e.g. by recognising work pressures on others, providing support and organising / allocating work to optimise effectiveness within the clinical team

16. 2016 Curriculum – greater clarity for FY1s… In order to be signed off at the end of F1 the F1 doctor’s knowledge, skills and behaviours must have met the level of performance set out below:  Has worked effectively to establish him or herself in clinical practice in his or her role as a doctor in training  Has established him or herself as a member of the healthcare team  Has been able to adapt practice to suit the clinical setting in each placement  Has demonstrated the ability to learn in the workplace  Has demonstrated the knowledge, skills and behaviours necessary to apply the professional duties, principles and responsibilities set out in Good Medical Practice, other professional guidance and statutory legal requirements.  Is competent to perform the core procedures mandated by the GMC

17. 2016 Curriculum – greater clarity for FY2s… Sign off at the end of F2 will indicate that, in addition to the performance expected in F1, the F2 doctor’s knowledge, skills and behaviours must have met the level of performance set out below: Has taken additional responsibility for decision making in clinical practice Has started to develop a leadership role within the healthcare team Has been able to adapt practice to new clinical settings with new challenges e.g. outpatient clinics Has demonstrated the ability to teach as well as learn in the workplace Has demonstrated progressive increase in knowledge, skills and behaviours applied across the professional duties, principles and responsibilities set in accordance with Good Medical Practice, other professional guidance and statutory legal requirements. Has increased their ability to perform the core procedures mandated by the GMC e.g. can perform them in more challenging circumstances and has increased the scope of procedures they are able to perform.

18. 2016 Curriculum – assessment… SLEs will remain - these are NOT assessments! Reports from Educational Supervisors & Named Clinical Supervisors will be very important More responsibility for these roles - will have to take them seriously!

19. 2016 Curriculum – a health warning…