Presentation on theme: "Medical Education Fellows: Educators of the future"— Presentation transcript:
1 Medical Education Fellows: Educators of the future Miss Nikki KelsallMEF LeadTrauma & Orthopaedic SpR
2 Original development 2005 Mr James Gilbert & Dr Rosie Lusznat The majority of trainees engage in educationSome do more than expected, in their own timeThis needed formal recognitionTo support the educators of the future‘Professionalisation’ of educational interestsThere is a general expectation and assumption that all trainees will to some extent engage in, and be involved with teaching and education. Some trainees undertake considerably more educational activity than is expected of their level and this is recognised more formally within the Wessex Deanery. This role has been developed to help professionalise educational activities as well as to produce educationally minded professionals who are able to take up Lead Educator positions at the end of training. This role has gained the title of Medical Education Fellow ( MEF) and competition for the title is high.
3 Who should be a MEF? Full criteria on website Champion of educationTrust, speciality, deanery or national levelFormal education rolesHigher educational qualificationCurrently at/above SpR, ST3, GP registrarUsually 12-20, 45 have been through the programmeA champion of education at Trust, Specialty, Deanery or National LevelInvolved with organisation of educational events at Trust, Specialty, Deanery or National LevelCurrent Medical Education Associate Tutor within NHS TrustMember of Tomorrow’s Teachers FacultyEngaged in or completed Certificate / Diploma or Masters in EducationMember of Deanery Working GroupsStrong Educational PortfolioCompleted GP Registrar training yearCurrently at SpR or at ST3 level and above, the appointments we make are trainees who we expect to stay in the region long enough that but the fellow and the Deanery can fully benefit from the appointment. Once you have gained a CCT it is very unlikely that you will be appointed, however fellow's appointed during their training are welcome to remain a fellow for as long as they feel it useful to them and the group. GP's in their first 5 years of practice will be considered for appointment.Currently we are pan specialty (medical, surgical, paeds, EM, ortho, psychiatry, GP) with the group range from ST3 to post CCT consultants and GPsFormal application processSupported by Educational Supervisor / Clinical TutorEvidence of MEF criteriaFormal certificate / contract at deanery levelTransferable from Trust to TrustRegular appraisal of educational activityActive input into Institute work as well as own / Trust / Specialty work
4 Excellence in educational supervision Leadership Lead educator developmentprogrammeFurtherEducationalDevelopmentEducational supervisorTrust / Specialty leadCCTHigher DegreeAccess Wessex educational coursesAnnual conference for MEFs by MEFsActive input into deanery workAccess to bursary schemeFacilitated peer groupWPPDeanery InductionCertificate / ContractWessexMedical Education FellowEntryEducation championCertificate / Diploma /MA in educationOtherexperiences
5 Benefits & requirements Certificate & contract for portfolioYearly appraisalSupport with personal projectsAccess to deanery supported projectsContinue to develop educational portfolioAttendance at 2 out of 4 yearly meetingsInvolvement in annual conferenceEvidence that requirements are metIf you are appointed to the role of a MEF you will receive a certificate of acknowledgment for your portfolio. You will also receive a 12 month contract that is intended to formalise the role of MEF, and ensure accountability from the deanery to you and vice versa. The contract will be renewed on an annual basis following an appraisal process during which you will be expected to provide a report of your educational activity with evidence of having met the terms of reference. You will also be expected to demonstrate evidence that you have fulfilled the expectations of your role to the deanery (see below).Current opportunitiesThere are lots of changes happening at both deanery and national levels currently. Our new Dean is keen to work with the MEF's (and other fellow's within the deanery) as his 'think tank' on issues such as reviewing the ARCP/ RITA process, including MEF's on deanery visits, using our expertise to solve quality issues, involve us at ground level with developing a faculty of Wessex Medical Educators (aimed at those who innovate and change education) and to be involved in the project "What does Wessex Deanery do?". In addition we are working on developing the profile of our fellow's and extending our role in the mentorship of more junior medical educatorsWhat is expected of our fellows?Although we accept that by definition of your appointment you are already busy the deanery does expect a level of commitment to the role:Give active input to the work of the Wessex Deanery e.g. Trainee representative on working groups, project work, teaching activities, mentoring and facilitation.Continue to develop as an educationalist and professionalise educational interest with academic qualification.Engage in educational research.Undergo a yearly appraisal of educational activity. (downloadable appraisal form) This appraisal is an informal meeting at the deanery with Dr Rosie Lusznat and the MEF Lead. You are expected to complete the activity form above and a copy of your CV a week in advance of the meeting. You do not need to wear a suit or bring a portfolio unless you have some specific project work you wish to share. It is a truly developmental meeting where you have the opportunity to reflect on your educational achievements in the previous year, think about where you want to take these in the next year and receive advice and support on how you might achieve these goals.Attend a minimum of at least 2 MEF meetings per year.Contribute to the organisation of (and attend) the annual education conference for trainees.
6 Validation Recognition Mentorship Influence Credibility Educational communityCareer developmentExposure to deanery businessEducation conference planningHaven conferenceWessex coursesIn a recent MEF meeting we discussed what we feel the benefits of our role are:'It validates what we do' 'Recognition of hard/unpaid work' 'Gives us exposure to the workings and dynamics of deanery business' 'Its a massive career opportunity' 'Gives us access to people and resources' 'Provides peer support' 'Its a community of like minded individuals' 'Mentorship' 'Start of an education based career pathway' 'Career development' 'Gives us influence over training issues' 'Dedicated development days' 'Free conference attendance' 'Conference planning experience' 'Recognition is prospective (helping what you will do as well as what you have done)' 'Access to reduced fees on Wessex courses' 'Access to the Haven Educators forum' 'The most developmental appraisal I have ever had, where the focus was really on me rather than trust based problems' 'It gives us credibility in negotiations' 'Exposure to deanery level education issues/educators/leaders in medical education both present and future'
7 MEF Structural Framework Academia &ResearchTomorrow’sTeachers 1 & 2Annual MEFConferenceFlexibleTrainingSpecialtyTrainingWessex deanery MEFStrategy GroupUndergraduateEducationGP TrainingMulti-professionalEducationMentorship of junior traineesStrategy Group Remit:Strategic input to PGME within Wessex deaneryPromote medical education at training grade levelDevelop educational activities for trainees
8 MEF projects –present/ongoing The annual Wessex medical education conferenceTomorrow’s Teachers (1, 2, faculty & franchise)Junior trainee development & mentorshipDorset County Hospital education committeeTrainee representation on review panel hearingsTrainee presence at deanery induction/bmjcareers fairAudit of the MEF programmeEducational resourcesUndergraduate projectsUsing technology for teachingFaculty members on local & national coursesDevelopment of new training opportunitiesBetween us we sit on multiple steering groups including the education conferenceTT – Paula, Denzil & James (Majority of us on faculty)Mentorship – Lucy, Mark, Will & Nikki (Emma & Kat)DCH – KatReview panels – Nikki & EmmaAuditing the MEF programme – Nikki & PoppyResources – Paula – CASEcards, Nikki – Extranet, Jo – 1 minute wonder & Peads ED book, Graham Lloyd-Jones – Radiology at a glanceUndergraduate projects – Intro to clinical practice – Nikki, Lucy, Will. SSM in teaching – Paula. 3rd year assessments – Andy (exam & assessment committee), multiple other MEF’s Jo, Lucy, Will, final OSCE examiner (Mark), Radiology (Graham LJ)Technology – Elearning for health – Mark & Suzy Coles, Extranets – Nikki, soton uni – Nikki, Simulation – Kat, Mark, RichSpeciality courses – Richard Jee (now compulsory simulation course), Poppy (MDT Gynae course), Will & Lucy (Geriatric training days), Nikki & Lucy (T&O), Jo (Paeds A&E)Faculty – most of us are faculty on revision courses (MRCS – Nikki & Mark, PACES – Kate Wiles & Lucy, public health – Suzy, FRCA - Emma H, Poppy M, Radiology – Graham LJ), PROMPT (Sarah Cregan), ATLS (Denzil), ALS (Jo), APLS (Jo, Ellen, Emma H), SPEARS(Jo) ACCS SGH (Poppy, Emma H)Development of new Wessex training opportunities' - subspecialty training in paediatric emergency medicine which is starting for the first time in Wessex in March Jo RowlinsonLeadership group – Nikki Cohen, Nikki K, James G – during initial stages
9 MEF projects past Developing the MEF role Studies looking at: Educational supervisor developmentTrainee perspectives of educational supervisionSupporting doctors in difficultyMarker motivation in undergraduate assessmentsQuality assuranceEvaluation of work based learningValidity of the OSCE & simulated patients in the FRCPsychTeaching quality improvement at Salisbury District HospitalDevelopment of speciality specific courses/hand booksShadow school of surgerySelection criteria for core traineesSupporting the leadership fellowsMEF development – James GEducational supervisor development – Poppy. My project was a study looking at the professional development of educational supervisors. I researched current views and practices of educational supervisors in different specialties and hospitals in the Wessex region. I also researched the provision for professional development of educational supervisors in other regions in the UK. This has helped to inform the professional development programme in the Wessex region. I also identified support for specialty specific educational supervisor refresher courses in some specialties and we ran the first anaesthetic specific refresher course last May, with plans for a second one soon.Trainee perspectives of Educational supervision – Kate WilesDoctors in difficulty – Sarah Beaney - which made a major contribution to our strategy and processes for the PSUMarker motivation – AndyQA – MarkWork based learning – Adetokunbo OsunrinadeValidity of the OSCE & simulated patients in the FRCPsych - ToksService development – Ellen TaylorSpeciality courses – Richard Jee (now compulsory simulation course), Poppy (MDT Gynae course), Will & Lucy (Geriatric training days), Nikki & Lucy (T&O), Jo (Paeds A&E)Selection - NikkiLeadership group – Nikki Cohen, Nikki K, James G – during initial stages
10 The next steps Publicity, recruitment and appointment to role Identifying projects (deanery, speciality & trust)Ensuring accountability & regulationEncouraging MEF’s personal professional educational developmentMEFs beyond trainingEvaluating the RITA/ARCP processDeanery visitsJames G is trying to help develop a similar role in Oxford but they seem to lack of understanding that this is about developing education leads of the future.
11 Tomorrow's Teachers co-directors Lucy Sykes & Mark Szymankiewicz Paula Hunt & Denzil MayTomorrow's Teachers co-directorsLucy Sykes & Mark SzymankiewiczJunior trainee mentorship co-developers
12 Tomorrow’s Teachers: New Horizons Denzil MayPaula Hunt
13 Educator Training – Needed by the profession? GMC’s “Good Medical Practice”, - Teaching, training, appraising and assessing doctors and students are important for the care of patients now and in the future. You should be willing to contribute to these activities.- If you are involved in teaching you must develop the skills, attitudes and practices of a competent teacher.- You must make sure that all staff, for whom you are responsible, including locums and students, are properly supervised.- You must be honest and objective when appraising or assessing the performance of colleagues, including locums and students. Patients will be put at risk if you describe as competent someone who has not reached or maintained a satisfactory standard of practice.The GMC publication Good Medical Practice published in 2001 makes it explicit that doctors should engage in teaching, training, appraising and assessing doctors and students.From the literature it is clear that training institutions have better outcomes that service institutions.There is a recognition that a lack of teacher education leads to problems with teaching methods. However there is no compulsory formal training or educational programmes for doctors. ‘Tomorrows Teachers’ was developed in the Wessex Deanery with the aim of addressing some of the basic skills necessary to enable junior doctors to provide education in the workplace.Educational and clinical supervision is addressed in other courses offered within the Deanery.
14 Tomorrow’s Teachers – The Advantage to Wessex Deanery? Wessex Trainees have access to a teaching course.Cheap for trainees, cost neutral for the DeaneryObjective evidence that teacher training is occurringEnthusing work place educationPlatform for Lead Educator DevelopmentFaculty developmentMEF appointment & other educational projectsMost courses are commercially run by companies.Expensive ranging from about £350 up to £750 for a 2 day course.Advantage of TT is that it is offered to Wessex trainee’s at cost price, so does not unduly dig into limited study budgets and that money taken is recycled within the Deanery and is not lost to profit making companies.
15 Tomorrow’s Teachers: The Past Established over 12 years agoNumber of delegates so far – approx 1450BMJ Careers Diplomatosis 3rd September –“It increased my enthusiasm and has motivated me to pursue medical education training further. I would certainly recommend it for anyone who wants to improve their teaching skills.”Tomorrows Teachers was established approximately 12 years ago.We have had over 1450 trainee’s attend the courseYear on year the course has expanded. For the last few years RITA and ARCP panels have been advising trainee’s to attend Tomorrows TeachersIn 2008 a freelance reporter, a trainee from Severn Deanery attended TT and wrote a glowing article in the BMJ diplomatosis, and we had a sudden increase in demand.
16 Tomorrow’s Teachers: The Present Increased to 12 courses per year, 18 delegates per course (24 soon).Currently registered interest to do TT - >100Target audience FY2 to ST5Dedicated well trained facultyCurrently 14 members of facultySince 2008 we have had massively increased demand. We have expanded from 6 courses per year to 12 – 14 courses per year, and we are increasing number of delegates on each course from 18 to 24.Our main limiting factor has been limited by the number of faculty that we have.An important aspect for us is to the quality of the course, and we have introduced criteria for faculty selection and ongoing development,The course is more suitable for junior trainee’s. We think that providing training in educator development from an early stage allows for development of teaching skills in the work place.
17 Tomorrow’s Teachers: Franchising Numerous enquiries from outside of WessexAppointed Project Coordinator for TT FranchiseRaising profile of education within WessexPotential for revenue generationWe have numerous enquiries about TT from trainees outside of Wessex from all over the country and there is clearly demand for the course outside of Wessex. This has formed the basis for Franchising the course to other Deaneries.The primary aim for franchising is that offering TT to other Deaneries it will raise the profile of Wessex as a Deanery, it may help attract higher calibre doctors, which invariably will improve quality of care.Secondarily it may generate income, which can be used for the educational benefit of our trainees
18 Wessex Educator Development TRAINED DOCTORWork & TrainingESDPTALICSWe found from analysing feedback from TT that it was less suitable for more senior trainee’s, and that when trainee’s had completed TT there were no other teaching related courses to attend and no further potential development, unless embarking on a formal education qualification.What we wanted to achieve was a programme for educator development from start to end of training, and taking inspiration from the Wessex Professional Programme, we wanted to provide early middle and later years courses for educational development. Our professional programme is often annotated as a pyramid with development and talent moving upwards.I prefer to think of trainee’s as a fertile seed planted at the beginning of training, and as that trainee grows and develops, each branch denotes acquirement of a skill, attitude, or aptitude in their development as an effective workplace educator.TT2 was therefore developed to help fill a void.TT will be our early years course, TT2 middle years, and possibly TALICS for later years.TTTT2
19 Tomorrow’s Teachers 2 Demand for further teaching course Development funded by Tomorrow’s TeachersAimed at more senior trainee’s (ST3 to peri- CCT)Focused on facilitation skillsFocused on facilitation skillsManaging and getting the best from a group of people, perhaps from those you have not met before, how to establish rapport, how to use a group to meet your educational outcomes of the session, and how to facilitate learning.Also consider how to use your team in the workplace to educate others, eg an SpR can utilise their core trainee, foundation doctor etc to teach others.
20 Summary Tomorrow’s Teachers popular and successful Franchising Delegate developmentProfessional development for facultyFranchisingFunds reinvested into Wessex TraineesEducator development from start to end of trainingTomorrow’s Teachers 2
21 Thank You“If you are unable to explain something simply enough then it is unlikely that you understand it well enough”Albert Einstein
22 Developing Trainee Educators: Wessex MEF Project Mr Mark Szymankiewicz, Dr Lucy SykesDeanery Supervisor: Dr Rosie Lusznat
24 Structured pathwayWeb-based guidance on how to broaden / enhance medical educational experienceAvailable to allNOT a list of requirements / competencies
25 Sample Teaching material Who to contact Hello and welcome to the Wessex Deanery Medical Education Fellows’ guide on how to develop your interest in Medical Education. This resource is aimed at anyone who wants to expand their horizons in Medical Education.As trainees with a passion for education and training, we know how difficult and daunting it can be to start building up experience in this arena and even to know exactly what falls under ‘the umbrella’ of Medical Education. Having all pioneered a way through it ourselves, here are our combined ideas about how to put your enthusiasm to work, develop opportunities and broaden your horizons in this area. Have fun!Deanery structureExplainedMentorship programmeSample Teaching materialWho to contactEducational Journals & Further ReadingProject ideasSetting up a teaching programmeRecommended coursesHigher qualifications25
26 Mentorship programme Recognisable but informal programme Complement & support Ed. SupervisorsNamed MEF for each trainee / mentee, preferably in same trustDiscussion, guidance, goal-setting
27 Mentorship programme NOT based on ‘competency’ or appraisal NOT for support of struggling traineesMEFs involved receive mentorship training