Recognising and approving trainers: a GMC consultation Dr John Jenkins CBE Chair, GMC Postgraduate Board January 2012

GMC’s Education Strategy ‘By 2013, we will have developed and implemented an approvals framework for all trainers of undergraduate and postgraduate learners, building on the process for selecting, training and appraising GP trainers. It will promote and enhance the value of training both in individual job plans and within the organisations that employ doctors involved in training.’

Background to the proposals Major investment in professionalising education WTR and resource constraints PMETB (now GMC) standards Approval of GP trainers in postgraduate training Other work (Better Training Better Care, Quality Indicators) The wider issue of approval of training environments will be considered as part of our planned review of the Quality Improvement Framework

Recognition and approval of trainers GMC Standards in TTD and TD GMC role in supporting trainers Areas from Academy of Medical Educators Document Education Organisers: Deaneries and Medical Schools - identification of Trainers LEPs M A P E D Q A Map current training and identification of trainers against 7 headings with evidence in appraisal

Areas for approval and recognition Ensuring safe and effective patient care through training Establishing and maintaining an environment for learning Teaching and facilitating learning Enhancing learning through assessment Supporting and monitoring educational progress Guiding personal and professional development Continuing professional development as an educator

Consultation question Have we identified appropriate objectives for recognising and approving trainers? Does adopting the seven areas in the Framework for the professional development of postgraduate medical supervisors provide a suitable structure for quality assurance?

Scope of recognition and approval Undergraduate: Lead co-ordinators of training at each LEP Doctors responsible for overseeing students’ educational progress at each medical school Postgraduate: Named educational supervisors Named clinical supervisors

Definition – Named clinical supervisor ‘A trainer who is responsible for overseeing a specified trainee’s clinical work for a placement in a clinical environment and is appropriately trained to do so. He or she will provide constructive feedback during that placement, and inform the decision about whether the trainee should progress to the next stage of their training at the end of that placement and/or series of placements.’

Definition – Named educational supervisor ‘A trainer who is selected and appropriately trained to be responsible for the overall supervision and management of a trainee’s trajectory of learning and educational progress during a placement and/or series of placements. Every trainee must have a named educational supervisor. The educational supervisor’s role is to help the trainee to plan their training and achieve agreed learning outcomes. He or she is responsible for the educational agreement and for bringing together all relevant evidence to form a summative judgement at the end of the placement and/or series of placements.’

Consultation questions 3a For postgraduate training, is it appropriate to restrict the proposed arrangements to named educational supervisors and named clinical supervisors?... 4a For undergraduate training, is it appropriate to cover the lead coordinators of undergraduate training at each local education provider as well as those responsible for overseeing students’ educational progress at each medical school?...

Proposed responsibilities of LEPs Identifying trainers who meet the criteria Supporting trainers through: Job plans Appraisal Support for training and development of trainers Dealing effectively with concerns Taking effective action where remediation is not sufficient Mapping their arrangements against the 7 areas of the AoME Framework and ensuring that the GMC standards are met Liaising with education organisers in accordance with agreed arrangements Identifying the key responsibilities held by clinical tutors or Directors of Medical Education

Proposed responsibilities of education organisers Identifying trainers who satisfy the GMC’s criteria and standards Quality managing training arrangements at LEPs Reviewing available information before deciding to identify individual trainers Reaching agreements with LEPs on respective roles and responsibilities Passing on information to the GMC about the GP trainers identified Cooperating with quality assurance by the GMC

Pilots Medical schools: Cardiff, Peninsula, UCL Deaneries: KSS, NW, Northern, SW Trainers could be identified Mapping of local arrangements against GMC standards and AoME areas done or feasible Costs – Identifying the trainers – no extra cost Mapping – small cost may be necessary Meeting standards – some cost involved in training all clinical supervisors to meet standards

Consultation questions 7 Have we correctly identified the responsibilities of local education providers? 10 Have we correctly identified the responsibilities of education organisers? 15 Are the existing standards for trainers appropriate? 18 Should recognition and approval of trainers be aligned with revalidation?

High quality training is a prerequisite for high quality patient care Education strategy: ‘It will promote and enhance the value of training both in individual job plans and within the organisations that employ doctors involved in training.’ Consultation questions: 19 Will the proposed arrangements promote and enhance the value of training for individual doctors and organisations that employ doctors in training? 20 Will the proposed arrangements promote and enhance the value of training in individual job plans? 21 What are the main benefits and costs that will arise from our proposals. Do the benefits exceed the costs?

Consultation Consultation – 6 January to 30 March 2012 Report to GMC Council – 14 June 2012 Implementation – Autumn 2013 Please let us know what you think! www.gmc-uk.org/trainersconsult2012 trainersconsult@gmc-uk.org