1. How to support the Education Faculty
Dr. Ananthakrishnan Raghuram
RCP Linacre Fellow

2. Declarations of interest
Linacre Fellow and previous censor of RCP
Head of Post graduate school of medicine Severn
Previous TPD core medicine
Previous Clinical Tutor Gloucestershire
Member Part 2 MRCP exam board
Host, chair examiner of PACES

3. Challenges RCP tutors conference _ Sheffield Nov 2016 Time Recognition
Answerable to multiple organisations
Staffing and workload stresses

4. RCP regional advisers/regional office
Roles of college tutor
Trust level
Educational/clinical supervisors
Tutors (core or specialty)
RCP college tutor
Directors of medical education
HEE
Programme directors (HEE TPDs)
Head of school
Postgraduate Dean HEE
RCP regional advisers/regional office
Roles of

5. Organisational changes
Working with several organisations poses challenges
Difficulty in introducing change
Moving landscape- curricular changes

6. GMC
“every doctor should be prepared to oversee the work of less experienced colleagues and ensure that students and junior doctors are properly supervised” quo custodiet: ipsos custodes?

7. Individual level Attitudes and beliefs about teaching and learning
Developing skills in teaching, mentoring, coaching
Self management and career development

8. Personal goals Ensuring quality of training Meeting job requirements
Developing skills
Managing trainees in need of support
(performance) management of trainers
Change management

9. Developing effective clinical teachers
Identifying educational needs
Determining preferred method of learning
Mentorship
Coaching

10. Leadership training Oral communication skills Interpersonal abilities
Clinical competence
Educational goal definition
Educational design
Problem solving and decision making
Team building
Written communication
Budget management
Identify opportunities for change and respond to emerging needs and take action
Bordage et al 2000

11. Organisational level Facilitate environment that furthers learning
Recognising and rewarding excellence in teaching and learning
Address systems issues that impede effective educational practices
Steinart 2010

12. Faculty Development Improve teaching effectiveness
Conceptual framework for what is performed intuitively
Reinforces attitudes and beliefs

13. Faculty development Leadership training Teaching and learning
Assessment and evaluation
Curriculum design and implementation
Knowledge discovery and translation

14. BEME review of Faculty development
Overall satisfaction with faculty development high
Positive changes in attitudes
Changes in teaching behaviour
Establishment of collegiate networks

15. Features of effective faculty development
Use of experiential learning
Provision of feedback
Effective peer and colleague relationships
Use of a diversity of educational methods

16. Format for faculty development
Learning from experience (observation and reflection)
Peer learning
Formal learning (courses/ workshops)
Communities of practice developed faculty

17. McKinsey 7 S model Hard Elements Soft Elements Strategy Structure
Systems
Shared Values
Skills
Style
Staff

18. Interdependencies

19. Hard elements
Strategy: the plan devised to maintain and build competitive advantage over the competition Structure: the way the organization is structured and who reports to whom. Systems: the daily activities and procedures that staff members engage in to get the job done.

20. Soft elements
Shared Values: "superordinate goals“: core values that are evidenced in the corporate culture and the general work ethic
Style: the style of leadership adopted
Staff: the employees and their general capabilities

21. Strategy What is our strategy?
How do we intend to achieve our objectives?
How do we deal with competing pressures?
How are changes in trainee demands dealt with?
How is strategy adjusted in different trusts?

22. Structure How is the team divided? What is the hierarchy?
How do the various teams coordinate activities?
How do the team members organize and align themselves?
Is decision making and controlling centralized or decentralized? Is this as it should be, given what we're doing?
Where are the lines of communication? Explicit and implicit?

23. Systems
What are the main systems that run the organization? Finance / HR systems – Access to documents
Where are the controls and how are they monitored and evaluated?
What internal rules and processes does the team use to keep on track?

24. Shared values What are our core values? What is the team culture?
How strong are our values?
What are the fundamental values that the team was built on?

25. Style How participative is the management/leadership style?
How effective is that leadership?
Do employees/team members tend to be competitive or cooperative?
Are there real teams functioning within the organization or are they just nominal groups?

26. Staff
What positions or specializations are represented within the team?
What positions need to be filled?
Are there gaps in required competencies?

27. Discretionary effort

28. How to get the best out of teams
Set a goal- why are we doing it?
Get necessary resources
Autonomy
Showing appreciation – recognition
Encouraging collaboration
Consistency
Positive reinforcement

29. Skills What are the strongest skills represented within the team?
Are there any skills gaps?
What is the team known for doing well?
Do the current team members have the ability to do the job?
How are skills monitored and assessed?

30. Support for trainers Accreditation for educators Mentorship
Job description for college tutors
Regional Updates and national conferences

31. Quo Vadis? Closer links between Trusts, deanery and college
Sharing of resources across the deaner(ies)y
Celebrate successes and learn from each other
To ensure the best training to deliver best patient care

32. And finally
Thank you for listening Any Questions??