1. Tomorrow’s Doctors 2009 Implementation Workshop Scotland

2. Tomorrow’s Doctors 2009 implementation
Martin Hart
Assistant Director, Education
6 May 2010

3. Health and Safety

4. Purpose for the day
To enable medical schools, deaneries, employers and other stakeholders to jointly review progress towards the implementation of Tomorrow’s Doctors 2009 and to discuss local key challenges and responses
To discuss areas for additional guidance and support and options to enhance the quality assurance of basic medical education

5. Scotland Five Medical School The Scottish Doctor
NHS Education for Scotland
Four Deaneries
One Foundation School

6. Programme 10:00 GMC presentations
10:40 School, Scottish Government/Employer and Deanery presentations
12:30 Question and answer session
13:00 Lunch
14:00 Break out sessions
15:30 Coffee break
15:45 Feedback
16:15 Questions
16:30 Workshop finishes

7. GMC update - Merger of PMETB into the GMC and Patel Review

8. Context for merger
February 2008, the Secretary of State announced that PMETB would be merged with the GMC, following a recommendation from Sir John Tooke's Independent Inquiry into Modernising Medical Careers:
PMETB should be assimilated in a regulatory structure within GMC that oversees the continuum of undergraduate and postgraduate medical education and training, continuing professional development, quality assurance and enhancement
Following the merger on 1 April, all stages of medical education and training are now part of the GMC's remit.

9. Benefits of the merger Simplified regulatory structure
Single point of contact for key interests
Sharing best practice
Integrated approach to education and training across continuum
Greater access to resources of GMC, and efficiencies from one organisation

10. Patel Review
Lord Naren Patel commissioned to lead review of the regulatory framework for medical education
Working group set up, chaired by Lord Patel, comprising members of GMC and PMETB
Wider reference group of key interest groups to enable us to test emerging thinking

11. Patel Review considered
Understanding the continuum
Stages of education and training – particularly the transitions
Quality assurance
Legislation

12. Patel Review
Preliminary conclusions of the review were consulted on in January to March 2010
The final report was published in April 2010 and is available on our website
‘Recommendations and Options for the Future Regulation of Education and Training’

13. Implementation of Tomorrow’s Doctors 2009
Professor Jim McKillop
Scotland, 6 May 2010 13

14. Tomorrow’s Doctors 2009 14

15. Why Tomorrow’s Doctors was reviewed
Changes:
Foundation Programme
PMETB’s approach to standards and QA
Pressures due to student numbers, EWTD, patient throughput, move from old-style ‘firm’, community-based training
Patient and employer expectations
Challenges, real or perceived:
Prescribing and practical skills
Scientific knowledge
Professionalism, leadership, team-working
Assessment 15

16. Tomorrow’s Doctors Consultation
Sources for review:
QABME
GMC guidance, new educational frameworks, research Dr Jan Illing, How prepared are medical graduates to begin practice?
Responses:
Wide engagement with key stakeholders
634 written submissions, Skills for Health survey of 230 NHS staff
UK wide events 16

17. Consultation meetings in Scotland
Stonewall Scotland
Edinburgh and Lothian Racial Equality Council
Voluntary Health Scotland
Medical Students from the five Scottish Medical Schools
BMA Scotland

18. Tomorrow’s Doctors 2009 structure
Foreword by the Chair of GMC
Introduction: responsibilities of GMC, schools, NHS organisations, doctors, students
Outcomes for graduates
Standards for delivery
Appendices:
Practical procedures for graduates
What the law says
Related documents [and links throughout]
Glossary 18

19. Overarching outcome
‘Medical students are tomorrow’s doctors. In accordance with Good Medical Practice, graduates will make the care of patients their first concern, applying their knowledge and skills in a practical and ethical manner and using their ability to provide leadership and to analyse complex and uncertain situations.’ 19

20. Outcomes for graduates20

21. Outcomes for graduates: key elements
Biomedical and other sciences
Diagnosis and managing presentations
Safe prescribing skills
List of diagnostic and therapeutic procedures
Teamworking and leadership
Working in the NHS and improving healthcare 21

22. Standards for delivery of teaching, learning and assessment22

23. Standards for delivery: some key themes
Patient safety
Practical experience:
Placements planned and structured
Agreements between schools and providers
Student Assistantships
Shadowing and induction into F1
Assessment
Student support, health, equality
Quality control and input from patients and employers 23

24. Tomorrow’s Doctors 2009 Published in September 2009
Standards and outcomes will apply to all UK medical schools from 2011/12
GMC Undergraduate Board has agreed to produce additional guidance on:
Assessment
Clinical placements
Standards for teachers and trainers 24

25. Enhanced Annual Return (EAR)
All schools reported to be on track for compliance
All schools have identified areas to work on
Key challenges for all schools:
Patient and employer feedback in quality management
Delivery and management of clinical placements
MPET Review & funding 25

26. The State of Basic Medical Education
March 2010: The State of Basic Medical Education published:
Summarises key findings of QABME
Shares examples of schools’ practice
Shares experiences from schools and visitors involved in QABME
Includes comments from a range of perspectives on recent developments, and future opportunities and challenges 26

27. Options for the Enhancement of QABME Survey 27

28. Options for the Enhancement of QABME Survey
Seeking views on options to enhance QABME to ensure it remains fit for purpose.
Survey presents a number of issues and options, and asks for feedback on a number of options to:
Enhance sharing good practice between schools
Quality assure outcomes for graduates
Enhance consistency and comparability in judgements about schools
Also asks for input on how the role of students, employers and those involved in Foundation Training, and patients and the public can be enhanced in QA activities 28 28

29. “Can you remind me just what we’re looking for?”29

30. Website: www.gmc-uk.org
Contact us
Website:
QA Survey ends 28 May 2010 30

31. Tomorrows Doctors Implementation Workshop
University of Dundee Medical School
Gary Mires

32. Medical Schools consideration of TD2009: approach
Workshop
Self reflection on compliance
Generation of a series of action points

33. Significant change required
Domain
Criteria
Compliant
Some work required
Significant change required
1.Patient safety 5
2.QA, review and evaluation 8 3 4 1
3.Equality, diversity and opportunity
4.Student selection 2
5.Design, delivery and assessment of curriculum 9 6
6.Support and development of students and teachers
7.Management of teaching and learning
8.Educational resources and capacity
9.Outcomes
Overall
48 (100%)
28 (58%)
18 (38%)
2 (4%)

34. Well placed Patient safety: Patient safety lead Quality assurance:
Local working relationships with NHS / DoME
Local SLA / job planning
ACT funded QA lead
Student selection:
MMI

35. Well placed Design / delivery / assessment:
Range of learning opportunities
Foundation apprenticeship placements
New acute care module to include prescribing
SSC programme
Portfolios
Assessment of outcomes
Common shadowing

36. Well placed Support and development of students and teachers:
Staff development officer
‘Tiered’ programme according to needs
Professional Development Awards
Educational resources:
New education build

37. Work required: Quality Assurance: Equality and diversity:
Feedback from patients
Feedback form employers
Peripheral placement monitoring and SLA’s
Equality and diversity:
Equality and diversity training
Design / delivery / assessment:
Feedback provision
Support and development of students and teachers:
Training, support and appraisal for teachers and defining expectations of Medical School

38. Outcomes for Graduates Overall: Compliant 65% Partially compliant 32%
Work required 3%

39. Outcomes for graduates issues
Areas most work required relate to:
Global health issues
Health service management / organisation /economics / regulation
Doctors as managers / leaders
Psychological outcomes e.g. adaptation to life changes
Prescribing

40. Examples of actions to deliver TD2009 and provide evidence of compliance
NHS responsibilities and expectations of Medical School:
Roles responsibility pack for clinical teachers
User friendly ‘distillate’ of TD for NHS / clinicians highlighting areas relevant to them
Engage NHS teaching leads to support delivery
Staff training and support:
Targeted programme of work on staff development including equality and diversity training
Student assistantships:
Build on current Foundation Apprenticeship blocks
Look at examples from Foundation training for assessing competence

41. Outcomes for graduates:
Implement recent review of basic science teaching to reflect shift towards more comprehensive teaching of biomedical and social science in TD 2009
Acute care module implementation
Continue prescribing teaching enhancement work
Evidence:
Establish ‘Tomorrows Doctors database’ with ongoing collection of evidence of compliance
Work on approaches to provide evidence of compliance e.g. students working within capability

42. Further guidance / support
Support and development of teachers and local faculty (TD 128 and 148)
Nature and process for quality data from employers about preparedness of graduates (TD 43)
Nature and process for quality feedback data from patients (TD 43)
Expectations of Student Assistantships (TD 109)
Shadowing period (TD 110)
Non compensation in assessment versus integration

43. Tomorrow’s Doctors 2009 GMC Workshop Prof Hamish McKenzie University of Aberdeen43

44. Tomorrow’s Doctors Curriculum review commenced in 2004/5
New final year in 2008/9
New years 1 – 3 rolled out from 2009/10 onwards
Many of the changes of TD2009 anticipated
Curriculum Steering Group reviewed TD2009 in February and identified areas for further work 44

45. What do we need help with Doubts and concerns
What are we doing
What do we need help with
Doubts and concerns

46. Outcomes for graduates
TD2009 – what are we doing
Outcomes for graduates
Psychological principles (para 9)
Social science principles (para 10)
The doctor as a professional (paras )
Staff development
Quality management

47. Domain 9. Outcomes TD2009 – help
Para 172: “Quality management will involve…..collection and use of information about the subsequent progression of graduates in relation to the Foundation Programme and postgraduate training, and in respect of any determinations by the GMC....”

48. Domain 5: Design and delivery of the curriculum, including assessment
TD2009 – help
Domain 5: Design and delivery of the curriculum, including assessment
Para ” medical schools should make arrangements so that graduates’ areas of relative weakness are fed into their Foundation Programme portfolios......”

49. Feedback from patients
Doubts and concerns
Assessment of competences
Student assistantships
Feedback from patients

50. Doubts and concerns
Domain 6: Support and development of students, teachers and local faculty Para 128 “Everyone involved in educating medical students will be appropriately selected trained, supported and appraised”

51. Doubts and concerns Domain 9: Outcomes Para 169
“Schools must track the impact of the outcomes for graduates and the standards of delivery as set out in TD against knowledge, skills and behaviour of students and graduates.”

52. External factors Doubts and concerns
New arrangements for selection into Foundation Programme
NHS teaching resource

54. Tomorrow’s Doctors Implementation Workshop
University of Glasgow Medical School
Approach to the Challenge of TD3
Prof. Jill Morrison
Head of Undergraduate School

55. Consideration at Committees
Medical Education Committee – Standing item
Education Strategy Committee
Faculty of Medicine
Senior Curriculum Management Team

56. Strengths
Preparation for Practice (Student Assistantship) implemented
Involvement in NES projects
Clinical Skills

57. Challenges Relationship with NHS partners
Selection, support, appraisal and training of all staff involved in teaching
Full mapping of curriculum

58. Planning and Implementation
Course leaders identify areas of work
Summary of work prepared
Allocation of tasks
Monthly review at Medical Education Committee and Senior Curriculum Management Team

59. Further support or guidance required
Support for negotiations with NHS
Guidance about detail of implementation e.g. SSCs

60. “Tomorrow’s Doctors” Implementation Workshop
University of Edinburgh Medical School
Professor Allan Cumming

61. MANY CHALLENGES
Focus on two
Outcome-based education and assessment
The Student Assistantship

62. GMC QABME, University of Edinburgh 2008/9
“Review and simplify the curriculum structure …….”
“Rationalise the vertical themes running through the curriculum……”

63. Outcome-based education and assessment

64. Curriculum model (Edinburgh)
Spiral *****
Core and options *****
Integrated ****
Systems-based *****
Discipline-based ****
Problem-based **
Case-based ***
Task-based **
Outcome-based **
Student-centred ****
Self-directed ****
Multi-professional **
Community-centred ****
Curriculum model (Edinburgh)

65. Curriculum outcomes
= preparedness for practice
What to learn - content
How to learn – educational strategy teaching and learning tools
Assessment
Educational environment
Student

66. What are we doing?
Edinburgh curriculum is being structured and described in terms of twelve Curriculum Outcomes
The assessment strategy is being aligned with these outcomes
“Tomorrow’s Doctors 2009” outcomes are the primary basis of the new structure - with appropriate additions to reflect the character of the Edinburgh graduate

67. EDINBURGH MBChB OUTCOMES OVERARCHING OUTCOME
GMC TOMORROW’S DOCTORS 2009
OVERARCHING OUTCOME
An Edinburgh medical graduate will be a caring, competent, confident, ethical and reflective practitioner, equipped for high personal and professional achievement, able to provide leadership and to analyse complex and uncertain situations.
GMC 7. Medical graduates are tomorrow’s doctors. In accordance with Good Medical Practice, graduates will make the care of patients their first concern, applying their knowledge and skills in a competent and ethical manner and using their ability to provide leadership and to analyse complex and uncertain situations.
THE DOCTOR AS SCHOLAR AND SCIENTIST Ability to apply to medical practice:
1. BIOMEDICAL AND CLINICAL SCIENCES
GMC 8. Apply to medical practice the biomedical scientific principles, method and knowledge relating to: anatomy, biochemistry, cell biology, genetics, immunology, microbiology, molecular biology, nutrition, pathology, pharmacology and physiology.
2. PSYCHOLOGICAL ASPECTS OF MEDICINE
GMC 9. Apply psychological principles, method and knowledge to medical practice.
3. SOCIAL SCIENCES AND PUBLIC HEALTH
GMC 10. Apply psychological principles, method and knowledge to medical practice.
GMC 11. Apply to medical practice the principles, method and knowledge of population health and the improvement of health and health care.
4. EVIDENCE-BASED MEDICINE AND RESEARCH
GMC 12. Apply scientific method and approaches to medical research.

68. THE DOCTOR AS PRACTITIONER
Ability to:
5. Carry out a CONSULTATION WITH A PATIENT
GMC 13. Carry out a consultation with a patient.
6. DIAGNOSE AND MANAGE CLINICAL PRESENTATIONS
GMC 14. Diagnose and manage clinical presentations.
7. Undertake CLINICAL COMMUNICATION
GMC 15. Communicate effectively with patients and colleagues in a medical context.
8. Carry out EMERGENCY CARE, FIRST AID, RESUSCITATION AND PRACTICAL PROCEDURES
GMC 16. Provide immediate care in medical emergencies.
GMC 18. Carry out practical procedures safely and effectively.
9. Apply principles and knowledge of PHARMACOLOGY AND THERAPEUTICS, including prescribing.
GMC 17. Prescribe drugs safely, effectively and economically.
10. Apply principles and knowledge of MEDICAL INFORMATICS
GMC 19. Use information effectively in a medical context.
THE DOCTOR AS PROFESSIONAL
11. Apply principles and knowledge of MEDICAL ETHICS, LEGAL AND PROFESSIONAL RESPONSIBILITIES
GMC 20. Behave according to ethical and legal principles.
12. Demonstrate PERSONAL AND PROFESSIONAL DEVELOPMENT
GMC 21. Reflect, learn and teach others.
GMC 22. Learn and work effectively within a multi-professional team.
GMC 23. Protect patients and improve care.

69. OUTCOMES – END PRODUCT OF THEMES
Each Outcome supported by an Outcome Theme (OT)
Each OT has a Theme Head and team
Curriculum content and assessments related to each OT planned and tracked electronically

70. The Edinburgh MBChB curriculum
“a caring, competent, confident, ethical and reflective practitioner, equipped for high achievement, able to provide leadership and analyse complex and uncertain situations”
12 CURRICULUM OUTCOMES
12 THEMES
The Edinburgh MBChB curriculum
PRIOR LEARNING

71. OUTCOMES PLUS equipped for high personal and professional achievement
RESEARCH
RECOGNITION OF EXCELLENCE
STUDENT CHOICE
MOBILITY
caring, competent, confident, ethical and reflective practitioner
EXTRA-CURRICULAR
HUMANITIES
12 CURRICULUM OUTCOMES
12 THEMES
SAFE PATIENT CARE
SAFE PATIENT CARE
PRIOR LEARNING

72. Examples
“the Edinburgh graduate will be…”
“Scientist/scholar; Practitioner; Professional
“Ability to apply principles and knowledge of pharmacology and therapeutics, including prescribing”
“Provide a safe and legal prescription”
“Describe the adverse effects of warfarin”
Levels of outcome in the Edinburgh MBChB degree programme. “Course” refers to any subdivision of the curriculum such as a module or clinical attachment.

73. Outcome-base assessment and compensation
Tomorrow’s Doctors 2009, Para 117
“Medical schools must have appropriate methods for setting standards in assessments to decide whether students have achieved the ‘outcomes for graduates’. There must be no compensatory mechanism which would allow students to graduate without having demonstrated competence in all the outcomes.”
Most ‘integrated’ assessment systems have some degree of compensation as an integral feature of their design. Ensuring that each of the outcomes has been passed by every student will require investment in resources and time to alter systems of assessment, data gathering and remediation.

74. BLUEPRINTING Tracking Assessment of Outcomes

75. Student Assistantship (StA) – some questions
Could the StA be considered an approach to teaching and learning lasting throughout final year?
If the StA is a discrete period of time within final year, how long should it last?
Even within a StA, students may not undertake activities that require provisional registration. This is interpreted in a variety of ways by clinical staff and NHS management. ? Is there guidance on how students should gain real-life experience in, for example:
Prescribing drugs and fluids
Injecting drugs into patients
Injecting drugs into bags of fluids for IV infusion
Accessing IT systems in hospitals and practices

77. Professionalised teaching
Quality and quantity of teaching measured and recognised, linked to appraisal, job planning, and to funding
Systematic drivers to participate in staff development activities

78. Paragraph 112, Tomorrow’s Doctors 2009:
‘Medical schools must ensure that all graduates have achieved all the outcomes set out in Tomorrow’s Doctors, that is:
each of the five outcomes under ‘The doctor as a scholar and a scientist’
each of the seven outcomes under ‘The doctor as a practitioner’
each of the four outcomes under ‘The doctor as a professional’
every practical procedure listed in Appendix 1.
This must involve summative assessments during the course that cumulatively demonstrate achievement of each outcome. The medical school must have schemes of assessment that map the outcomes to each assessment event and type, across an appropriate range of disciplines and specialties (‘blueprinting’). Students’ knowledge, skills and professional behaviour must be assessed. There must be a description of how individual assessments and examinations contribute to the overall assessment of curricular outcomes, which must be communicated to staff and students.’
Paragraph 117 Tomorrow’s Doctors 2009:
‘Medical schools must have appropriate methods for setting standards in assessments to decide whether students have achieved the ‘outcomes for graduates’. There must be no compensatory mechanism which would allow students to graduate without having demonstrated competence in all the outcomes.’

79. Bute Medical School University of St Andrews
Producing tomorrow’s doctors: a school’s approach to meeting the challenge.
Bute Medical School
University of St Andrews

80. Background to St Andrews Programme .
Offers a B.Sc. Honours Degree in Medicine
The new programme delivers the foundations of medical science through an integrated curriculum with a strong clinical context and early clinical contact.
Students continue their clinical training at 5 partner clinical schools; Manchester, Aberdeen, Dundee, Edinburgh and Glasgow.
5 separate liaison committees have been established with these partner schools.

81. Consideration of TD(2009) to date
School Teaching Away day-focus of discussions.
Teaching Management Group-standing item.
Enhanced QABME Annual Return-self assessment sections.
Curriculum Review Sub-committee-charged with addressing these issues.

82. Challenges
Ensuring that the curriculum at St Andrews attains as many of the outcomes for graduates and the standards in the 9 domains as is practicable and appropriate in its particular 3 year preclinical programme.
Liaising with its 5 clinical partners in terms of achieving overall the outcomes and standards.
Electronic Mapping of our curriculum to both Scottish Doctors 3 and Tomorrow’s Doctors 3.
Integration of sociology with health psychology and public health medicine and appropriate input into this review.

83. Challenges
Development of standardised SLA for all medical schools and health boards in Scotland
Staff development programme for clinical staff teaching medical students on a Scotland-wide basis.
Equality, diversity and opportunity issues to ensure adherance to legislation. Equality Impact Analyses

84. How is the school approaching planning and implementation of the new standards by 2011/2012
Curriculum review to identify and fill gaps and improve curriculum integration.
Identification of vertical themes and tagging of these to make them explicit.
Curriculum and assessment mapping via our online curriculum management system (Galen) to TD3 outcomes and domains.
Consultation with our clinical partner schools.

85. Areas for support and further guidance.
Reasonable adjustments that need to be made for students with disabilities in accordance with current legislation and guidance.
The nature of the data to be collected and analysed to monitor equality and diversity issues.
The University policies necessary to permit the School to meet the standards set out in Domain 3-Equality, Diversity and Opportunity.
What would be viewed as reasonable staff development programmes for clinicians teaching students on placements or on campus

86. DR HARRY BURNS CHIEF MEDICAL OFFICER
PRODUCING TOMORROW’S DOCTORS: A SCOTTISH GOVERNMENT AND EMPLOYER’S PERSPECTIVE
DR HARRY BURNS
CHIEF MEDICAL OFFICER

87. Key issues THE CHANGING CONTEXT OF CLINICAL PRACTICE
THE CONTINUUM OF MEDICAL TRAINING IN THE UK
THE NEEDS OF NHS SCOTLAND

88. CONTEXT FINANCIAL CONSTRAINTS
RECENT GROWTH IN RESOURCES AND STAFFING LIKELY TO SLOW OR EVEN REVERSE
NEED TO IMPROVE EFFICIENCY AND PRODUCTIVITY
ALTERED SKILL MIX – INEVITABLE IMPACT ON DOCTORS’ ROLES

89. National income vs expenditure

90. CONTEXT BROAD HEALTH AGENDA AGEING POPULATION ADVANCING TECHNOLOGY
PATIENT EXPECTATIONS
PERSON CENTRED CARE
PATIENT SAFETY
CLINICAL EXCELLENCE
ADDRESSING HEALTH INEQUALITIES

91. THE AGEING POPULATION 91

92. What matters most to patients
A clean ward
Staff cleaning their hands before touching patients
Being treated quickly in an emergency
Getting the best treatment for my condition
Doctors knowing enough about my condition and treatment
Clear explanations about what will happen during an operation or procedure
Being told the risks and benefits of any treatment in a way I can understand
Clear explanations of my condition or treatment
Being treated with dignity and respect
Being told how my operation has gone in a way I can understand

93. Patient perceptions – Scotland is doing well

94. Responding to what patients want and need94

95. It can be done
“NHS Scotland has undertaken a bold, comprehensive, and scientifically grounded programme to improve patient safety.  The dedication of NHS leadership at all levels to this endeavor is apparent to me, and bodes well for success.  In its scale and ambition, the Scottish Patient Safety Programme marks Scotland as leader – second to no nation on earth – in its commitment to  reducing harm to patients dramatically and continually.” Don Berwick June 2008

96. Alignment of policies – an opportunity

97. CONTINUUM OF MEDICAL TRAINING
WIDE UNDERSTANDING THAT CURRENT SYSTEM IS NOT RIGHT
MMC/EWTD
DAMAGE TO TRUST IN SYSTEM
REDUCED FLEXIBILITY IN WORKING PATTERNS AND CAREER PATHS
SHIFT PATTERNS DISRUPTING TEAM WORKING AND APPRENTICESHIP

98. CONTINUUM OF MEDICAL TRAINING
SOME CONCERNS ABOUT PREPAREDNESS FOR PRACTICE AT GRADUATION
CURRENT REVIEWS OF FOUNDATION AND PATEL REVIEW OF REGULATION
INCREASING SPECIALISATION IN TRAINING BUT NEED FOR MORE GENERALISTS IN SERVICE
CREDENTIALLING AND REVALIDATION

99. WHAT THE SCOTTISH NHS NEEDS
EXCELLENT DOCTORS
PREPARED TO PRACTICE AT FOUNDATION LEVEL ON GRADUATION
BROAD SCIENTIFIC KNOWLEDGE UNDERPINNING EXCELLENT COMMUNICATION AND TECHNICAL SKILLS
ALREADY LEARNING HOW TO LEAD A CLINICAL TEAM

100. WHAT THE SCOTTISH NHS NEEDS
PROFESSIONAL VALUES THAT PROMOTE QUALITY & ACCOUNTABILITY
PERSON CENTRED CARE
PATIENT SAFETY
CLINICAL EXCELLENCE
READINESS TO MEASURE PERSONAL OUTCOMES AND ACT ON THE RESULTS
ABILITY TO INNOVATE AND DEVELOP NEW APPROACHES AND TECHNIQUES

101. WHAT THE SCOTTISH NHS NEEDS
DOCTORS THAT CAN DEVELOP IN DIFFERENT WAYS
HIGHLY SPECIALISED TERTIARY CARE CONSULTANTS & RURAL GENERALISTS
BUT WITH CORE VALUES OF QUALITY, LEADERSHIP, ACCOUNTABILITY AND EXCELLENCE
MEDICAL SCHOOL IS KEY TO ENSURING THOSE CORE VALUES

102. Tomorrow’s Doctors 2009 - the NES Perspective
Dr Duncan Henderson Dr Kim Walker
Chair, Director,
Scottish Foundation Board Scottish Foundation School

103. NES Perspective 5 years of Foundation Programme
Close partnership with Scottish Medical Schools
Feedback from Foundation Trainees on areas for improvement

104. TD 2009 Preparing for Practice Student Assistantship Shadowing
Induction – Deanery, Hospital, Unit

105. NES / Deanery Role Assist with implementation of:
Preparation for Practice
Student Assistantship
Feedback to Medical Schools

106. Challenges
Placements – timing, geography
IT Access

107. Question and Answer

108. Feedback from breakout groups
Provide a few key points or issues from the discussions

109. Next steps
Schools will be submitting a further Annual Return towards the end of 2010 to show progress and implemented plans.
Please complete the Options for the enhancement of QABME survey on our website before 28 May.
May 2010 a summarised note of today’s discussions will be sent via .
Please take a few moments to complete a feedback form.

110. Thank you! Website: www.gmc-uk.org
Thank you for coming.
If you have any queries please contact the GMC Education Quality team