RCPCH College Tutors Duties and Responsibilities Dr Alistair Thomson VP Education RCPCH, 8 th October 2009
More staff Changes in Last 20 Years 1990: 3 SHOs,, 2 SSHOs,, 1 Reg,, 3 Cons 2009: 2 PRHO, 1 F2, 9 ST1-2, 2 ST3,, 6 ST4-5, 1 SG, 1 AS, 9 Cons (inc. 3 Commun) (1.5 ST2 and 1 ST4 post unfilled) EWTD & Shifts at ST1-2, & MG level Appraisals and ARCPs MMC WPBAs: : assessments
Background Reading - GMC The New Doctor Foundation trainees Good Medical Practice Good clinical care Maintaining good medical practice Teaching and training Relationships with patients Working with colleagues Probity Health
Hospital Junior Staff Induction Generic Info inc. Paeds: : all see paeds Departmental F1s, F2s GPTs August & 4 monthly ST1-2s 6 monthly ST4-7 7 August & 6 monthly Outline leave and study leave rules Keep documentation Cover implications: Tues 1700-Thurs 1700 (Fri 0900?)
Departmental Handbook Written guidance for trainees What starters in the department need to know Trainee-held Supplements written guidelines on ward College Tutor ideal compiler and editor With junior staff help and input Regular up-dating (yearly?)
Access to RCPCH Curriculum
N.B. Use RCPCH Competency documents to focus on levels to which we teach
E-portfolio
The Gold Guide
Considerations What do we need to teach? How do we reach all our trainees? What is taught best with the patient present? What is taught best in large groups? How often do I have repeat this? Remember the new assessment tools and practice using them in the workplace Support Clinical Director in delivering CPD
Clinical Teaching - Common Problems Lack of clear objectives and expectations Focus on factual recall not problem solving skills Teaching pitched at the wrong level Passive rather than active learning Inadequate feedback Little opportunity for reflection and discussion Informed consent not sought Little respect for privacy and dignity Teaching by humiliation
Challenges of Clinical Teaching Time pressures Competing demands Patients needs vs students needs Often opportunistic Difficult to plan Increasing numbers on rounds Differing educational needs Too few/too many patients Environment not teaching friendly
Principles Teaching programme Deans (and Colleges) require at least 4 hours protected teaching time per week Balance of meetings (e.g. departmental, x-ray, etc) and formal teaching Collaborate in local programmes, e.g. F2s Generic and Clinical Skills Relate structured part to syllabus Integrate with Deanery programme
Supervise teaching Deliver teaching (1) Participate Ensure colleagues participation Monitor trainee attendance PGD requires > 70% attendance overall Count up excluding S/L, holidays Summarise per trainee and per Dept Explore trainee non-attendance
Deliver teaching (2) Evaluate teaching Sessional feedback End-of of-programme review Modify teaching programme with: Feedback (trainees and teachers ) Changes in practice
Time to Teach? Involve colleagues and trainees Promote multidisciplinary training Use handovers, ward rounds and clinics Build corporate training time into rotas e.g. early, lunchtimes, afternoons etc Consider joining with adjacent Trust(s) Consider regional training days as for SpRs Especially Child Health promotion and Child Protection also Neonatal medicine etc
Use Recent Changes Consultant of the Week Handover attendance Trainee-led ward rounds Teaching on ward DOPs,, Mini-CEX, CbDs Outpatients Increasingly ST3-77 neutral booking Teaching Outpatients
Handover - How To Do It As described in Liberating Learning Download from www.copmed.org.uk Info about patients and tasks for next shift Trainer assists reflection on content Foci for learning include: Concise, complete, accurate problem list Prioritisation Continuity of care Delegation of tasks Team working and individual responsibility
MMC Website
Tips for College Tutors - 1 Lead the Department education programme Wards Consultant of week good for teaching/assessing Watch trainees run ward round, comment later 5 minute teaching Outpatients Schedule ST1-2 2 attendance Learning clinics Visiting consultant teaching (at and after clinics)
Tips for College Tutors - 2 Community training Include Community trainees Don t t reduce time in community clinics unless vital Send hospital juniors out for Community training weeks Flexible trainees Meet all trainees regularly Run CPD for career staff as well Portfolios & eportfolios
Tips for College Tutors - 3 Use the new assessment tools Audit Communication skills Video feedback Presentations Promote Evidence Based Learning The educational prescription Examination teaching Make every minute count
Management for College Tutors Administration skills needed Delegate Learning to trainees Duty rotas to ST4-7, to protect teaching Teaching programme to ST4-7 Teaching, appraisal & assessment to Colleagues and check it is all being done Get a good secretary & Buy a large filing cabinet!
Educational Skills for College Tutors Induction How to be a College Tutor 3 yearly How to be an Educational Supervisor Workplace-Based Assessments and Feedback Equality and Diversity Interview Skills Training Optional Paediatric Educators Programme (RCPCH) PGCertEd,, etc
Educational Governance College tutor responsibility to minimise conflict: Service pressures EWTD With Education Training and CPD of all members of team Formal, relevant, organised, timetabled, bleep free, group learning important ( Liberating( Learning )
Person Specification of Paediatric Tutor Interest and enthusiasm for medical education Leadership of education programme Motivation of team Teachers and Learners Knowledge of: Structure of, and recent changes to, curricula Examinations Career pathways Commitment to monitoring and audit of process
College Tutor - Checklist Read RCPCH curriculum Deanery documentation DoH MMC documentation Revise Good Medical Practice Prepare induction Teaching and attendance Coordinate appraisal/assessment/rita Liaise with PGCT/DMEs and others
Core Curriculum in Paediatrics
Paediatric Training Handbook September 2003
Other Learning Models Evidence based prescriptions Debriefing Critical incident analysis Actively using handovers for teaching Grand rounds Focusing on one generic competence e.g. consent, communication Allowing juniors to lead the round or clinic Teaching clinics 3 minute teacher
Three Minute Preceptor model At the end of a case or ward round What do you think is going on? What led you to that conclusion? Reinforce what was done well Help to identify omissions and errors Teach general principles---- ---- when that happens do this
The Hidden Agenda Professionalism
Philosophy At almost every point during the working day there are learning opportunities to be exploited Create a learning environment
Thought for the Day The only way to teach is to be an example (Albert Einstein)
Another Thought for the Day I I never teach my pupils; I only attempt to provide the conditions in which they can learn. (Albert Einstein)
Teaching and Learning