From Registration to Retirement:From Registration to Retirement:C&IT-based support systems for medical C&IT-based support systems for medical

graduates to manage continuing professional graduates to manage continuing professional developmentdevelopment

Dr Geoff HammondDr Geoff HammondDirector of Faculty of Medicine Computing CentreDirector of Faculty of Medicine Computing Centre

and Deputy Director of LTSN-01 Subject Centreand Deputy Director of LTSN-01 Subject Centre

andand

Paul DrummondPaul DrummondDeputy Director of Faculty of Medicine Computing CentreDeputy Director of Faculty of Medicine Computing Centre

University of Newcastle upon TyneUniversity of Newcastle upon Tyne

Employers

HE / FE Institutions

Education Brokers(UfI / OU / eUni /UNHS/ UCAS)

Internet-PARs for Lifelong Internet-PARs for Lifelong LearningLearning

Careers &Employment

Services

Schools(Progress File)

Record

Reflect

ActionPlan

Stakeholders& Potential Sponsors:DfES QAA UUK SCoPILT LTSNsStudent networksEmployer networksNGfL NTOs PSBs RDAs

C&IT Support

Transcript

Personal Development Plan

Lif

elo

ng

Learn

ing

Implementation

Evaluation

Development

© 2001, FMCC, University of Newcastle upon Tyne

Changes in Medical Changes in Medical EducationEducationTo address:To address:

• widening participation and consortiawidening participation and consortia

• professional standards and subject professional standards and subject benchmarksbenchmarks

• faculty and institutional subject reviewfaculty and institutional subject review

• need to redefine need to redefine outcomesoutcomes to meet: to meet: new GMC/QAA standardsnew GMC/QAA standards aims of the NHS planaims of the NHS plan

© 2001, FMCC, University of Newcastle upon Tyne

What the doctoris able to do

Doing the RightThing

Outcomes Outcomes

• clinical skills• practical procedures• patient investigation• patient management• health promotion & disease

prevention• communication skills• information & data handling skills

• clinical skills• practical procedures• patient investigation• patient management• health promotion & disease

prevention• communication skills• information & data handling skills

© 2001, FMCC, University of Newcastle upon Tyne

How the doctorapproaches his/her

practice

Doing the Thing Right

What the doctoris able to do

Doing the RightThing

Outcomes Outcomes

• with an understanding of basic and clinical sciences and underlying principles

• with an understanding and acceptance of attitudinal, ethical and legal responsibilities

• with appropriate skills of decision making, clinical reasoning and judgement

• with an understanding of basic and clinical sciences and underlying principles

• with an understanding and acceptance of attitudinal, ethical and legal responsibilities

• with appropriate skills of decision making, clinical reasoning and judgement

© 2001, FMCC, University of Newcastle upon Tyne

The doctoras a professional

The Right PersonDoing It

How the doctorapproaches his/her

practice

Doing the Thing Right

What the doctoris able to do

Doing the RightThing

Outcomes Outcomes

• brings to their practice an understanding of the role of the doctor and an acceptance of the need for continuing professional development

• brings to their practice the appropriate personal attributes and an acceptance of individual responsibility for continuing personal development

• brings to their practice an understanding of the role of the doctor and an acceptance of the need for continuing professional development

• brings to their practice the appropriate personal attributes and an acceptance of individual responsibility for continuing personal development

© 2001, FMCC, University of Newcastle upon Tyne

The doctoras a professional

The Right PersonDoing It

How the doctorapproaches his/her

practice

Doing the Thing Right

What the doctoris able to do

Doing the RightThing

Outcomes Outcomes Who?

How?

What?

When?

Where?

© 2001, FMCC, University of Newcastle upon Tyne

•an approach involving analysis of past activities an approach involving analysis of past activities and experiencesand experiences

•identification of learning achievementsidentification of learning achievements

•decisions on future actions and objectivesdecisions on future actions and objectives

• what the learning objectives werewhat the learning objectives were

• which skills were acquiredwhich skills were acquired

• which skills need further developmentwhich skills need further development

Reflective Reflective learninglearning

Following a course an individual might Following a course an individual might reflect on:reflect on:

A serious reflective approach implies the allocation of time and resources for reflection and recording

© 2001, FMCC, University of Newcastle upon Tyne

Year 1

Year 2

communicate

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admin staffadmin staff

programme programme dirdir

module leadermodule leader pastoral pastoral tutortutor

academic academic tutorstutors

Year 3

© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

teachingteaching& learning& learning

cyclecycleBenchmarks Benchmarks

DP Specs DP Specs study guides study guides

-5-5 RR 55 1010

© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

evidence

learninglearningloglog

teachingteaching& learning& learning

cyclecycleBenchmarks Benchmarks

DP Specs DP Specs study guides study guides

-5-5 RR 55 1010

personal &personal &academicacademic

recordrecord

© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

assess

evidence

studentstudenttranscripttranscript

teachingteaching& learning& learning

cyclecycle

learninglearningloglog

Benchmarks Benchmarks DP Specs DP Specs study guides study guides

-5-5 RR 55 1010

personal &personal &academicacademic

recordrecord

© 2001, FMCC, University of Newcastle upon Tyne-5-5 RR 55 1010

communicate

study

reflect

assess

evidence

studentstudenttranscripttranscript

learninglearningloglog

personal &personal &academicacademic

recordrecord

teachingteaching& learning& learning

cyclecycleBenchmarks Benchmarks

DP Specs DP Specs study guides study guides

© 2001, FMCC, University of Newcastle upon Tyne

what do we do when our students graduate…what do we do when our students graduate…lifelong learners need lifelong records of learninglifelong learners need lifelong records of learning

smooth, managed transitionsmooth, managed transitiontransition of student information (procedural & transition of student information (procedural &

technical)technical)

access to postgraduate equivalent of MISaccess to postgraduate equivalent of MIS

what does the postgraduate world look like…what does the postgraduate world look like…varietyvariety

example (medicine)example (medicine)

© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

reflect

assessevidence

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PRHO

SHO

SpR

CON

AppraisorAppraisor

Ed. SupervisorEd. Supervisor

Sup. Sup. ConsultantConsultant

Prog DirectorProg Director

New Deal New Deal OfficerOfficer

Reg College Reg College RepRep

Clinical Clinical TutorTutor

ESOESO

Med Med StaffingStaffing

PIMDPIMD

© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

reflect

learn

assessevidence

evidencing…evidencing…career progressioncareer progressionattainment of job based targetsattainment of job based targetscontinuing professional developmentcontinuing professional development

attendance at appropriate courses and conferencesattendance at appropriate courses and conferencesjob based learningjob based learning

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© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

reflect

learn

assessevidence

assessing…assessing…formal examinations for membership of formal examinations for membership of professional bodyprofessional bodyspecialty examinationsspecialty examinations

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© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

reflect

learn

assess

evidence

appraise

appraising…appraising…attainment of job based targetsattainment of job based targetsdevelopment of appropriate skills and attitudesdevelopment of appropriate skills and attitudesongoing educational developmentongoing educational development

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© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

reflect

learn

assess

evidence

appraise

(re) validate

validating / revalidating…validating / revalidating…evidencing professional competence prior to evidencing professional competence prior to registrationregistrationprofessional fitness to practiceprofessional fitness to practice

evidencing appropriate skills and attitudesevidencing appropriate skills and attitudeslearning from experienceslearning from experiencesengaging with continuing professional developmentengaging with continuing professional development

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© 2001, FMCC, University of Newcastle upon Tyne

communicate

study

reflect

learn

assess

evidence

appraise

(re) validate

reflecting on…reflecting on…study and job based learningstudy and job based learningcollected evidencecollected evidenceassessment and appraisal process and outcomesassessment and appraisal process and outcomesvalidation / revalidationvalidation / revalidation

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© 2001, FMCC, University of Newcastle upon Tyne

reflection on reflection on courses and other courses and other learning episodeslearning episodes

facilitating tutor-facilitating tutor-trainee trainee communicationcommunication

assessing learning assessing learning needs and action needs and action planningplanning

© 2001, FMCC, University of Newcastle upon Tyne

Newcastle NLEcurriculum map

- outcomes

quality process

delivery - campusand at distance

student record system

registers

off-line learning

learning resources

other collegesother agenciesbusiness systems

self-assessmenttutor/mentor

support

communication tracking

Managed Learning EnvironmentManaged Learning Environment (after JISC)

personal academic record (PAR)and transcript for reflective

learning- triggered by learning episodes

related to outcomes

© 2001, FMCC, University of Newcastle upon Tyne

Finally….

1.1. For programmes with well specified outcomes For programmes with well specified outcomes (like Medicine), PARs could be integrated into (like Medicine), PARs could be integrated into an MLE and used to evidence/reflect/action an MLE and used to evidence/reflect/action plan - plan - triggeredtriggered by highly structured learning by highly structured learning episodesepisodes

2.2. Professional requirements for reflective Professional requirements for reflective practice are beginning to drive the UG agendapractice are beginning to drive the UG agenda

3.3. A ‘lifelong’ view of PARs/PDP/Portfolios offers A ‘lifelong’ view of PARs/PDP/Portfolios offers great opportunities for supporting CPD great opportunities for supporting CPD activitiesactivities