From Registration to Retirement: C&IT-based support systems for medical graduates to manage...
Transcript of From Registration to Retirement: C&IT-based support systems for medical graduates to manage...
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
-5-5 RR 55 1010
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
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© 2001, FMCC, University of Newcastle upon Tyne
communicate
study
evidence
learninglearningloglog
teachingteaching& learning& learning
cyclecycleBenchmarks Benchmarks
DP Specs DP Specs study guides study guides
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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
-5-5 RR 55 1010
© 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