Dear Colleague

As we prepare for the impact of COVID 19 a number of queries have come to us with regards to HEE’s approach to study leave. Please be advised that the position is as follows:

Impact of Coronavirus On Study Leave for Doctors in Training

Trainees should endeavour to obtain a refund for any pre-booked expenses. If they unable to do so we will honour the claim, but they should provide evidence when they submit their claim that the expense was non-refundable.

All requests for study leave time not taken during the outbreak will be properly considered by the employers and Postgraduate deans and will be subject to the need to maintain NHS services, and training requirements for completion of programmes.

We are asking all parties to be flexible both during and after this difficult time.

HEE will be developing a set of FAQs to help manage the queries that are arising.

If there are unresolved queries please contact us via Study Leave (SW); StudyLeave.SW@hee.nhs.uk for our Postgraduate Dean to review.

Please follow the link for an animation providing a short & simple guide for trainees and trainers on how the ARCP process works.

https://specialtytraining.hee.nhs.uk/arcp

National recruitment into subspecialty training posts in Pre-hospital Emergency Medicine (PHEM) for posts commencing August 2018 or February 2019 opens to applications on 13 October 2017.

These posts are in approved training programmes around the UK. Further information on what you can expect during training, the national person specification and approved training programmes is available at www.ibtphem.org.uk

Closing date: 27 October 2017. Applicants must have permission from their local Training Programme for the duration of their sub-specialty training.

The School of Medicine in HEE England working in the southwest (Severn) has prided itself in the excellent training it offers. This is due to the phenomenal efforts and dedication demonstrated by the trainers and trainees in our region and the School wishes to recognise these efforts.

Nominations were sought for awards in the following categories based on the contribution of the individual (or groups of individuals) to enhance the provision of training in Medicine in our region:

After careful consideration the panel have come to a final decision, and are pleased to announce the winners are:

Trainee of the Year for Non-GIM Specialty - Dr Sarah Cochrane
Trainee of the Year for GIM based Specialty – Dr Kostas Gkastaris
Trainer of the Year for Non-GIM specialty – Dr Val Kyle
Trainer of the Year for GIM based Specialty – Dr Helen Alexander

The winners were presented with their certificates, by Professor Martin Beaman, Postgraduate Dean, at the School of Medicine TPD away day which took place on Tuesday 16th May.

Health Education England – working across the South West (HEE-SW) is delighted to announce a training secondment opportunity to work with our senior staff on quality improvement and this post also will fund a postgraduate qualification PgCert in Health Services Improvement with Exeter University.  The knowledge and skills acquired through this post will also provide leadership experience to a successful doctor in training.  It is anticipated that at the end of the tenure, the QI fellows will be equipped to promote and disseminate learning in QI, with aims of improving patient safety, experience and efficiency in NHS.

Five posts (drawn from core/ higher speciality and GP VTS training programmes) are available on a 12 month full time fixed term contract from August 2017 or LTFT with negotiation.   The start date will be dependent on successful negotiations with the employer, but an anticipated date would be around August 2017.  The trainee will then return to the training programme, assuming satisfactory ARCP progression.

Appointment is through a competitive process following an assigned job description.

Please contact tina.oxland@hee.nhs.uk for the Application Form.

The successful candidates, who will be working within the geographical area of Health Education England - working across the South West training programmes, will spend 2 days (0.4 WTE) (funded by HEE-SW) on QI, lead on a quality improvement project and gain a Postgraduate Certificate in Health Services Improvement with Exeter University. The remaining sessions (0.6 WTE) will be spent working in their existing clinical specialty and participating in the contractually agreed out-of-hours with their employer.

The knowledge and skills acquired through this post will provide leadership experience to a successful doctor in training. It is anticipated that at the end of the 12 months tenure, the QI fellows will be equipped to promote and disseminate learning in QI, with aims of improving patient safety, experience and efficiency in the NHS.

Further information can be obtained from Dr Wai Tse, Associate Dean (Tel: 01752-676134).

The United Hospitals Bristol in partnership with Health Education England (Severn Postgraduate Medical Education Office) is delighted to announce an opportunity to work with our senior staff on a variety of educational topics that will provide leadership experience to a successful doctor in training, whilst also continuing your training on the remaining days.

The successful candidate will hold a major leadership role in establishing and developing the mortality review process in UHB. This role would lead to the development of a mortality review group and the development of a system to efficiently review mortality.

The successful applicant will also be expected to complete a funded postgraduate Certificate in Education or management/leadership qualification.

Full details can be found on our Vacancies page.

Note: The successful applicant must be a trainee currently working, or about to undertake a rotational year of work, within UHB.

The School of Medicine in HEE England working in the southwest (Severn) prides itself in the excellent training it offers. This is due to the phenomenal efforts and dedication demonstrated by the trainers and trainees in our region.

In recognition of these efforts, the School asked for nominations from trainees and trainers including Educational Supervisors, Programme Directors and Directors of Medical Education.

We are pleased to announce the winners in each of the following categories:

Trainer of the year in a GIM based speciality

Awarded to Dr Lindsay Dow

Trainer of the year in a non-GIM based speciality

Awarded to Dr Alan Whone

Trainee of the year in a GIM based speciality

Awarded to Dr Chloe Broughton

Trainee of the year in a non GIM based speciality

Awarded to Dr Cathy Morgan

Well done to all nominees!

We can all be proud of the high quality of training provided in Severn.

Dear Colleagues,

The following FAQ may be of some use in answering many of your questions related to the Severn Postgraduate School of Medicine.

When will my placement be updated on ePortfolio? We are currently in the process of updating this information and hope to have this completed very soon. Many thanks for your patience. 

What are the dates/locations for upcoming School of Medicine courses and ARCPs? You will find most of these in the Events Section of the School of Medicine website using the following link http://medicine.severndeanery.nhs.uk/gastroenterology-training-day.

I'm looking for information/forms regarding Revalidation. Please see the following link http://www.severndeanery.nhs.uk/about/revalidation/ (along with the related tabs on the left-hand side of the page)

I'm looking for information/forms regarding Quality Panels. Please see the following link http://www.severndeanery.nhs.uk/about/quality-management/quality-panels/  

Who do I contact at my Trust regarding Study Leave/Expense Claims? Please see the following link http://medicine.severndeanery.nhs.uk/about-us/study-leave-contacts-march-2015/

How do I get to Deanery House for my upcoming assessment/meeting? Please see the following link http://www.severndeanery.nhs.uk/contacts/, specifically the address, map and "Find us by" tabs on the left-hand side of the page.

I have a question related to my specialty. The specialty sections of the School of Medicine website contain a great deal of useful information. These can be found using the following link http://medicine.severndeanery.nhs.uk/about-us, specifically the tabs on the left-hand side of the page. 

I still can't find what I'm looking for. Who do I email/contact? Please email Severn.SchoolSupport@southwest.hee.nhs.uk. Please note this account will be monitored on a daily basis and we will reply as soon as possible. Thank you for your patience.

Would it be better to call than email? No. It would be better to email Severn.SchoolSupport@southwest.hee.nhs.uk. Again this account will be monitored daily and we thank you for your patience.

Dear Severn Trainee

As you will be aware we have been operating a mixed model of study leave within Severn Deanery for 2014/5 with some trusts (UHB and NBT) being responsible for study leave and Severn PGME managing it behalf of other Trusts.

We have reviewed the management of study leave with Trusts going forward for the financial year 2015/6. It has been agreed that from 1^st April 2015 the management of study leave will become the responsibility of Trusts as a key part of their management of the MADEL tariff. From April 1^st 2015 you should therefore apply directly to the Trust where you are working for study leave.

There has been a substantial amount of work undertaken in Severn PGME to develop strong and innovative regional teaching programmes, and there is a desire by all parties to continue this. We will be finalising the details of this over the next month.

The exception to this will be then Partnership Trusts, who have indicated that they wish to continue the current arrangements, whereby Severn PGME will manage the study leave on their behalf. All trainees in psychiatry should therefore continue to follow the current arrangements.

We are formally reviewing the arrangements for foundation and general practice in the next two weeks, but anticipate that these will remain broadly as now at the current time.

Please contact the  Medical Education Managers in your trust to get details of how to apply for study leave from April 1^st 2015.

Yours sincerely

Professor Selena Gray MBChB, MD, FFPH, FRCP
Deputy Postgraduate Dean

https://sites.google.com/site/generalmedicinemeetings/ 

Dear Sir/Madam,

We are looking to appoint two medical trainee members to our Curriculum and Assessment Group (CAG) within our Education & Standards Directorate at the GMC. The vacancies have arisen as a result of two current trainees gaining their Certificates of Completion of Training and moving to become medical members of the CAG.

The purpose of the CAG is to scrutinise changes to specialty and subspecialty curricula and assessment systems evaluating them against the GMC’s curriculum standards.

We are looking for trainee members who have experience in one or all of the following areas; medical education, curriculum development, assessment expertise and psychometrics.

More information can be found on the Education news section of the GMC website. It includes more information on the role of the CAG, the trainee member specification and the application process.

To apply for the role, please click here. We welcome applications from doctors in training. Please feel free to forward this email to anyone suitable.

If you have any questions on any aspect of this email please do not hesitate to contact us.

Kind regards,

Neil Grant, Associate Services Advisor, General Medical Council, Regents Place, 350 Euston Road, London, NW1 3JN Tel: 020 7189 5336 

Severn Postgraduate Medical Education has created a new film concerning sustainable working practices across the region.
We encourage everyone involved with postgraduate medical education to take a look because it contains ideas and information about how we as an organisation can reduce our carbon footprint to meet national targets.

Sustainability Short Film

We hope that you enjoy it…

The Academy Trainee Doctors' Group has produced 'A Charter for Postgraduate Medical Training' on behalf of the Academy of Medical Royal Colleges. This Charter describes a set of guiding principles to ensure the highest standard of doctors’ training and quality of care. It also makes specific recommendations for commitments based on these principles which emphasise training priorities while recognising the responsibilities of doctors in training.

AOMRC Doctors in training

 The Charter was written in consultation with stakeholders including the medical royal colleges and faculties, the General Medical Council and the Shape of Training Expert Advisory Group. Professor David Greenaway’s report ‘Securing the future of excellent patient care: Final report of the independent review’ highlighted the Charter and its potential to help with the challenges of delivering both training and service. The Charter was published in full as an annex to this report.
We are currently sending the Charter to all groups involved in medical training and to doctors in training via Trainee representatives. You may well be contacted in this regard and we are expecting doctors in training to have further ideas on how to disseminate the charter (for example, by including it in induction or welcome packs).
We believe the Charter has the potential to provide an excellent foundation for delivering training and high quality care and I hope you will share our enthusiasm for this work.

FAO all trainees in HESW Severn

With effect from the 1st April 2014 trainees based in either University Hospitals Bristol Trust or North Bristol NHS Trust will apply for study leave through the Intrepid online system as usual but approval will now be undertaken via the medical education department in your post graduate centre. You will also claim expenses for approved study leave through the medical education department and they will be in touch with regards to the process for claiming your expenses in due course.

All other trainees will continue to access study leave funding via Health Education SW as in previous years. ALL trainees (including those at NBT and UHBT) should continue to log your application for study leave via the online Intrepid system.

Your head of school will be in contact shortly regarding your budget allocation for 2014/15.

The 2014 GMC Trainee survey is now live until the 8th May.

It can be accessed through the GMC website. 

Please log in and complete the survey.

Thank you!

Update from the JRCPTB: From the 1st of April 2014 all trainees satisfactorily completing the training programme in Core Medical Training or ACCS Acute Medicine (3 year programme) should receive an outcome 6 at ARCP, rather than an outcome 1 as in previous years.

The Oxford Bone Infection Unit

4th Annual Oxford Bone Infection Conference (OBIC)

Thursday 3rd & Friday 4th April 2014

Examination Schools, 81 High Street, Oxford, OX1 4AS

It has been announced that a new defined routes of entry into emergency medicine specialty training will be introduced in 2014. This is one of the actions arising from the HEE Emergency Medicine Workforce Implementation Group and will be delivered by Health Education Yorkshire and the Humber (HEYH) in conjunction with the College of Emergency Medicine. The DRE-EM initiative will appoint candidates with transferable competencies as outlined in the person specification to specialty training through a national selection process (hosted by HEYH) to ST3 Emergency Medicine. Please see the attached ‘Quick Guide’ for further detailed information about DRE-EM and the link to  Health Education Yorkshire and the Humber

The purpose of DRE-EM is to allow a route of entry for those who have transferable competencies from surgical training at core level, and experience from ACCS related specialties. The intention is to increase throughput whilst maintaining quality. The initiative is innovative in many ways and aligns with principles set out in the Shape of Training report.

The person specification (attached) outlines two routes within DRE-EM ST3 Emergency Medicine. It is recognised that successful applicants are likely to need between 12-24 months at ST3 level prior to progressing (run through) to ST4. Candidates will usually require one year of Emergency Medicine training, plus potentially additional time in other ACCS related specialties (Anaesthesia, ICM and/or Acute Medicine) to fulfil the requirements to enter ST4. An assessment will need to be made by the local training programme working with the College of Emergency Medicine of each applicant’s transferable competences and a bespoke training programme will need to be created to support the early years of successful DRE-EM applicants. It is recognised that there are potential training capacity and cost implications for those requiring additional training time in ACCS related specialties.

The General Medical Council has recently approved DRE-EM leading to Certificate of Completion of Training (CCT) for trainees appointed from a surgical UK approved training programme, as per the person specification attached. 

What is DRE-EM?

Defined Route of Entry into Emergency Medicine, ‘DRE-EM’, is an entry point into Emergency Medicine specialty training.  DRE-EM is new in 2014, and has its own national selection process – with applications opening on 3 February 2014. The intention of DRE-EM is to increase recruitment to Emergency Medicine training whilst maintaining quality.

Person Spec DRE-EM 2014

Who is eligible to apply to DRE-EM?

The person specification for DRE-EM clarifies two routes. One route is to enter into Emergency Medicine specialty training, having successfully completed two years of a UK core surgical training programme or two years of a run through surgical training programme in the UK, with evidence of achievement of CT/ST1 competences in surgery at the time of application and CT/ST2 competences in surgery by the date the post commences. Entry via this route leads to a Certificate of Completion of Training (CCT) in Emergency Medicine.

The other route is to enter into Emergency Medicine specialty training with evidence of a minimum of 24 months at core trainee level (not including time spent within a Foundation programme or equivalent) in any ACCS specialties (Anaesthesia, Emergency Medicine, Intensive Care Medicine or Acute Medicine), of which at least 12 months must be in Emergency Medicine, with at least 6 months of this worked within an Emergency Medicine environment similar to that seen in the UK and at least 12 months worked in the UK as a fully registered medical practitioner OR completion of the equivalent of core surgical training with evidence of achievement of CT/ST1 competences in surgery at the time of application and CT/ST2 competences in surgery by the time of appointment.   This route leads to a Certificate of Eligibility for Specialist Registration – Combined Programme (CESR CP) in Emergency Medicine. 

Please note that any time periods specified in the person specification refer to full time equivalent, and there are additional requirements detailed in the person specification. It is important that applicants ascertain that they are eligible. Applicants must meet all essential criteria for the programme to which they are applying.  The person specification clearly states which elements are required for both routes, the CCT route and the CESR CP route.

Where can I find the person specification?

Please visit Health Education England’s Specialty Training website or visit the Health Education Yorkshire and the Humber recruitment DRE-EM website to download the person specification.

What is a CESR CP?

The Certificate of Eligibility for Specialist Registration - Combined Programme (CESR CP) route allows applicants to be appointed above ST1/CT1 level to a LETB/Deanery and General Medical Council (GMC) approved training programme.  They are awarded a National Training Number (NTN), but at point of entry to the programme have previous training that has not been prospectively approved by the GMC to count. Trainees in these circumstances will have an NTN ending with the suffix ‘L’.

The certificate does not replace the Certificate of Completion of Training (CCT) and is not the same thing as a CESR. Trainees who are awarded the CESR (CP) will be recommended to the GMC for Specialist Registration in the same manner as a trainee on the CCT route. Trainees will thus be able to work as substantive consultants in the UK.

Where can I find further information about CESR CP?

The GMC website provides further information. Please visit: http://www.gmc-uk.org/doctors/cpfaqs.asp#1   Please do not contact Deanery/LETB offices for information on CESR CP as the offices will not be in a position to offer advice on individual circumstances and eligibility.

At what level will successful DRE-EM applicants be appointed?

Successful DRE-EM applicants will be offered an appointment to an “ST3 Emergency Medicine” post.  Prior to the successful applicant commencing in post, a review will be conducted by the College of Emergency Medicine, in conjunction with the local training programme, to define transferable competences and establish future requirements.  A decision will be made as to the additional time/competences required prior to moving to ST4 Emergency Medicine. Successful applicants will usually undertake a minimum of one year of Emergency Medicine, plus additional time as needed in Acute Medicine, Anaesthesia, Intensive Care Medicine, etc.  It is recognised that successful applicants will normally require between 12 months and 24 months at ST3 level prior to progressing to ST4 Emergency Medicine.

Does DRE-EM provide uncoupled or run through training?

DRE-EM provides run through training; successful applicants will progress through ST3, ST4, ST5 and ST6 automatically, subject to meeting all curriculum requirements and College exams.

If I am appointed to DRE-EM ST3 Emergency Medicine, do I need to take and pass the Membership of the College of Emergency Medicine (MCEM) examination prior to commencing ST4?

Yes, successful applicants are required to pass the MCEM examination, and all other ACCS/core EM competences, prior to moving to ST4 training.

Are applicants from a surgical training background – either from a UK approved programme or an equivalent programme - required to have achieved the Membership of the Royal College of Surgeons (MRCS) examination?

If candidates are applying via the CCT route, they are required to have achieved MRCS.

If candidates are applying via the CESR CP route (equivalent surgical training), they are not required to have achieved MRCS.

I do not meet the ST3 DRE-EM nor the ST4 EM person specifications, but I am interested in applying for Emergency Medicine training? At what level should I apply?

Those who do not meet the ST3 DRE-EM or ST4 EM person specifications should refer to the ACCS EM ST/CT1 person specification and consider whether they are eligible; there is no ‘upper limit’ in terms of time/experience within this person specification.

Is there an upper experience/time limit for DRE-EM applicants?

No.  The intention is to allow entry from a broad range of applicants, but applicants will have to demonstrate that their career progression is consistent with personal circumstances and that their achievements and performance is commensurate with their total period of training or experience.

How will the national recruitment process work?

The national recruitment process will be hosted by Health Education Yorkshire and the Humber. There is one national application form for DRE-EM Emergency Medicine ST3. Therefore, eligible candidates will apply and be interviewed under one process, irrespective of whether they are applying for the CESR CP route or CCT route.

Longlisting will take place in line with the person specification after the closing date.

Short-listing will only be undertaken if required.

Applicants will be asked to preference all Units of Application within LETBs/Deaneries, although it is not yet certain whether all LETBs/Deaneries will have vacancies. If a candidate preferences a LETB/Deanery which does not have vacancies, the system will skip to the next preference on the candidate’s preference list, and so on.

Applicants do not have to preference all Units of Application (they can preference as many, or as few as they like) but are encouraged to consider their choices carefully.

Once the upgrading offer deadline has passed, should additional vacancies be realised by local LETBs/Deaneries, these will be offered to the next appointable candidates on the reserve list.

For all DRE-EM applicants, the interview format will be a multi-station selection process.  Thorough checks will be carried out by Consultant faculty to confirm eligibility. Whilst the station questions will be the same for those applying under the two routes, there will inevitably be some differences in terms of supplementary questions, as a result of the differing backgrounds of the two routes.  A comprehensive scoring matrix will be used to ensure that all applicants from both routes are equitably assessed and are on a ‘level playing field’.

DRE-EM applicants will be ranked on one list, and offers will be made based on this single list, with the top candidate being offered their preferred post (subject to available vacancies).

Why is the CESR CP process limited to trainees who have a background in ACCS specialties or equivalent surgical training?

Analysis of training curricula has confirmed that applicants from these backgrounds have transferable competences, which in turn allows the training period to be shortened.

Why are only applicants who have completed Core Surgery Training in a UK programme (or two years of a surgical run through UK programme) eligible for the CCT route?

In the first instance the GMC have only approved this route, which will be evaluated after a two year period. It is recognised that surgical trainees will have transferable competences and may wish to pursue a career in EM.

It is conceivable that the GMC may further explore widening the entry from other core specialties following the initial evaluation.

Where do I find out further information – such as how to apply, where the interviews are happening, timeline for when applications open/close, etc?

Please visit the Health Education Yorkshire & the Humber (lead LETB for Emergency Medicine) website; the recruitment pages provide further information about DRE-EM.

Am I allowed to have an inter-deanery transfer under DRE-EM?

Inter-deanery transfer (IDT) applicants must meet the eligibility requirements under the national IDT process, but in addition to this the “receiving” LETB/Deanery must confirm whether they can support the applicant’s training requirements. 

How have the documentation and process been developed?

The person specification, documentation, FAQs and the process have been developed by the College of Emergency Medicine and Health Education Yorkshire and the Humber, having undergone legal scrutiny.   Whilst legal challenge can never be ruled out, it is considered that the person specification and processes to be applied are reasonable.

I am a trainee considering a change in specialty, and think EM may be right for me.  Who can I speak to?

Trainees may seek views from trainers, senior trainees, trainee representatives, other faculty and careers advisers.  Heads of Schools and Training Programme Directors in Emergency Medicine can be identified on local LETB/Deanery websites.

Is this process subject to change?

Whilst this document outlines the planned direction for DRE-EM, like any new process we will be reviewing and monitoring plans, implementation of the process and management of this initiative. As such, all aspects of DRE-EM national selection are subject to change at any stage. 

There is an ST3 Recruitment Open Evening for Anaesthesia and ICM posts on Tuesday 25th February 2014 at 5 pm in UHBristol Education Centre (opposite Bristol Royal Infirmary).  To book a place please follow the link on the events page of the School of Anaesthesia website.

Applications are now open for the National Medical Director’s Clinical Fellow Scheme, sponsored by Sir Bruce Keogh and managed by the Faculty of Medical Leadership and Management.

The scheme offers doctors in training an outstanding and unique opportunity to develop leadership and management skills in a range of national healthcare organisations which have previously included NHS England, Health Education England, GMC, NICE, Public Health England, Royal Colleges, St Andrews Healthcare, the Academy of Medical Royal Colleges, the Association of British Healthcare Industries, BMJ and BUPA.  Host organisations for 2014-15 have yet to be finalised. This work is complemented by the peer support offered by being in a cohort of trainees.

Clinical Fellows have the chance to work alongside influential leaders and meet key players in healthcare from the NHS and beyond. The scheme has complemented clinical practice with careers in medical management, clinical leadership, public health and policy. The posts are paid a clinical salary with banding as some work activities may occur outside normal working hours.

This year there will continue to be placements across England, including a number of opportunities in the North of England. For more information please visit: www.fmlm.ac.uk/clinical-fellow-scheme

Applications close on 14 February 2014 and will be followed by a shortlisting process. Interviews are expected to take place in London on 10 and 11 March 2014.

Developing people for health and healthcare

Specialty Selection Test (SST) pilot for CT1/ST1 Applicants

Health Education England (HEE) and the devolved nations are piloting a Specialty Selection Test (SST) as part of a wider programme (MDRS) to improve medical and dental recruitment and selection across the UK. We’re working with the Work Psychology Group, academics in the University College of London Medical

School and specialty leads to pilot the SST.

Participate and be in with a chance to win some fantastic prizes, including an iPad or Kindle!

The pilot will take place across a number of different medical specialties in the UK and includes a Clinical Problem Solving Test (CPS) and a Situational Judgement Test (SJT).

Participating is simple and will only require a few hours of your time.

What is the purpose of the pilot?

The purpose of this pilot is to evaluate whether these tests enhance the current methods of selection used for ST1/CT1 level recruitment. We will also continue to follow applicant progression for a number of years, to ensure a long-term robust evaluation.

Test results will not form part of the selection process, they will be anonymised and will not impact on your fitness to practise.

Ultimately, we are assessing whether the SST is a good predictor of a doctor’s performance throughout their training and aiming to ensure the selection process is reliable, valid, fair and cost-effective.

Why should I participate?

By participating in the SST pilot you will receive feedback on how well you performed in the national cohort and you will also be eligible to win one of five prizes. First prize is a 32GB iPad, second prize is a 32GB kindle fire HD, third prize is a kindle plus paperwhite, fourth prize is a kindle paperwhite and fifth prize is a kindle.

This pilot aims to improve the way doctors are selected in the future and this is your chance to give your views on this selection process and make your voice heard! Tell us your views on this method of selection and how valuable you found the test. Our main aim is to further improve the selection process by ensuring that it is fair, valid, just

and reliable.

How can I participate?

If you are eligible, you’ll receive an email invitation in December 2013 to take part in the Specialty Selection Test. The test will be delivered online between 13-25 January 2014 through Pearson VUE test centres. You will be asked to choose a time-slot and a venue from one of many Pearson VUE test centres across the UK and will need to book your

slot no later than 21 December 2013. The test centres are located within close proximity to hospitals across the UK and are available on Saturdays and after hours.

How will the test work?

The test itself will consist of a two hour and fifteen minute online test. It will be completely computer based and the questions will be developed by leading specialists according to specialty person specifications and foundation programme curriculum. If you are already doing the GP test or if you have applied to Broad Based Training, you will not be asked to do the additional test. If you are

applying to a number of different specialities you will only be required to sit the test once.

Why is a selection test being piloted across multiple specialties?

The pilot of the SST is designed to be broad-based due to the nature of the overlap of person specifications required by all specialties. A good example of this is the fact that all specialties require trained doctors not just to be clinically competent, but also empathic and sensitive with patients and colleagues, to behave with professional integrity, and to have the ability to prioritise and cope well under pressure and work effectively in a team. All doctors who have undertaken Foundation will be familiar with the Foundation Curriculum by which these skills, values and behaviours are embedded.

The SST does not seek to replace individual specialty specifications. Each speciality will still have its own speciality specific elements within the selection process.

Where can I go to find more information?

More information, including an applicant guide, is available on the Specialty Training website: www.specialtytraining.nhs.uk or you can email us at hee.mdrs@nhs.net if you have any questions about the SST pilot.

Pilot Timeline

Apply to ST1/CT1 Training (12 November-5 December 2013)

Receive an email invitation to sit the test (11 December 2013)

Book your slot and preferred Pearson VUE test centre (11-21 December 2013)

Participate in the SST pilot (13-25 January 2014)

www.specialtytraining.nhs.uk

We are very pleased and proud to announce that the Severn Postgraduate Medical Education Developing Innovative Practice document is now launched.

It has been created to showcase the excellent work across Severn and its postgraduate schools. We invite you to have a look at the ground-breaking and innovative work which we do.

Severn Postgraduate Medical Education has developed seven Core Values, which guide everything that we do and provides the framework for this document.

Please feel free to contact any of the staff responsible for this work, as we are always keen to network and share best practice.

Copies of the document may be obtained from Severn Postgraduate Medical Education or for convenience a pdf version is available to download.

Quality improvement in practice: a core competence of medical education in the 21st century

Introduction

The Royal College of Physicians/Joint Royal Colleges of Physicians Training Board Learning to Make a Difference programme started as a pilot in Au-gust 2010/11, supported by the Health Foundation. It aimed to promote the learning and development of new and relevant skills in quality im-provement (QI) methodology by trainees in core medical training to enable them to deliver effective QI projects at the frontline. Over 2011/12 training year, all deaneries were encouraged to offer CMT trainees the choice of completing a QI project or a clinical audit within the training year. In paral-lel, work to develop a network of local Trust QI champions underpinned by development of a coherent framework and infrastructure to support all in-volved was undertaken. This culminated in a showcase event which was held at the at the RCP in June 2013. It is now the expectation that all CMTs complete a QI project or a clinical audit using QI methodology within their training year. It is anticipated for this approach to spread to all trainees and cross college working is underway to enable scale and pace of change.

Showcase event

In June, the trainees who were judged to have completed the best QI pro-jects in each deanery came to present their work. It proved to be an inspir-ing afternoon with 15 trainees giving oral presentations about the quality improvement projects that they had been involved in and there were 12 poster presentations. The afternoon was filmed, with DVDs of the event being sent to each deanery and highlights will shortly be added to the LTMD webpage, to inspire this year’s core medical trainees.

Clinical Leaders in Quality Improvement

The Lead for LTMD is Dr Emma Vaux, the Associate Medical Director of JRCPTB and Core Medical Training Advisory Committee Chair. To provide the much needed additional support, six Clinical Leaders in Quality Im-provement were appointed and took up their posts on 1st May 2013. The Leaders are all consultants with a particular interest in quality improve-ment. They each facilitate and support the implementation of Learning to Make a Difference in 2 or 3 local deaneries (depending on size and geogra-phy). They are instrumental in identifying gaps in appropriate support for trainees and their supervisors and championing the development of more local QI expertise.

Support for Trainees

Induction packs - Induction packs were sent to deaneries ready for the new intake of trainees in August. These contain trainee and supervisor packs, in-duction slides and a 2 page summary for trainees.

Webex - Weekly Webex sessions begin in September 2013. These will be a mixture of teaching and support and will hosted by one of the Clinical Lead-ers. Trainees can bring any difficulties to these sessions and they also pro-vide a place for them to share learning with their peers.

Twitter - The Twitter hashtag #LTMAD has been set up and is monitored by the Clinical Leaders to provide a response to urgent queries.

Newsletters - Newsletters are produced every 2 months and are circulated to trainees and their supervisors

Website - This is the central repository for information about the project. http://www.rcplondon.ac.uk/projects/learning-make-difference-ltmd

Curriculum - CMT curriculum has been amended in 2012 and 2013 to re-flect the changes in training requirements in quality improvement. This is also recognised in the CMT and ST3+ national recruitment application pro-cesses.

Outcomes

A central database of all trainee QI projects has been set up this year by the central LTMD team, so that a record is maintained of how many trainees are doing projects, the aims of each project and the deaneries in which they are based. In addition to recording the numbers of pro-jects, all trainees are asked to complete a newly devised Quality Im-pact Assessment Tool, to judge the impact that their project is antici-pated to have on the quality of patient care.

The Project Team

LTMD Lead: Dr Emma Vaux (emma.vaux@rcplondon.ac.uk)

Project Manager : Katharine Woodall (katharine.woodall@rcplondon.ac.uk)

*Emma Vaux and Elizabeth Haxby are jointly covering the Oxford deanery.

The Postgraduate Dean of Severn Postgraduate Medical Education, Professor Davinder Sandhu, has been awarded the Bruce Medal in recognition of the contribution he has made to the advancement of surgical education.

The Bruce Medal was established by The Royal College of Surgeons of Edinburgh in 1966 in memory of a former President, the late Sir John Bruce. It is awarded from time to time to a Fellow of the College to recognise a major contribution to surgical knowledge or teaching.

Professor Davinder Sandhu (left) receives the Bruce Medal

Professor Sandhu received the award at a ceremony at the Edinburgh College on Friday 06 September 2013.

Commenting on receiving the honour, he said:

"I feel hugely honoured and humbled by this award. The Royal College of Surgeons of Edinburgh is a leading College with a particular focus on surgical education and training, and to receive the Bruce Medal is the pinnacle of my career and I am absolutely delighted to receive it."

Professor Robert Woodwards from the College’s Oral and Maxillofacial Surgical Specialty Group said:

"Professor Sandhu has been Lead Dean for Oral and Maxillofacial Surgery for the last four years, as well as Lead Dean for the interface specialties. In these roles, he has been greatly involved in development of a new curriculum for the specialty, which has now had GMC approval, and has also guided the development and implementation of central recruitment to the specialty."

"He has also provided great support in the development of the interface specialties (cleft lip and palate; head and neck cancer care; cosmetic and reconstructive surgery and trauma) and has fought for funding and grants in these Fellowships to allow expanded training opportunities."

"He continues to contribute to postgraduate education nationally and internationally; has published over 40 original papers and is editor and reviewer of several journals."

"For many years Professor Sandhu has worked tirelessly to improve standards in medical education, and through that, patient care. I commend him as a worthy recipient of this honour.”

Notes to editors:

• Professor Davinder Sandhu MD, FRCS (Ed.Urol), FRCS (Eng & Glas), Cert.Med.Ed., FRCPE has been Postgraduate Dean of Severn Postgraduate Medical Education (formerly Severn Deanery) for 8 years and was previously a Consultant Urological Surgeon in Leicester for 13 years.
  He represents the Conference of Postgraduate Medical Deans (COPMeD) at the Joint Medical Consultative Council (JMCC) and is the South West Regional Surgical Advisor for the Royal College of Surgeons of Edinburgh. He is Chair of the Association of Medical Education Europe Postgraduate Committee.
• Severn Postgraduate Medical Education is part of Health Education South West which is a new organisation responsible for the planning, development, education and training of the healthcare and public health workforce in the region.
  More information at Health Education South West website
• Established in 1505 and with a worldwide membership, the Royal College of Surgeons of Edinburgh is one of the world’s oldest and largest surgical establishments dedicated to the pursuit of excellence and advancement in surgical and dental practice, through its activities in education, training and examinations. For more information go to The Royal College of Surgeons of Edinburgh website 
• For interviews with Professor Sandhu please contact Jonathan Cramp, Communications Manager, Health Education South West on 01823 361125.

 

Welcome

August 2013 – Issue 1

If you are coming to the BMJ Careers Fair on 18th and 19th October 2013, please come and visit us at Stand 75 and do look out for our article on BBT, likely to be published in the 5th October edition of the BMJ.

Deaneries/LETBs involved

Programme Details

BBT posts are likely to be in the same seven LETBs/Deaneries as they were in 2013. Please note that this means no new LETBs/Deaneries are offering BBT training programmes in 2014.

We hope to have confirmation by mid-September that the LETBs/Deaneries below will be involved in BBT recruitment 2014 by mid-September 2013, and to have post numbers confirmed by early October 2013. We will post this information on https://www.nwpgmd.nhs.uk/bbt in due course. 

Provisional 2014 Recruitment Timetable

A Career in Cardiology 

Friday 18th October 2013

Royal College of Physicians, London NW1 4LE

A comprehensive one day course for all research fellows, junior and middle-grade doctors aspiring to become recognised Cardiology Trainees.

An expert faculty will guide you on:

• Navigating the selection process for ST3 Cardiology posts in 2014
• CV preparation and completing application forms to enhance your chances of being shortlisted
• Optimising performance in specific ST3 interview scenarios
• The importance of postgraduate cardiovascular research
• Current and emerging concepts in Interventional Cardiology, Cardiac Imaging, Electrophysiology and Devices and Heart Failure
• The role of the British Cardiovascular Society in education and training

Course Directors: Dr Aung Myat / Prof Tony Gershlick / Prof Simon Redwood

Timetable

Morning Session: Chair – Prof Tony Gershlick

08.30 – 09.00 Registration Tea & Coffee

09.00 – 09.10 Welcome & Introduction Dr Sarah Clarke

The British Cardiovascular Society in Education and Training

09.10 – 09.25 Why choose a Career in Cardiology Prof Adrian Banning

09.25 – 10.10 ST3 Recruitment in 2013 and Dr Liz Berkin what to expect in 2014

10.10 – 10.50 A winning CV, the ST3 Application Form Dr Dawn Adamson and Interview preparation

10.50 – 11.20 Tea & Coffee

11.20 – 12.40 Mock Cardiology Interview Videos Dr William Moody Assessment of Performance Dr Aung Myat

Top Tips from the Panel Questions from the Audience

12.40 – 13.00 Academic Clinical Fellowships – Dr Yousif Ahmad Something to consider?

13.00 – 14.00 Lunch

Afternoon Session: Chair – Prof Simon Redwood

Current and Emerging Concepts for the ST3 Interview

14.00 – 14.20 Interventional Cardiology Prof Nick Curzen

14.20 – 14.40 Cardiac Imaging Dr Grant Heatlie

14.40 – 15.00 Heart Failure Dr Suzanna Hardman

15.00 – 15.20 Electrophysiology and Devices Prof Andre Ng

15.20 – 15.50 Tea & Coffee

15.50 – 16.10 Valvular and Structural Heart Disease Prof John Chambers

16.10 – 16.40 Postgraduate Research – Prof Barbara Casadei Why, When, Where and How

16.40 – 16.45 Closing Remarks Prof Simon Redwood

Course Directors

• Dr Aung Myat: SpR Cardiology and BHF Clinical Research Training Fellow The Rayne Institute, St Thomas’ Hospital, King’s College London Member, Communication and Education Committee of the BCS
• Professor Tony Gershlick: Professor of Interventional Cardiology Glenfield Hospital, University Hospitals of Leicester NHS Trust
• Professor Simon Redwood: Professor of Interventional Cardiology and Honorary Consultant Cardiologist King’s College London and Guy’s and St Thomas’ Hospitals NHS Foundation Trust, President of the British Cardiovascular Intervention Society Faculty
• Dr Aung Myat: SpR in Cardiology, West Midlands Deanery and BHF Clinical Research Fellow,he Rayne Institute, St Thomas’ Hospital, King’s College London
• Professor Tony Gershlick: Professor of Interventional Cardiology, Glenfield Hospital, University Hospitals of Leicester NHS Trust
• Prof Simon Redwood: Professor of Interventional Cardiology, King’s College London and Honorary Consultant Cardiologist, Guy’s and St Thomas’ NHS Foundation Trust
• Dr Sarah Clarke: BCS Vice-President (Education and Research) and Consultant Cardiologist and Clinical Director Cardiac Services, Papworth Hospital NHS Foundation Trust
• Professor Adrian Banning: Professor of Interventional Cardiology and Chairman of the Cardiology Directorate at the Oxford Radcliffe Hospitals NHS Trust
• Dr Liz Berkin: Deputy Medical Director, Joint Royal Colleges of Physicians Training Board and Consultant Cardiologist, Leeds General Infirmary, The Leeds Teaching Hospitals NHS Trust
• Dr Dawn Adamson: Consultant Cardiologist, University Hospital of Coventry and Warwickshire NHS Trust
• Dr William Moody: SpR in Cardiology, West Midlands Deanery and BHF Clinical Research Fellow in Cardiology, College of Medical and Dental Sciences, University of Birmingham
• Dr Ahmad Yousif: NIHR Academic Clinical Fellow ST3 in Cardiology, Imperial College London
• Professor Nick Curzen: Professor of Interventional Cardiology, Wessex Cardiothoracic Centre, University Hospital Southampton NHS Foundation Trust
• Dr Grant Heatlie: Training Programme Director for Cardiology, West Midlands Deanery and Consultant Cardiologist, University Hospital of North Staffordshire NHS Trust
• Dr Suzanna Hardman: Consultant Cardiologist, The Whittington Hospital NHS Trust and Chair of the British Society for Heart Failure
• Professor Andre Ng: Training Programme Director for Cardiology, East Midlands (South) Deanery and Professor of Cardiac Electrophysiology, Department of Cardiovascular Sciences, University of Leicester
• Professor John Chambers: Professor of Cardiology, Guy’s and St Thomas’ NHS Foundation Trust and President of the British Heart Valve Society
• Professor Barbara Casadei: Professor of Cardiovascular Medicine, Honorary Consultant Cardiologist and Senior Research Fellow, Department of Cardiovascular Medicine, University of Oxford

I am a medical registrar working at the Royal Infirmary in Edinburgh.  

I have set up a website to inform medical trainees about free general medicine events taking place around the UK. 

I have also provided links to free presentations from recent medical conferences. 

I thought you may be wish to let trainees in general medicine in England know about this resource.

Kind regards,

Pira Saravanamuthu

To mark the National Health Service’s 65th birthday, Health Education England has created an infographic highlighting some key milestones in training, education and workforce development over the past 65 years.

For more details and to download it, please visit the Health Education England website

Sent on behalf of Agents for Change.  This is an initiative to encourage trainees to improve the National Health Service. It is a collaboration between NHS England and BMJ, but many others contribute to its success.

Join us at BMA House on Friday 28 June for Agents for Change 2013 -​ the only national conference for junior doctors on improving patient safety and the quality of healthcare.

This year's theme is Speak, Act, Lead. We have exciting workshops, inspiring speeches, an online programme and a way to publish your own project - for you to become an Agent for Change. It is aimed at junior doctors to help them do quality improvement in their own workplaces. Robert Francis, Sir Bruce Keogh and Fiona Godlee will be among the speakers.

Applications are invited for advanced posts in Intensive Care Medicine, which are available within the Severn Deanery and Peninsula Deanery they give 1-2 years training to achieve CCT in Intensive Care Medicine.

In Severn Deanery there will be 4 vacancies in the joint ICM programee to commence from October 2014 onwards.

In Peninsula Deanery there will be 2 vacancies, 1 to commence in February 2014 and the second in February 2015. There may also be the possibility of further vacancies at other dates in the future.

Please see Severn Deanery website for further details.

Royal College of Physicians of Edinburgh LAUNCHED 2013

The Acute Kidney Injury (AKI) App, developed by NHS Kidney Care and the Royal College of Physicians of Edinburgh, provides a fast and simple way to explore the latest national guidelines on the diagnosis, prevention and management of AKI.

Offering interactive exploration of the classification, diagnosis, and management of AKI and its complications, illustrative case studies, and a medical calculator, the AKI App is a free and practical application available for the iPad, iPhone, Android mobile and Android tablets.

Key features

• Medical calculator to illustrate the staging and classification of AKI
• Succinct and up-to-date guidelines the prevention and management of AKI
• Interactive case studies
• Further resources of national and&international guidelines on AKI
• Currently available for free on the iPad,&iPhone, Android mobile and Android&tablets

Find and download the Acute Kidney Injury (AKI) App in the App Store and Android Market.

For more details, contact Bryony Jacks
Tel: +44 (0)131 247 3606 Email: b.jackson@rcpe.ac.uk

Endorsed by:The Society of Acute Medicine, The Royal College of Physicians (London), The Renal Association

National Medical Director’s Clinical Fellow Scheme – open to doctors in training

Applications are now open for the National Medical Director’s Clinical Fellow Scheme. The scheme is an exciting and unique opportunity for doctors in training to gain skills in leadership, management and health policy. Participants spend a year full time, learning by doing, in an extensive range of host organisations, including NICE, NHS Commissioning Board, GMC, BUPA and Medical Royal Colleges. Based on the current fellows’ experiences, the broad portfolio of potential work ranges from organising ministerial seminars to coordinating the national viral outbreak response strategy. This work is complemented by extensive training opportunities and the peer support offered by being part of a cohort with other junior doctors. Clinical Fellows have the chance to work alongside influential leaders and meet key players in healthcare from the NHS and beyond. The scheme has acted as a launch-pad for further careers in medical management, clinical leadership, public health and policy. Secondment ensures that existing terms and conditions are maintained and the posts are paid a clinical salary with banding. This year there will be placements across England, including a number of opportunities in the north of the country. For more information please visit:

www.fmlm.ac.uk/clinical-fellow-scheme

Applications close on 24 May 2013 and will be followed by a shortlisting process, with interviews on 4 June 2013.

With the reorganisation of the NHS that happened at the start of April 2013, Medical Training has become the responsibility of Health Education England (HEE). Regionally, HEE is represented by Local Education and Training Boards (LETBs).

We have one LETB in the South West, Health Education South West (HESW) and the Severn and South West Peninsula Deaneries are part of this new structure.

At the moment the GMC would like Health Education South West to be the designated body for Revalidation for trainees, taking over this function for both Deaneries.

Each Postgraduate Dean, Professor Davinder Sandhu and Professor Martin Beaman, will alternate in the role of Responsible Officer, and Martin Beaman will be in this role first.

Despite this apparent change in the organisation of the Revalidation Process, Severn Trainees will continue to be managed byt the Severn Deanery and the Severn Revalidation Team, and likewise in the Peninsula.

Queries may be received by either Deanery but will be diverted if appropriate.

The national training survey 2013: what do you think about your training?

The annual national training survey launches on the 26 March 2013. As a doctor in training, this is your chance to have your say on the training you receive.

The survey results help deaneries, local education and training boards and local education providers to recognise the aspects of the training they deliver that are working well, and to take action where the results indicate a need for improvement.

Dr Muj Husain is an ST5 in psychiatry and currently a clinical fellow at the GMC:

"The national training survey is a really useful tool for identifying problems and finding out where things are going well. As a doctor in training I’ve used the survey results to draw attention to areas for improvement and to help target our work locally on improving training. The results are also an extremely valuable component of the GMC’s work to monitor the quality of postgraduate and foundation training in the UK. "

The survey is easy to complete – it should take you no more than 20 minutes. Log in to your GMC Online account after 26 March and your survey will be waiting for you. Please respond to the survey by 8 May 2013 to make sure your views count.

The survey provides us with a unique chance to understand, reflect and improve the way we train. It is important that we hear the views of all trainees so that we have as accurate a picture of the training we provide as possible.

Visit gmc-uk to find out more.

Medical training has undergone huge changes over the past decade. We have seen the implementation of the European Working Time Directive, the advent of Modernising Medical Careers and the creation of the Foundation Programme. The profound effects of these reforms have been considered and analysed by a number of key enquires. Professor Sir John Temple led a review of the impact of new working time legislation on training and produced the Time for Training report. This made 33 recommendations of how training could be improved within the boundaries of a 48 hour working week. Health Education England have distilled these recommendations in to common themes and identified three that are relevant to the role that trainees play in their own training:

• Training must be planned and focussed for the trainees’ needs
• Training requires a change from traditional perceptions of learning which recognises the modern NHS
• Trainees must be involved in the decision making and implementation of training innovations that affect their present and future careers

The challenge is for us as trainees to seize this opportunity to come up with solutions that allow us to make training work better for us. We are ideally positioned to see where things could be improved, but can lack the senior support, financial backing or voice to be able to affect these changes. Health Education England has put forward £100,000 to change this. It is working with the Academy of Medical Royal Colleges to identify a number of trainee-led projects in England that meet the challenge set out in Professor Temple’s recommendations.

There are no limits about what the project could be like, as long as you can show how it would positively change training by addressing the recommendations. Ideas could look at trainee representation, mentoring, portfolios, career planning, mobile apps, educational websites, e-learning…whatever you feel would improve the experience of being a trainee. Projects must have the potential to have a national impact and need to be sustainable, even when the original trainees move on.

As well as the money, HEE and the Academy will also help you to identify the appropriate support for your project, be that from Deaneries or the Colleges, IT know-how or media assistance.

For more info and for an application form, please contact the Better Training, Better Care team or 020 8433 6862. Alternatively please visit:

www.hee.nhs.uk/work-programmes/btbc/role-of-trainee

Applications close 12 noon Tuesday 2 April 2013.

Good luck

Dr. Howard Ryland

Clinical Fellow

Dear Colleagues,

For the last four years, the Severn Deanery has topped the national league in having the highest response rate for the GMC trainee survey, which is a tremendous record and one that we can be very proud of. The results of this survey form a vital part of the quality management processes in the Deanery - visits, reporting, quality panels, the risk register and work to improve posts within Trusts and Schools. This also forms feedback for the Trusts and the individual programmes. We need the highest response rate we can get again this year to have reliable and valid results. This will also allow us in particular to analyse results from smaller specialties.

This year the survey is open for six weeks from 26th March 2013 until 8th May 2013. I am therefore asking for your concerted help to attempt to achieve the highest response rates possible within the live period again this year for all Trusts, Schools (including Primary Care) and the Deanery. Could you please give your support to the Quality team at the Deanery who are coordinating this on all our behalf.

If there are any queries, please do not hesitate to contact Allegra Etheridge.

With many thanks,

Best wishes,

Professor Davinder P S Sandhu

Applications are now open for the National Medical Director’s Clinical Fellow Scheme. The scheme is an exciting and unique opportunity for doctors in training to gain skills in leadership, management and health policy.

Participants spend a year full time, learning by doing, in an extensive range of host organisations, including NICE, NHS Commissioning Board, GMC, BUPA and Medical Royal Colleges. Based on the current fellows’ experiences, the broad portfolio of potential work ranges from organising ministerial seminars to coordinating the national viral outbreak response strategy. This work is complemented by extensive training opportunities and the peer support offered by being part of a cohort with other junior doctors.

Clinical Fellows have the chance to work alongside influential leaders and meet key players in healthcare from the NHS and beyond. The scheme has acted as a launch-pad for further careers in medical management, clinical leadership, public health and policy. Secondment ensures that existing terms and conditions are maintained and the posts are paid a clinical salary with banding.

This year there will be placements across England, including a number of opportunities in the north of the country. For more information please visit: http://www.fmlm.ac.uk/clinical-fellow-scheme

Applications close on 11^th March 2013 and will be followed by a shortlisting process, with interviews on 15^th and 16^th April.

As you may be aware the Postgraduate Board has approved the introduction of a limit on timeframes within which a doctor is able to apply for a CCT / CP. The limit will be 12 months from the doctors expected end of training date, and will be effective from 31 March 2013.

http://www.gmc-uk.org/SGPC___CCT_flyer___DC3249.pdf_50700429.pdf

From 31 March 2013 all doctors will have a maximum of 12 months to apply for their Certificate of Completion of Training (CCT) or specialist and GP registration through the Combined Programme (CP) route.

What does that mean for me?

If you’re eligible to apply before 31 March 2013, you have until 31 March 2014 to apply.

If you’re eligible to apply after 31 March 2013, you have 12 months from your expected end of training date to apply.

What happens if I don’t apply in time?

You will only be eligible to apply for entry to the specialist or GP register through the equivalence routes of CESR or CEGPR.n You’ll no longer be eligible for a CCT or specialist and GP registration through CP.

Need more help?

You can find more information on our website at www.gmc-uk.org/cctchanges/.

Senior Faculty members of the Deanery are expected to manage and deal with trainees who are referred on from Educational Supervisors because either the issues involved are potentially quite serious or the supervisors feel unable to handle the trainee themselves. The Deanery recognises that DMEs, Heads of School and Training Programme Directors have a special and sometimes difficult role in seeing trainees who need specific support or deft handling due to the complex or challenging nature of their situation or state. Although the Educational Supervisor half day workshop ‘How To Support Trainees’ considers this it does not explore issues in great depth nor does it enhance or develop skills due to time constraints. This day will explore in detail how to start the conversation and interaction when trainees have sensitive or difficult issues, consider how to explore such situations with trainees whilst being clear about standards and expectations and explore ways of moving on such situations towards successful resolutions. The day is being designed by Edgecumbe Consulting Group and will be delivered by Jenny King, Megan Joffe and Alan Cook, along with actors from Interact. It will include focused inputs, case discussions and practical skills development. 

Overall aim of day 

To enhance abilities in dealing with trainees who need support and are referred on from Educational Supervisors and others

Specific objectives

•  To learn how to diagnose a trainees needs and situational factors when referred at Level 2
• To develop skills in reframing and motivational questioning and explore other useful skills
• To clarify practice about documentation
• To explore how to assess levels of insight and explore how personality and self-assessment play into this
• To review how to decide on the right strategy and approach for each individual seen depending on the significant variables in play

The workshop will be a full day from 09.30-17.00, further details will be available closer to the event. The dates we are running the workshop are:

• Thursday 17th January 2013
• Monday 11th March 2013 

Both workshops will take place at Engineers House, Clifton, Bristol. BS8 3NB

If you are available and would like to attend please do let me know.

Best Wishes

Anne Elliott | Medical Education Development Manager | Severn Deanery | Vantage Office Park | Old Gloucester Road, Hambrook | Bristol, BS16 1GW |  

Tel: 01454 252624

The Shape of Training review – call for ideas and evidence now open

We have now launched the Shape of Training call for ideas and evidence, which is just one of several activities which we will be using to gather evidence. These also include UK seminars, oral evidence sessions, surveys, discussion groups and more.

The Shape of Training review 2012-2013

This review has been set up to understand and plan for the future of postgraduate medical education and training.  It is an independent review, jointly sponsored by:

• Academy of Medical Royal Colleges (AoMRC)
• Conference of Postgraduate Medical Deans of the UK (COPMeD)
• General Medical Council (GMC)
• Health Education England (HEE)
• Medical Schools Council (MSC)
• NHS Scotland
• NHS Wales 
• Northern Ireland Department of Health, Social Services and Public Safety.  

Direction and themes

Professor David Greenaway, Vice-Chancellor of Nottingham University, was appointed in March this year to lead the review. In the first instance he brought together an Expert Advisory Group (EAG), to help determine the content and direction for this work. This group comprises medical training, patient and employers experts as well as expertise from outside the health sector. With their help, Professor Greenaway has identified the following key themes for discussion:

• Patient needs
• The balance of the medical workforce
• Flexibility in training
• The breadth and scope of training
• The tension between training and service provision

Evidence for the review will be gathered from a mix of stakeholders. Their views will be gathered via a combination of written and oral submissions, research evidence, site visits, surveys, discussion groups and events.

Next steps

A call for ideas and evidence is now live and will continue until 8 February 2013. We have planned five seminars for those involved with medical education, which will take place in all four countries, between now and January.  Site visits in locations across the UK have already begun with the first of these in Northern Ireland in October.

Find out more about the review at the independent Shape of Training website at:   http://www.shapeoftraining.co.uk/

Please cascade this to your members and partners for their websites

I hope you find this useful and that as sponsors we can together raise the profile and drive interest in this important work. Please contact us directly at shapeoftraining@gmc-uk.org with any questions or comments about this.

GMC position statement - November 2012

Purpose of this document

To provide clear guidance to Postgraduate Deaneries, Medical Royal Colleges/Faculties and trainees on the management of absences from training and their affect on a trainee’s Certificate of Completion of Training (CCT) date

To supersede all references to time out of training (also known as exceptional leave) that are in existing curricula.

Who is covered by the revised requirements?

All Postgraduate trainees in GMC approved training, including fixed term posts such as locum appointments for training or Fixed Term Training Appointments are covered by this position statement. It is not dependent on the trainee working towards a CCT. This position statement does not cover Foundation trainees who are covered by a separate statement for provisionally registered doctors and also the UK Foundation Programme Reference Guide 2012.

Background

Prior to the Postgraduate Medical and Education Training Board (PMETB) being set up in 2005, curricula were time based with each specialty defining the length of time that a trainee needed to spend in the specialty before they were eligible to be awarded a Certificate of Completion of Specialist Training (CCST - the certificate prior to the introduction of the CCT). Individual Colleges had different rules for the amount of time that a trainee could spend out of training without it affecting their CCT date.

PMETB introduced a move to competency based curricula underpinned by indicative timeframes. All curricula became competency based by 2010.

In parallel to the curriculum changes trainees’ hours of work have reduced with the implementation of working time regulations.

Individual College rules around time out of training were in many cases not altered to reflect the move to competency based training and the changes to working hours.

The current legal position

Sections 34J and 34K of the Medical Act outline the minimum training times for general practice and specialist training respectively and section 34L outlines that in order for the GMC to be able to award a CCT it must be satisfied that the individual has satisfactorily completed the approved course of training. This allows the GMC to determine the arrangements for certification.

Issues

Absence from training, other than for study or annual leave, may have an impact on a doctor’s ability to demonstrate competence and the satisfactory completion of the curriculum and assessment system to enable them to be awardeda CCT.

Absence is being treated differently across specialties and deaneries and there is a need to ensure fairness whilst recognising the different indicative lengths of each curriculum.

Historical allowances have not been updated to reflect the move to competency based curricula or shorter working hours.

Consultation with key interests

All stakeholder groups have been consulted, Deaneries, the Academy of Medical Royal Colleges, Colleges/Faculties and junior doctors groups.

Position

The General Medical Council has determined that within each 12 month period where a trainee has been absent for a total of 14 days or more (when a trainee would normally be at work), this will trigger a review of whether the trainee needs to have their CCT date extended.

The administration of the absence and any extension to training will be undertaken by the relevant deanery in consultation with the relevant College/Faculty where necessary. The GMC support deaneries implementing this guidance flexibly to reflect the nature of the absence, the timing and the affect of the absence on the individuals’ competence. Examples of this flexibility are outlined in the FAQs. The GMC also support the use of targeted training to assist trainees in demonstrating the curriculum competencies without the need for an extension to training.

Equality

The absence includes all forms of absence such as sickness, maternity, compassionate paid/unpaid leave etc other than study or annual leave or prospectively approved Out of Programme Training/ research.

This statement is concerned with the effect of absence on a doctor’s ability to satisfactorily demonstrate the competency requirements of the relevant curriculum. It is not concerned with the doctor’s position as an employee and does not affect the doctor’s right to annual, sick, maternity, compassionate or other leave.

It is noted that this policy may have a disproportionate affect on those who have a single maternity absence within their training as previously they would have been given (for some curricula) one block of three months exceptional leave. The GMC have noted however, in all circumstances a trainee is required to demonstrate the necessary competencies of the curriculum and this would have been the case whether the three month exceptional leave had been granted or not.

The flexible approach outlined in paragraph 14 will enable each trainee’s circumstances to be considered on an individual basis and that any changes to CCT date will reflect the trainee’s demonstration of competence.

Implementation

Implementation date 1 April 2013

• Existing “exceptional leave” provisions in individual curricula are no longer acceptable
• Curriculum change submissions to reflect this statement
• ARCPs undertaken after this date that are assessing a full year period from 1 April 2013 to include the review of absence.

Not withstanding this implementation date, trainees are required to demonstrate the curriculum competency requirements.

Frequently asked questions

Colleges/Deaneries

Q: Will Colleges need to amend their curricula to remove any reference to time out of training?

A: Yes, for any changes submitted to the GMC from 1 April 2013.

Q: Will Deaneries and Colleges need to amend their websites

A: Yes, it is important that it is clear to trainees that extended absences are likely to lead to an amendment of their CCT date.

Trainees

Q: I have been given three months “exceptional” leave for a period of maternity leave that I took last year. Will my CCT date have to be extended given this new guidance?

A: Where a trainee has already been granted absence under the previous guidance this will not be retrospectively removed. However each trainee is required to demonstrate the curriculum competencies and this may therefore require targeted training or an extension to training in order to enable the trainee to demonstrate the curriculum competencies.

Q: If I am absent for more than 14 days (when I would normally be at work) will my CCT date automatically be amended?

A: The deanery will review each case of absence of 14 days or more in a single year and look at various factors:-

• timing of the absence - is it early in training or in the final months of the programme, is it immediately after a period of annual leave
• history of absence – has the trainee had periods of absence repeatedly
• nature of the absence – has the trainee been able to continue to participate in some elements of the training such as reading, online study etc.
• nature of the training that has been missed
• performance and assessments

The deanery will then consider whether the trainee has been able to demonstrate the curriculum competencies for the ARCP level, whether any deficiencies could be addressed through a period of targeted training or whether training needs to be extended. The deanery may wish to postpone this decision dependent on the following year’s performance, that is, to give the trainee the opportunity to achieve the competency through targeted training.

Q: How will the GMC ensure that deaneries implement this requirement fairly and consistently?

A: The GMC will monitor extensions to training via the review of ARCP data.

Q: How will the deanery know about my absence?

A: it is each individuals trainees responsibility under good medical practice to be honest and open and act with integrity and as such, to ensure that the deanery are aware of their absences through the deanery reporting requirements.

Q: Will the Out of Programme (OOPT/OOPR) process still exist?

A: Yes, this position statement is for absences that fall out with study or annual leave and any prospectively approved Out of Programme Training or Research. The existing OOPE process as defined in the Gold Guide is not affected by this statement

Q: What do the GMC mean by “normally at work”?

A: A doctor’s pattern of work will vary, with absences being blocks or weekends.Where a trainee is absent during their scheduled time away from work (work includes study leave) then this does not get counted within the period of absence.

For less than full time workers where they are absent during their scheduled non working time this does not count towards the period of absence.

Scheduled time away from work for full time or less than full time trainees cannot be amended to avoid counting absent time.

GMC position statement - November 2012

This document sets out the General Medical Council’s (GMC) requirements for trainees who are working towards a Certificate of Completion of Training (CCT) to transfer to the most recent GMC approved curriculum.

Following calls for a review of the position, the GMC concluded that the current arrangements (under which trainees in some specialties remain on the same version of the curriculum throughout their training even where it has been superseded) are unsatisfactory; in the interests of patient safety and educational quality, trainees in all specialties should transfer to the most recent curriculum and assessment system.

In effect this will mean that at any one time there will only be a maximum of two approved curriculum per specialty, the “old” one in which only those trainees in their final year of training will remain and the “current” curriculum. This will mean that trainees will be trained and assessed against the most recent standards for the specialty.

Who is covered by the revised requirements?

The revised requirements are relevant to those involved in the organisation, delivery and receipt of postgraduate medical education and training in the UK and those trainees who are in GMC approved postgraduate training programmes leading towards a CCT whose CCT date falls within the implementation plan.

Background

Prior to the formation of the Postgraduate Medical and Education Training Board (PMETB) in September 2005 there was no single set of standards against which curricula were developed. PMETB introduced a set of standards and an approval process and approved curricula for all the specialties in 2007. At that time therefore there were two groups of trainees, those on pre 2007 curricula and those on the 2007 curricula. Many of the curricula were in the early stages of development and it was acknowledged that the assessment systems, in particular,required development in order to fulfil the published standards. PMETB undertook a review of all curricula in 2010 and approved amendments.

The GMC adopted the standards for curriculum and assessment systems defined by PMETB and continues to consider changes submitted by Colleges and Faculties against these standards. This has meant that for virtually all of the 65 approved specialties (the exceptions being those specialties which have only recently been established) there are currently three or four approved curricula and assessments systems that trainees are following

• pre 2007
• 2007
• 2010 and
• post 2010

The current legal position

The Medical Act stipulates the standards which the GMC are required to set and maintain in relation to specialty training and the award of a CCT. To illustrate, the following provisions are relevant:

Section 34H says…

(1) The General Council shall-
(a) establish standards of, and requirements relating to, postgraduate medical education and training, including those necessary for the award of a CCT in general practice and in each recognised specialty;
(b) secure the maintenance of the standards and requirements established under paragraph (a);

And

(2)(b) to ensure that the needs of employers and those engaging the services of general practitioners and specialists within the UK health services are met by the standards the General Council establish under subsection (1)(a).

(4) The standards and requirements established under subsection (1)(a) shall include -
(b) the training curricula to be followed in general practice and in each recognised specialty;
(c) the assessment arrangements for persons undertaking education and training in general practice and specialist medical practice;practice or specialist medical practice;

Section 34L(1) says… the Registrar shall award a certificate of completion of training (CCT) to any person who applies to the General Council for that purpose if -
(b) the Registrar is satisfied that that person has been appointed to, and has satisfactorily completed, a course of training leading to the award of a CCT;

In setting and securing the standards and ensuring the needs of employers are met (34H(1)), and the Registrar’s responsibility to award a CCT to those who have completed an entire course of training leading to the award of a CCT, it would seem entirely reasonable to require that a trainee is up-to-date with the expectations of the relevant specialty current at the time the application is made for a CCT. Patients, and the NHS, would rightly expect nothing less.

Issues

There is general agreement, including amongst organisations representing the interests of trainees, that the current position is unsatisfactory for several reasons:

• Where updated curricula reflect patient safety issues, the needs of service, changing technologies and national legislative changes it would be unacceptable for the GMC to award a CCT to a trainee that had not fulfilled these requirements.
• It is important that all trainees awarded a CCT in the relevant specialty are equally up to speed, knowledgeable and competent – and assessed as such.
• Colleges/Faculties are submitting change requests on an almost annual basis. With training programmes ranging from three to eight years in duration and the fact that there is an increasing number of trainees working less than full time, if the move to current curricula is not implemented there could be in excess of 10 approved curricula in use at one time.
• Frequent changes to curricula are unsettling for trainees and difficult for trainers to manage.
• Deaneries have been required to manage and deliver as many as three or four different curricula with their matching assessment systems at the same time. We have had reported to us that this has caused confusion for trainees and trainers.
• Colleges/Faculties have also submitted changes to their assessment systems both in respect of work place based assessments and examinations. There is potential for confusion amongst those undertaking the assessments having to use different systems for different trainees under their supervision. In addition if trainees leave the programme without an understanding of the current assessment tools this may cause difficulties for future post CCT roles where the individuals become the assessors.
• A number of Colleges/Faculties use eportfolios, and having different curricula and assessment systems being followed at the same time, has the potential for confusion and technical difficulties.

The implementation of the position statement needs to ensure that the general principle of transfer to the current curriculum is observed, with those in their last year of training not being affected. Therefore transition plans are to follow the following key points

• The plan must be implemented for all trainees as appropriate for the timescales within the implementation plan.
• For “steady state” the plan should demonstrate completion of transition within two years of the approval of the new curriculum, but may be earlier.
• Implementation is expected to begin from approval – i.e. it does not need to await the next recruitment round.
• The administrative burden for trainees and deaneries should be kept to a minimum.

Consultation with key interests

We have consulted widely across the sector, including the UK health departments, NHS Employers, trainee bodies, the Academy of Medical Royal Colleges and individual colleges/Faculties and postgraduate deaneries. There has been general support from all stakeholders.

Implementation

This document together with the attached FAQs provides guidance to:

• Colleges/Faculties and Postgraduate Deans on what is required from them to transfer existing trainees to the most up to date curriculum
• Colleges/Faculties on what they need to do when they propose curriculum and/or assessment system changes.

A number of Colleges have previously approved implementation plans that were submitted as part of their curriculum changes. These have been widely published and are clear to trainees. It has been reported to the GMC that these transition arrangements will be complete by the end of December 2015. Subject to all trainees being transferred to the current curriculum by 1 January 2016 these existing plans remain approved.

The implementation plan is outlined below

by 31 March 2013

• Any College/Faculty submissions for curriculum or assessment system changes to include
  • mapping from existing curriculum
  • implementation plan for the transition to the proposed new curriculum
  • consultation with trainees and deaneries on the implementation plan 

by 31 December 2013

• Colleges/Faculties to produce (in liaison with their Lead Dean and trainees) for each of their curricula, a map showing the transfer of competencies from each of the “old” curriculum to their current curriculum. Including details of any impact, for example number of trainees, additional training resources required.

Between 1 January 2014 and By 31 December 2015

• Postgraduate Deaneries move trainees to the current curriculum at the point that they move from one year to another within the programme (usually at the trainees ARCP).
• The deadline of 31 December 2015 is the latest point at which all trainees will be required to have moved. Where Colleges in consultation with Deaneries are able to move trainees earlier this is encouraged by the GMC.

1 January 2016 (or earlier if trainees moved earlier)

• GMC decommission “old” curriculum and assessment systems for each specialty and sub specialty and also decommission “old” programme approvals.

Frequently asked questions

Q: How will Colleges/Faculties map “old” to “current” curricula?

A: Colleges will need to consider

• what areas of the curriculum have changed (been added/ removed/increased/ decreased/ altered)
• what assessments have changed
• when looking at the above, what additional resources or adaptations to existing programmes will be required to enable trainees to fulfil these changes?

Step 1: Colleges map changes from old to current curriculum – broken down into each year of training and outlining if in a later year what needs to be gone back upon in the earlier years.

Step 2: Colleges send to deaneries to consider the implementation plan for each of their trainees

Step 3: Deaneries at the next ARCP agree the changes and any targeted training to cover new/missed competencies and whether training needs to be extended

Step 4: Colleges report on progress in their annual specialty reports, Deaneries report on progress in their annual deanery reports.

Q: Will the College need to look at every trainee to ascertain where they slot into the current curriculum?

A: No. In order to ensure the administrative burden on Colleges, Deaneries and trainees is as low as possible, the mapping will outline at each year (so one map per year of the curriculum) of the curriculum where competencies will be transferred and this will be confirmed at the trainee’s next ARCP meeting, with a trainee’s programme being adapted as appropriate.

Q: Will there be guidance for Deaneries on the implementation?

A: As part of the mapping Colleges will be asked to provide guidance for programme directors and heads of school, but they would not be looking at individual trainees situations.

Examinations and assessments

Q: If I am in a training programme and the examination has changed will I need to retake it when I have already passed it?

A: No. However if the examination amendments have included examination in “new” areas of the curriculum then the College will define within its mapping whether additional evidence is required such as targeted workplace based assessments.

Q: I have passed part of the old exam – will this count towards the new exam?

A: Part of the College submission for any amendments to their curriculum and assessment systems will include discussion with trainees on the implementation and timings of changes and will outline whether parts of the exams will contribute towards the new exam. For existing curricula and assessment systems the mapping provided by the College will show how the “old” examination maps to the “current” one.

Q: I am in uncoupled training and have passed the old membership/fellowship examination but have not yet entered ST3 training. Will I need to take the new exam as well?

A: The examination is one part of the curriculum and assessment system for your specialty. The mapping produced by the College will outline what elements of the “current” curriculum you have already achieved and will indicate what assessments you need to complete. The Colleges will take into consideration the agreed position in relation to currency of examinations.

Q: If a new examination is introduced will I need to take it?

A: As part of the submission for the change of the assessment system the College will submit outlines of how existing trainees will move onto the new curriculum, this will include consultations with trainees to ensure that the timeframes are suitable and appropriate (falling within the maximum of a two year transition). For example if an examination is introduced in a trainee’s final year of training then it would not be reasonable to require a trainee to pass this new examination. However trainees may wish to take the examination for future employment opportunities.

Q: There is a new WPBA being introduced, will I need to go back and have all my old assessments completed against this new WPBA?

A: No – there will be an introduction date and it will be from that date that trainees will need to be assessed using the new WPBA. A number of trainees may also have been part of pilots prior to the formal introduction. It is important that the transition does not place an overly burdensome administrative process on all those involved or that trainees are required to demonstrate competencies they have already demonstrated.

Q: In my specialty the current curriculum requires trainees to record their progress/assessment using an e-portfolio – will I need to use it?

A: Where Colleges require trainees to use specific assessment or progress recording systems such as eportfolios then, yes you will need to use these, however you will not be required to retrospectively gather data. Colleges will provide guidance on the transfer of existing information.

Exemptions from transfer

Q: I am in my grace period after my expected CCT date – will I have to transfer?

A: No, however you must apply for your CCT within six months of your CCT date.

Q: I am in my last year of training – will I have to transfer?

A: the implementation plan will outline the timing of transfers to the current curriculum. These will be individual for each specialty. For clarity No trainee (including any less than full time or those out of programme) may remain in an “old” curriculum from 1 January 2016, subject to those trainees that fall into the category outlined in 24Q.

Q: Will I have an option to transfer even if I fall outside the requirement to transfer?

A: All trainees will be encouraged to transfer to the current curriculum so as to ensure that they will be fully up to date with current requirements for their specialty to ensure patient safety. Trainees should also be aware that not completing the current curriculum may have a detrimental affect on their employment opportunities.

Q: I am looking at becoming a less than full time trainee and this would extend my CCT date beyond January 2016 – will I have to transfer?

A: Yes.

Out of Programme

Q: I am currently in research – what will happen to me?

A: The current curriculum may not have the same recognition for research as the “old” one and so your training requirements will be considered on an individual basis. If you are in a programme and on an Out of Programme for Research (OOPR) then your transfer will not wait until your return to the programme. If you are not in a programme then you will apply in the usual way to the curriculum in place at the point of your application.

Q: I am currently in an Out of Programme Experience approved for training – what will happen to me?

A: You will be transferred to the current curriculum in the same way as other trainees at your ARCP (this will not wait until your return to the programme).

Q: My forthcoming Out of Programme Experience has been approved based on the “old” curriculum, what does this mean for me?

A: You will be transferred to the current curriculum in the same way as other trainees at your ARCP (this will not wait until your return to the programme if the ARCP is earlier). You may be required to undergo targeted WPBAs to ensure that you fulfil the requirements of the “current” curriculum.

Q: I am on maternity leave – what will happen to me?

A: As part of your ARCP you will be transferred to the current curriculum in the same way as other trainees.

Curricula competencies

Q: A change to the curriculum has been made in the early years of the programme that I have already completed (i.e. in ST3 and I am in ST5), will I have to go back and do this training?

A: The Colleges will map the “old” curriculum to the current one. Where the achievement of these earlier competencies can be demonstrated via later WPBAs or examinations then they will not need to be repeated. It should be noted however that some curricula are spiral in nature and earlier competencies are needed to underpin later ones and therefore you may need to have targeted training to support the achievement of the curriculum requirements. Other curriculum changes have been made to answer employer requirements and trainees may want to demonstrate these competencies for their future employment prospects.

Q: I am an advanced or higher trainee. Will I be affected by changes in Core training?

A: No, unless these changes are necessary to underpin later competencies in the curriculum. See question 18 above. Colleges will detail this in their mapping of the “old” to the current curriculum.

Q: The new curriculum stipulates a specific requirement which will be difficult to achieve at my current stage of training. What should I do?

A: Your postgraduate dean and training programme director will work with you to deliver the training that you require to complete the requirements of the current curriculum. Every effort will be made to do this via targeted training rather than an extension to training.

Q: The new curriculum is longer – does this mean that my CCT date will be extended?

A: All curricula are competency based and therefore it will be necessary as part of the Colleges’ submissions for changes to indicate whether there will need to be an extension to training time in order to enable trainees to demonstrate the competency levels. Every effort will be made to do this via targeted training rather than an extension to training.

Performance

Q: I have an outcome 3 or RITA E – where will I transfer?

A: You will transfer into the current curriculum at the point when you were last considered to have satisfactorily completed training. The transfer will not give you additional opportunities for training extensions.

Q: I have already had the maximum extension to training permitted in the gold guide, what will happen to me if the transfer requires an extension to my training?

A: Every effort will be made to enable trainees to achieve additional requirements via targeted training. If however an extension to training is required this will not count within the maximum extension to training period defined in the gold guide.

Q: My expected CCT date has been extended to June 2016 as I have not been able to demonstrate the required competencies. I did not originally have to transfer, will I now have to do so?

A: Where an extension is for six months then you are not required to transfer but if the extension is for more than six months then you will need to transfer. As outlined above - All trainees will be encouraged to transfer to the current curriculum so as to ensure that they will be fully up to date with current requirements for their specialty to ensure patient safety.

Future changes

Q: How will I know if there is a change planned to the curriculum?

A: any changes proposed by Colleges to the GMC are required to include input from trainees/trainee organisations (as well as Deaneries) particularly in relation to the transition plans and implementation timetable. It is important therefore that you maintain contact with your College throughout your training so that you are aware of developments.

Guidance

Q: Where can I find guidance on how to use the “current” curriculum and /or assessments?

A: Guidance on the current curriculum can be found on your College website.

Q: The “current” curriculum has new competencies, where can I find guidance on how to achieve these?

A: In the first instance please discuss any queries you have with your supervisor. Any changes to curricula and assessment systems are cascaded by the Collegesthrough the College and Deanery networks of trainers.

For the latest news straight to your smart device, you can now follow @SevSoMedicine on Twitter.

Background

On the merger of the GMC and PMETB in April 2010 the GMC became responsible for the awarding of the CCTs, other than streamlining the application process the policy around awarding of CCTs has not been reviewed. The CCT application process requires an application from the trainee and a recommendation from the parent college . The GMC invites those trainees that the college have indicated are due to complete their training in the next three to six months, to apply for their CCT via GMC Online. The college use the information that they hold on the trainee to determine whether they consider that the trainee has fulfilled the curriculum requirements and to provide the GMC with a recommendation. The college base their decision on information from the Deanery and usually additional information submitted by the trainee.

Once the GMC has received the application from the trainee together with the recommendation from the parent college the GMC issue the trainee with the CCT and add the doctors name to the specialist or GP register.

GP trainees in 96% of cases apply for their CCT in the month immediately before or the month after their CCT date. It is likely that this is because a GP trainee is removed from the performers list when their training finishes and cannot apply for entry (or re-entry) to a performers list unless they are listed in the GP Register.

Specialist trainees are less likely (51%) to apply within a month of their CCT date, this is likely to be because they can continue to work in any capacity other than that of a substantive NHS consultant (except a foundation trust) and many of them also take up the opportunity provided for them by the deanery for a grace period (up to six months post CCT date).

In the last six months the GMC have received a small number of enquiries from doctors, Deaneries or Medical Royal Colleges where a doctor failed to apply for their CCT (this will have been for numerous reasons). It appears that as doctors are preparing for their revalidation they are checking their registration status and are finding that they do not have specialist registration. One doctor had completed training in 2004.

There are a number of reasons which may make it impossible for the GMC to award a CCT to doctors who apply some time after their expected CCT date:-

• The deanery assessment was not carried out before they left training (i.e. no Annual Review of Competence Progression (ARCP) or for the doctors from some time ago no Record of In Training Assessment (RITA) G was undertaken)
• The College did not receive the information that they needed in order to be able to make a recommendation (either from the doctor or the deanery)
• The College made a recommendation to the GMC (or previously PMETB) but no application was received from the doctor

In discussion with the Postgraduate Deaneries they have reported that where a trainee had not participated in the final ARCP (RITA) at the time of their completion of training it becomes difficult to make a judgement that the trainee had fulfilled the CCT curriculum and becomes impossible when a long period of time has elapsed.

Colleges have reported that they are not able to make a judgement without deanery documentation or when the doctor has left training and is working in limited practice. They have also reported that they are not always able to respond if they have been asked by the GMC if a recommendation they have submitted still stands (this happens when there is a gap between the college recommendation and the trainee application of more than six months)

From those that apply (the GMC currently does not maintain details of trainees coming up to their expected CCT date and relies on the medical Royal Colleges to provide these details) 99% apply within six months of their expected CCT date.

Post training revalidation is linked to a doctors end of training and so it is important that the trainee concludes their training with the award of the CCT and gains entry to the Specialist or GP register.

Legal advice has confirmed that the GMC is able to limit the timeframe within which it will consider an application for a CCT.

The Postgraduate Board agreed to the introduction of a limit on the timeframe within which a doctor is able to apply for a CCT. This time limit is 12 months from the doctors expected end of training date. It was further agreed that this time limit would be introduced effective from 31 March 2013.

It was further agreed that the GMC would work with interested parties (Colleges, trainees groups etc.) to publicise this time limit. In addition the GMC would contact all the doctors that the GMC had been informed of (by the colleges) that had to date not applied to inform them of this time limit.

It was noted that the GMC may not be able to make a decision on late applications submitted prior to 31 March 2013 where their was insufficient evidence of satisfactory completion of training (namely contemporaneous deanery and college documentation).

Doctors will continue to have the ability to apply for entry to the specialist or GP register but they would need to do so via the equivalence routes of CESR or CEGPR and provide the necessary documentation to confirm their current competence.

Resource implications

If numbers remain at the low level (four since Jan 2012) the financial impact is minimal as the additional work can be absorbed within current staffing. The affect on colleges and deaneries would be to reduce their work load in relation to delayed CCT applications but may increase the number of CESR/CEGPR applications, however they are resourced for these via the evaluation fee.

Contacting doctors who have not applied for a CCT will have resource implications for Colleges and the GMC will work with them to reduce this burden.

Equality

It was acknowledged that setting a time limit may have a disproportionate affect on less than full time trainees or those on maternity leave. To minimise this the time limit has been set at 12 months after a trainees CCT date which will give those in these groups sufficient time in which to submit an application. Other protected characteristic groups will not be affected by the implementation of the time limit.

Tuesday 20th November 2012

The Academy, Musgrove Park Hospital, Taunton

Managing the needs of bariatric patients & optimising surgical outcome

South West Surgical Training Network

www.swstn.org

Originally run in 2011 as a South West Regional Bariatric Study Day, this informative course is open to all healthcare professionals involved in caring for bariatric patients.

This 1-day course, led by Yasmin Ferguson, Bariatric Clinical Nurse Specialist, will involve presentations from other members of the highly successful Musgrove Park Hospital multi-disciplinary Bariatric Team,
including:

• Richard Welbourn, Consultant Bariatric Surgeon
• Rob Andrews, Consultant Endocrinologist
• Nick Kennedy, Consultant Anaesthetist
• Beth Greenslade, Dietitian
• Vanessa Snowdon-Carr, Clinical psychologist

Delegates will benefit from information and discussion on:

• Surgical Options, Risks, Complications
• Anaesthesia / post-operative analgesia and anti-emetics
• Pre / post operative care
• Diet & Nutrition
• Sensitivity & Psychological considerations

FEES:

Consultants/ GPs: £80
Trainees: £60
Other HCPs: £40

There are a limited number of FREE places available for MPH staff (refundable deposit required)

For more information please contact: SWSTN Admin Office

c/o Yeovil AcademyYeovil District Hospital

Telephone: 01935 384529

Email: elaine.cox@ydh.nhs.uk

Online booking at www.swstn.org

Previous delegates said:

“Excellent day covering both surgical and medical aspects of obesity. Thank you.”

“Really enjoyed the day. Excellent view of patient journey.”

Using social media: practical and ethical guidance for doctors and medical students

The popularity of social media has grown rapidly in recent years. There is widespread use of sites such as Facebook and Twitter amongst medical students and doctors and there are a growing number of well-established blogs and internet forums that are aimed specifically at medical professionals, such as doctors.net.uk and the BMJ’s doc2doc.

While many medical professionals use social media without encountering any difficulties, media interest and research into examples of unprofessional behaviour online have raised concerns that some doctors and medical students may be unknowingly exposing themselves to risk in the way they are using these ‘web 2.0’ applications and uploading personal material onto the internet. Although medical professionals should be free to take advantage of the many personal and professional benefits that social media can offer, it is important that they are aware of the potential risks involved.

This guidance (Using social media: practical and ethical guidance for doctors and medical students) provides practical and ethical advice on the different issues that doctors and medical students may encounter when using social media.

We are now accepting applications for the Round 2 National Recruitment process in Clinical Oncology, Dermatology, Endocrinology and Diabetes, Rehabilitation Medicine and Rheumatology.

Please use this link to access further information regarding the application process.

About the review

The Shape of Training Review is looking at potential reforms to the structure of postgraduate medical education and training across the UK.

The review’s aim is to make sure we

• continue to train effective doctors who are fit to practise in the UK
• provide high quality and safe care and
• meet the needs of patients and service now and in the future.

What the review will focus on

Five themes have been identified which the review will focus on.

• Workforce needs – specialists or generalists?
• The breadth and scope of training
• The needs of the health service
• The needs of the patient
• Flexibility of training

The review is the latest step on a journey to ensure UK medical education and training can support and respond to society’s needs in the best possible way.

HCA FOUNDATION SCHOLARSHIPS

Last year I contacted various Royal Colleges and Specialist Associations about the above Foundation which has now been running for five years. I am writing again now as we are starting the process of awarding new scholarships. The HCA International Foundation, although sponsored by HCA International in London’ is an entirely independent charity whose objectives are to support education and training. More details about the Foundation can be seen at http://www.hcainternationalfoundation.com/.

The HCA Foundation has granted substantial funds to senior trainees and young consultants. In the last four years we have given away almost £300,000 to 47 young doctors with an average award of over £6,000. Although the majority of these were for surgical specialties the Trustees of the HCA Foundation would be happy to sponsor suitable ca ndidates in any field of medicine.

I should stress that we do not support research applications but only for training in specific techniques or disease processes so that candidates can gain experience that may be lacking in their normal training programme or when they start in consultant practice. Awards have been made in diverse areas such as endoscopic mucosal resection for early GI cancer, foot and ankle surgery, paediatric and adult cochlear implantation, treatments of advanced head and neck cancer, brachial plexus surgery, techniques in the management of advanced colonic and rectal tumours, training in sub-segmental liver resection and skull base problems, paediatric cardiac anaesthesia, trauma surgery and, paediatric vitreoretinal surgery.

This shows the breadth of our applicants and our successful candidates have had training attachments in the UK and around the world in prestigious units in Japan, Australia, America, Canada, Israel, South Africa and in many European centres. The value of these scholarships could be up to £20,000 per annum for something exceptional, although to date the appointees have received awards ranging from £1,500 to £15,000.

This is an opportunity to help young doctors to obtain further educational scholarships and we would be most grateful if your College or Association could promote this through your bulletins, websites or newsletters to your fellows and members.

Yours sincerely,

Geoffrey Glazer MS FRCS FACS

Consultant Surgeon

Trustee HCA Foundation

Joint CCT ICM recruitment will take place within the South West Region on the following dates Post advertised - Monday 8th October Closing date - Monday 5th November Interview date - 29th November There will be at least 4 posts available per annum within the Severn Deanery with a similar number of posts available within the Peninsula Deanery. Trainees must have already started a CCT programme at ST3 level within Medicine, Emergency Medicine or Anaesthesia prior to August 2012 to be considered.

Enquiries to Dr Jeremy Bewley for Severn Deanery and Dr Mark Sair for Peninsula Deanery.

Dear all trainees,

Thank you all so much for your contribution to the GMC training survey this year. The Severn Deanery has a 99% response rate and is likely to have got the highest national response rate once again this year.

We guarantee that the results from this year’s survey will be closely monitored by the Deanery, Trusts and Schools with the aim of improving postgraduate medical education.

We appreciate you taking the time to complete the survey in 2012.

Best wishes,

Stirling Pugh PhD MSc (Med Ed) FRCP FHEA

Head of Postgraduate School of Medicine Severn Deanery

An exciting opportunity to join the palliative care department at Makerere University and Mulago Hospital, Kampala. 

This position offers clinical palliative care experience in a tertiary hospital setting as well as wide-ranging opportunities in education, training, management and research.

Summary of Clinical Lecturer in Palliative Medicine

This position involves regular clinical work, including ward rounds and MDTs at Mulago National Referral Hospital, Kampala.  Mulago Hospital is a 1600 bed hospital providing clinical services to patients across the whole of Uganda and surrounding sub-Saharan African countries.  The palliative care clinical service is provided by a team of specialist nurses supported by a consultant (UK specialist), two registrars and a senior house officer.  

In addition to clinical commitments a trainee joining the team would be expected to participate in the departments educational activities as well as assist in ongoing curriculum development and review.  The palliative care department is involved in many educational activities such as undergraduate and postgraduate medical and nurse training.  It is also closely linked with Hospice Africa Uganda which provides community palliative care to patients in and around Kampala and at two other sites in Uganda.  Successful candidates would participate in the development and delivery of the BSc in Palliative Care, which provides training for future leaders in palliative care across sub-Saharan Africa.  Participation may include activities such as setting assignments/ exams and mentoring of students throughout the year.

The palliative care department has an active research portfolio and there are many opportunities to participate in and lead research projects during the year.

If you are interested in applying for this position or would like further information please contact Dr Lesley Henson or Dr Mhoira Leng.

This information is being advertised on behalf of Makerere University and Mulago Hospital. The Severn Deanery is not involved with this placement.

Log on to GMC online after 30th April to complete your survey; the survey closes on 15th June. 

Please go to the GMC website to find out more.

The NHS Medical Director's Clinical Fellow Scheme is open to application from doctors in training. In the past three years we have had two Severn trainees, Brett Rocos and Robert Bethune, obtain these sought-after positions. If interested, you can obtain further information from: http://www.fmlm.ac.uk/clinical-fellow-scheme

The closing date for application is 22nd March 2012 and the post starts on 3rd September 2012.

The Bristol Medico-Chirurgical Society was established in 1874 for the advancement of the Art and Science of Medicine in all its branches. It has a long and rich tradition of encouraging the exchange of facts and fellowship between disparate members of the medical community. Each year the Society plays host to presentations and debates on topics of medical and allied interest to the annual theme chosen by the Society's President. Guest speakers are invited to talk on a wide variety of subjects.

Meetings are held at 6.45pm on the second Wednesday from October usually until July with an option for a reception and supper followed by a presentation at 8.15pm.

These lectures are suitable for trainees and faculty and would contribute to the Professional and Generic Skills programme that all colleagues undertake in their role as a doctor. The Severn Deanery supports this programme and would encourage all colleagues to attend.

For more details and the programme please visit the Bristol Med-Chi website.

Applications are invited for new appointees to the Medicines and Healthcare products Regulatory Agency's, Trainee Doctors Advisory Board (TRAB) we are also looking for a medical student representative for the board, applications are therefore invited from students within 2 years of final qualification and junior doctors from all clinical specialities. This group was developed to encouraging doctors in training to become involved with the MHRA to represent the opinions and needs of junior doctors, promote an understanding of the regulation of Medicines and Medical Devices in the UK, and promote the dissemination of information regarding the Agency

The remit of this group is as follows:

1. Raise and discuss individual ideas to promote the safe use of medical devices and medicines.
2. Promote an understanding of the Medical Devices and Medicines Regulations.
3. Cultivate an understanding of the functions and working of the MHRA.
4. Promote a commitment to, and understanding of, the necessity for medical device adverse incident reporting and Yellow Card reporting.
5. Promote information and knowledge on the rational use of medicines and devices.
6. Promote the dissemination of MHRA’s publications and information.
7. Provide an opinion on MHRA’s publications and information, including content, presentation, format, delivery and necessity.
8. Provide assistance and guidance on how to ensure the above are carried out to greatest effect. This may be through lecturing, organising conferences, disseminating information, or developing networks with other junior doctor societies as necessary.
9. Provide the Agency with an insight of their needs, and the needs of all healthcare professionals they work with.
10. Provide input into arrangements for conferences and other outreach activities.
11. Consider the wider picture, including interactions with all Royal Colleges, professional bodies, hospital management and other relevant bodies.

The TRAB group meets twice a year and members are expected to contribute to various initiatives throughout the year.

How to apply

Interested applicants should forward a copy of their CV and a covering letter to TRAB@mhra.gsi.gov.uk

Closing date

31 January 2012

If you have any questions or require further information please email TRAB@mhra.gsi.gov.uk

Medicines and Healthcare
Regulatory Agency

Website

Device Safety Website

The Severn Deanery is recruiting for sub specialty posts in Stroke Medicine. Currently there are 2 positions available, with the possibility of a further 2 posts becoming available depending on funding. The vacancy numbers could therefore increase. Applications are invited from existing holders of a National Training Number or equivalent for a year’s training in Stroke Medicine.

The posts available form part of the Department of Health initiative to increase the number of Stroke Physicians in the UK in response to the National Stroke Strategy.  A year of tailored and supervised training in stroke medicine, which is usually taken as an additional year within an existing SpR/StR programme in one of the major medical specialties, will lead to subspecialty accreditation in Stroke Medicine and would be particularly suitable for doctors with SpR/ST3+ experience and career intentions in General or Acute Medicine, Medicine for the Elderly or Neurology.

For more information please view the vacancy Stroke Medicine Training Fellowship.