HEE – Beyond transition and into the Future

Abdol Tavabie Interim Dean Director for HEKSS February 2015

Health Education England

HEE

exists for one reason: To improve the quality of care delivered to patients. Through Local Education and Training Boards (LETBs), HEE ensures that our workforce has the right skills, values and behaviours, in the right numbers, at the right time and in the right place.

2

Policy and legal context

• The Health and Social Care Act 2012 • The Health Education England Directions 2013 • The Mandate from the Government to Health Education England April 2014 to March 2015 • HEE has a duty to promote the values of the NHS Constitution 3

HEE

4

Accountability of HEE

Department of Health

NHS England (NHS Commissioning Board) Monitor NHS Trust Development Authority Care Quality Commission National Institute for Health and Care Excellence Public Health England Health and Social Care Information Centre Health Education England • • • Health Research Authority NHS Blood and Transplant Medicines and Healthcare products Regulatory Agency NHS Business Services Authority NHS Litigation Authority Human Fertilisation and Embryology Authority Human Tissue Authority 15 Arms Length Bodies (ALBs) in the English health system.

They are accountable to the Secretary of State for Health.

> 400 provider organisations – acute, mental health, community, ambulance

Beyond Transition

• 13 LETBs Directors with 13 PGDs • 4 geographical Directors • 4 DEQs • 4 HOFs • Removal of 20 per cent operating costs • Realignment of Workforce development funding on head count 6

HEE Priority for 2015/16

• General Practice and Primary Care • Shape of Training • Shape of Caring • Research capability of the workforce • Genomics • Emergency Medicine • Children and Young People • Mental Health including Learning Disability • Cancer Taskforce • Public Health 7

Five Years Forward View

• New models of care • Primary care at scale “24/7”, comprehensive service • The “New Deal” for General Practice(Joint HEE, NHSE, RCGP and BMA 10 point plan), including

development of community learning hubs

( Dr Andrew Frankel and Professor A. Tavabie (Lead Deans) • Strategically, both the service and education require the rapid development of Primary Care Federations • HEKSS work streams with CCGs will lead to providers collaboration 8

Shape of Training

• National Examination for medical school • Widening Access for excellence for recruitment to medical schools • Point of Registration • Broadening Foundation Programme • Four years GP training • Certificate of Speciality Training • Credentialing 9

Shape of Training model

Levels of Competence

3 Broad levels of competence Doctors capable of providing safe and effective care for patients in emergency and acute situations and those with long term conditions with some support in hospital and community Doctors who are able to make safe and competent judgements in broad specialist areas. Doctors who are able to make safe and competent judgements but have additionally acquired more in depth specialty training in a particular field of practice.

The trained practitioner

diagnostician mentor communicator life long learner leader manager

Clinician

team member supervisor Population health Integrated Care researcher expert

12