Transcript How to be an Educational Supervisor

Leadership
Supporting
Excellence
BLIME
In
Medical
Education
Education
Basics for Leadership In
Medical Education
Day 2
Management
Supporting
Excellence
Roles
In
Medical
Education
Deanery v Trust
GMC Standards for Trainers
listed in Domain 6 of “The Trainee Doctor”
Supporting
Excellence
 Trainers must provide a level of supervision
appropriate to the competence and experience of
Education
the trainee
 Trainers must be involved in, and contribute to, the
learning culture in which patient care occurs
 Trainers must be supported in their role by a
postgraduate medical education team and have a
suitable job plan with an appropriate workload and
sufficient time to train, supervise, assess and
provide feedback to develop trainees
 Trainers must understand the structure and purpose
of, and their role in, the training programme of their
designated trainees.
In
Medical
3
Academy of Medical Educators
Professional Framework
Supporting
Excellence
In
Medical
Education
GMC now requires all LEPs to use these seven
areas to show how they identify, train and
appraise trainers:
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Ensuring safe and effective patient care through training
Establishing and maintaining an environment for learning
Teaching and facilitating learning
Enhancing learning through assessment
Supporting and monitoring educational progress*
Guiding personal and professional development*
Continuing professional development as an educator
*2 areas in italics apply to ES not CS
4
What is Your Role ?
Supporting
Excellence
In groups – 5 mins
In
Medical
Education
What are you
expected to do
GMC
Trust
Deanery / TPD /
School
Depts
What support do
you want?
from
whom?
Supporting
Excellence
Director of Medical
Education
Training Programme
Director
In
Medical
Education
Clinical Tutor
Specialty Tutor
Trainees
Trainers
Management of Doctors in Training
EDUCATION, TRAINING &
PROGRESSION
SUPPORT & PROFESSIONAL
DEVELOPMENT
Director of
Medical Education
Postgraduate Dean
Postgraduate /
Foundation Schools
Training Programme
Director
DEANERY
Medical Director
Hospital Tutors
Careers and counselling
Faculty development
Doctors in difficulty
Generic Skills
Clinical Director
Foundation
Programme
Director (s)
Specialty Tutor
Learning culture in dept
Support Supervisors & Trainers
Quality Control of training delivered
Dept faculty group
Educational Supervisor
Clinical Supervisor
Trainee
Learning
CLINICAL GOVERNANCE
PERFORMANCE & EMPLOYMENT
Medical Education
Manager & team
Learning
Environment
Occupational
Health
Accountable
Consultant
Multi-professional
Team
clinical supervision
HR Dept &
Medical Personnel
Trainee
Working
Role of Specialty / College tutor
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Supporting
Excellence
In
Medical
Education
Leader for PGME in dept
Support, develop education supervisors
Advise on trainees in difficulty
Link to School and to PGME
Responsible for Quality Control
CULTURE
SAS doctors ? take final responsibility for the delivery,
organisation & quality of training in their
dept
Managing
Services
Managing Performance
 Uses management information to monitor service
delivery against national / local targets and plans
 Counsels colleagues whose actions have been
associated with poor performance, taking
appropriate action, including disciplinary action,
where necessary
 Ensures that progress against targets and plans is
widely communicated to encourage colleagues to
take personal responsibility for outcomes
Managing People
 Ensures that HR processes are in place e.g.
recruitment and selection, appraisal, mentoring
and coaching.
 Undertakes appraisals with more junior clinical
colleagues
 Manages the performance of staff within their area
of responsibility
Managing Resources
 Works closely with the business manager to
manage the budget for the service
 Reviews current service delivery, identifies
opportunities for minimising waste and able to
introduce change for more efficient working
Planning
 As a member of a management team, contributes
to the development of business and service plans
 Contributes to the development of organisational
responses to emerging health policy
How to support Specialty Tutors
Supporting
Excellence
In
Medical
Education
Supporting
Excellence
MMC
In
Medical
Education
 What do you understand by this?
 What was good about it?
 What didn’t go so well & why?
TAB
Curriculum
PSG
Formative
SUMMATIVE
WPBA
Assessment
Feedback on performance
Educational appraisal
SLE
Evidence
Learning Plan
Mandatory Training
Portfolio
Training
Education
Reflection
PYA
ARCP
Accountable
Poor Performance
Competence/Competency/Competent
Education agreement
PBA
Post approvalV
NHS Appraisal
MSF
Reflective Learning
At a NACTUK meeting you hear from a
colleague that your Foundation School
Director is planning on using the scores from
F1 work based assessments in order to rank
F1s for allocation to their F2 programme.
 Is this the correct use of workbased assessments?
 If WBA are used in this fashion, what will be the
effect on the assessments themselves?
 What is the purpose of workbased assessments?
You have been contacted by the Clinical Risk Manager of
the Trust to inform you that you have been nominated as
the person responsible for one of the Healthcare
Commission Standards around patient consent. This is
not an area of expertise or one in which you have shown
previous interest in, apart from ensuring that the topic is
on the formal Trust induction programme in August.
 What is your role in clinical governance?
 You are assured that the attendance at induction and the
self reporting form is completed at induction, but the form
detailing exactly what training is required or has been
received is stored in the trainees eportfolio. Should you
have access to this eportfolio to ensure that clinical
governance requirements can be evidenced?
One of your F2s come to see you prior to their paeds ST1
interview. There will be a “portfolio” station at the
interview and he wants your advice on this. He has an
excellent eportfolio with twice the minimum number of
assessments, reflection on cases and mapping of learning
against the curriculum. He has not done paeds in his FP
and is concerned about this. He is not sure what to print
off for a paper-based portfolio for the interview
F1 Med/Surg/A&E F2 Oncology/T&O/GP
 What is a portfolio?
 What is your advice?
In your hospital there is currently no
Clinical Director of Surgery and the
General Manager is running the division.
He has decided that as the ST4 has been
signed off in the ISCP portfolio as
competent for varicose veins they can do
a waiting list a fortnight of veins. He has
spoken to the StR who has agreed.
 Is this acceptable?
 What is meant by competent?
 As DME do you need to do anything?
Supporting
Excellence
In
Medical
Education
People management
 Encouraging consultants to take part in
training doctors
 The weak Educational Supervisor
 Supporting trainees in difficulty
 Working with Training, leadership &
nurse/AHP education
 List various approaches
 What is your action plan
 Can you anticipate their reactions and
how will you manage them?
Supporting
Excellence
The Trainee (& trainer) in Difficulty
In
Medical
Education
 Clinical (educational) performance
(knowledge, skills, communication)
 Personality and behavioural issues
(professionalism. motivation)
 Sickness/ill health
(personal/family stress, career frustrations,
financial)
 Environmental issues
(organisational, workload, bullying and
harassment)
Supporting
Excellence
In
Medical
Education
Motivating Trainers
Supporting
Excellence
Motivating People
In
Medical
Education
Maslow
Supporting
Excellence
In
Medical
Education
What motivates
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Fear of failure
Success
Money / Reward / Promotion
Self / job satisfaction
Doing something new/ difference
Helping people
Having fun
Challenge
Being valued / loved
Be Optimistic
Supporting
Excellence
In
Medical
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Education
Improved moral & productivity
Use positive language
Be optimistic about the future
Park your pessimism – look for hidden positive in every
negative situation
 Do something unexpected everyday
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helps to develop your optimistic muscle & involves an
expectation of pleasurable experience
 Imagine success–leads to more confident manner
 Frame experiences & goals from a favourable
standpoint
Supporting
Excellence
In
Medical
Education
Review of Educational Roles
Supporting
Excellence
Money
In
Medical
Education
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Where does the money come from
What money do you have
What do you need more for?
Think of ways to obtain / generate
funds
Applying a Coaching Approach
Why, How & When
www.doctorstraining.com
What is Coaching?
A means of assisting individuals to
COME TO THEIR OWN
CONCLUSIONS about the best
actions to take and/or way to achieve
improved performance or achieve
their objectives
What is Coaching?
“
Coaching aims to enhance the performance and
learning ability of others. It involves giving
feedback, but also includes other techniques such
as motivation and effective questioning……
Overall, the coach is aiming for the coachee to help
themselves. It is a dynamic interaction – it does
not rely on a one-way flow of telling or instruction”
Max Landsberg Jan 2003
What is Coaching?
“Whether you are a sports coach or business manager you
depend on other people to achieve success. Even if you
could work better, harder or longer hours yourself, that
wouldn’t do it.
It has to be through getting the best out of others”
David Whitaker
Why a Coaching Approach?
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Build greater interpersonal skills
Encourage advanced self awareness
Nurture innovation and creativity
Create more time
Leads to enhanced reflective practice
Creates open, honest, respectful dialogue &
relationships
 Develops trust
 Increases your own effectiveness and self awareness
whilst developing others
Develops, inspires, motivates
& improves performance of colleagues
Core Skills
Building Rapport
Different Levels of
Listening
Giving supportive
feedback
Coaching
Skills
Asking Questions
Using Intuition
How…?
Key/Essential Skills
Good communication is the cornerstone of
the coaching process
 Questioning
 Listening
 Reflection/summarising
 Gaining commitment to action
Ask…
don’t tell….
Dominate with Open Questions:
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What…Which…..Where….
How… When….
Probing – follow up, open questions
Reflective – reflect their views back to them
Hypothetical – what if…
Justifying – “what makes you say that….”
Comparative – “how does this differ from…”
So what do you say to David?
How?
The GROW Model
Goal
Reality
Options
Will
A successful tutor
Supporting
Excellence
In
Medical
To be a competent leader requires the
individual to be able to manage
themselves and their time,
Education
work within a team, understand when to
lead and when to follow and
to be able to influence more effectively
by knowing how the system within
which they work functions.
NHS Institute for senior leaders Journal Issue 10, June 2006
What makes a successful tutor?
Leadership
Education
Management
Supporting
Excellence
In
Medical
Education
Individual task
 Consider your strengths &
weaknesses in each of these areas
 Write down something to work on
 What are your next steps to develop
yourself in your educational role?
 What makes a successful tutor?
Where
are you
now?
Supporting
Excellence
In
Medical
Closure
How will
you get
there?
Personal Reflection
Plan
Education
What have you learnt
What are you going to do / change?
What are your development needs
Evaluation of course
Share one Take Home message
How will
you know
you’ve
arrived
Where do
you want
to be?