REVIEW of TRAINER ACCREDITATION & REACCREDITATIONDr Mohan Kumar

RATIONALE FOR CHANGE

• Multiple learners

• Multidisciplinary learning environments

• Meeting PMETB Standards & QA

• Increasing numbers

• Transferable Trainer Accreditation

• Reciprocal Approval

RATIONALE FOR CHANGE

• Trainer and Practice Feedback

• Visitor Feedback

• Trainee Feedback

• Past SEAs

• Everything else has changed!

Matryoshka

Cascade of Change

• Reaccreditation ( process)

• Accreditation (process)

• Criteria and standards for training (standards)

• Trainer and Learning environment (standards)

• National standards: PMETB Gold guide

Gold guide

The Learning Environment

Trainer as a Doctor Trainer as a Teacher

The Educational Programme

Trainer as a

Doctor

1.1  General Practice Experience 

1.2  Personal and Professional Values 

1.3  Availability and Accessibility 

1.4  Clinical Competence 

1.5  Ability to critically appraise and quality assure clinical service provision

 1.6  Ability to communicate

 1.7  Ability to work in Teams

 1.8  Continuing Professional

Development 

1.9  Probity 

1.10 Health

2.1 Personal Qualities 

2.2 Preparation for Teaching 

2.3 Organisation of Teaching 

2.4 Demonstrable Teaching abilities 

2.5 Creates Opportunities for Learning 

2.6 Reflective and Peer Appraised 

2.6 Formative Assessment 

2.7 Summative Assessment – CCT/ nMRCGP

 2.8 Understanding of Employment

obligations 

2.9 Continuing Professional Development as Educator

 

Trainer as a Teacher

3.1 Equality and Diversity 

3.2 Induction 

3.3 Educational Contract 

3.4 Health and Safety 

3.5 Workload 

3.6 Organised Learning Programme linked to curriculum 

3.7 Study Time and Leave 

3.8 Educational Resources 

3.9 Varied Training Experience 

3.10 Supervision and Feedback 

3.11 Multi-professional input 

3.12 Overall Effectiveness

Educational Programme

4.1 Premises 

4.2 Records and Registers 

4.3 Practice multi -professional Teams 

4.4 Practice Management 

4.5 Audit and Performance Review 

4.6 Practice Library and Teaching Aids 

4.7 Access to services 

4.8 Practice Workload 

4.9 Practice Professional Development 

4.10 Practice as an employing organisation

Learning Environment

Key Changes

• Parallel approval processes for Trainer and Learning Environment

• No ‘routine visits’

• Educator re-approval interviews will be reflective and will assess the quality of the educational process and the trainer's understanding of the core competencies of Trainers.

Key ChangesEvidence to be collated and triangulated

from (a) Trainer and Practice self reported

information (b) Deanery Database that includes

Trainer CPD (c) Multi –Source and Peer Feedback (d) Trainee Feedback and (e) The Practice visit (if needed)

Key Changes

• The Visitor forms redesigned to be fit for purpose and allow ease of electronic input

• Annual self reportage of any changes that may impact on training

Triggers for visit

• New Trainer

• Request by Practice/ Trainer

• Random for Quality assurance

• Feedback from Trainee(s)/ Peers/ PDs

• Changes that may impact provision of training

Thank You!