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Scotland Deanery

Scotland - home of medical excellence

Trainer Information

Quality Workstream Development

Working Group on Training

Aims & objectives

* To ensure that all those involved in work of the quality workstream including: Quality Improvement Administrators (QIAs), Quality Improvement Managers (QIMs), Associate Postgraduate Deans for Quality (APGDQs), Leads, lay participants and trainees, are trained to effect the roles they are required to deliver for the workstream – including training for Quality Review Panles (QRPs), visit panels (& for leading visits, where appropriate).

* To maintain an up to date log of all training undertaken.

* To ensure that Equality & Diversity training is undertaken by all quality workstream staff involved in our processes & that the training is up to date.

* To manage calibration meetings annually as a forum for sharing and learning from the team’s experience of engagement in key roles and activities to sub-serve the purposes of refresher training and to support standardisation of approach.

* To develop training programme content fit for the roles that are intended.

* To commission Professional Development & other workstreams or others within NES to support development & delivery of training where feasible (as currently being explored for training for visits)


Trainee engagement in QM & QI of PGMET

Aims & objectives

* To develop a process, ideally with involvement of a SCLF, to engage trainees in the activities (QRP, QMG & visits) of the NES QM-QI of framework for PGMET.

* To develop a process to recruit and train trainees for these activities.

* To support engagement of trainees as representatives of the wider trainee cohort, to ensure that trainees gain greater appreciation of the commitment of Scotland Deanery to QM & QI of PGMET.

* To facilitate support for release of doctors in training from their posts to engage in QM-QI processes.


Specialty Training Committee Engagement

Aims & objectives

•To develop a robust system for 2-way communication to and from the trainer ‘front line’ so that those who are doing well, and those who are doing less well receive timely feedback based on the QM data & information that are processes by QRPs & sQMGs. This communication system must link sQMGs –STBs- STCs- Trainers.

•To develop a template to capture intelligence around quality of training within the scope of the STC and a process to ensure that this is accessible to the sQMG and auctioned appropriately.

•To develop the STB highlights reports to ensure that it is fit for the purposes of supporting promotion of good practice and supports discouragement of poorer practices, and to support dissemination thereafter to STCs and to trainers.


Quality Improvement of Workstream processes Working Group

Aims & Objectives

•To create a framework for continuous, controlled, systematic improvement of the processes within the QM-QI framework including QRPs, sQMGs, QM-QI visits and reports, DR and associated processes – based upon use of informative performance metrics and informed by feedback.

•To lead on the development of the TURAS quality module.

•To foster a culture of QI in relation to all activities undertaken by and within the quality workstream.

•To create a generic reporting template and to populate it with performance indicators for each sQMG’s annual report.

•To ensure that workstream processes deliver to the expected standards but also to improve performance through refining these standards to ensure that they remain challenging.


Quality Improvement of Postgraduate Medical Education & Training Working Group

Aims & objectives:

* To change the culture surrounding PGMET within NHS Scotland through promotion of understanding that improvement in the quality of training is key to improving the quality and safety of patient care and to recruitment of trainees and trained doctors.

* To support trainers, trainees and other stakeholders in effecting improvements in the quality of PGMET that is provided in Scotland.

* To engage with the existing network of those trained in QI methodology such as the Improvement Advisor network and with trainers and trainees in projects featuring small tests of change in aspects of delivery of training.

* To agree 4-6 themes in PGMET eg feedback, to prioritise as targets for improvement activity.

* To engage the whole cohort of QLs as PGMET QI champions.

* If funding becomes available to support targeted improvement campaigns to develop a process to manage and evaluate use and impact of the funding.

* To identify, support and promote good practice in PGMET through SHARE and other resources.


Postgraduate medical education & training performance dashboard

Aims & objectives

•To develop a novel performance dashboard capturing Board & LEP performance in relation to PGMET to support the Quality Control responsibilities of Chief Executives, Medical directors, Non-executive Board members & DMEs.

•To make this dashboard available electronically with current live data – including status and progress towards attainment of GMC standards.

•To agree relevant indicators & metrics that reflect performance for Chiefs of Service, Chief Executives etc in relation to PGMET.

•To support engagement of SG in adopting NES performance indicators for Chief Executives & others responsible for delivery of PGMET.


Joint NES & Medical Schools working group on QM-QI of the shared training environment

Aims & objectives

•To work with SDMEG and to develop, further, a single joint system for QM & QI for undergraduate and postgraduate medical education & training. 

•Within the working group, to develop the postgraduate elements (QRPs & visits) of joint working, to support integration of the elements through engagement with SDMEG.

•To support further development of the UG QRP by the SDMEG, in particular to extend the range of data and information relating to UG MET reviewed by the UG QRP.

•To support the joint development of a single system for QM-QI visits (scheduled, triggered & immediate triggered) and for reporting on these visits to ensure that the UG & PG needs from these processes are fully achieved. 

•To support refinement of the joint processes through learning from doing.