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Quality Panels to Evaluate Training Posts

Introduction

Panels meet annually, to evaluate the quality of training posts in the months following the release of the GMC trainee survey.

Frequency of Panel Meeting

• Annual

Composition of Panel to Evaluate Training Posts 

• Lay advisor (Chair)
• Training Programme Director or
• Associate Patch Dean (Primary Care)
• Specialty Tutors (not from the same Department or Practice as the Training Programme Director or Patch Dean).
• Trainees (in general terms, one trainee should be from the early years of the training programme ST1-3, and another trainee should be from the later part of the training programme ST4-6).
• Trainees and trainers should be equally represented
• Training Programme Director or Head of School from a non related programme. The external input may be beneficial to the panel. It will also provide a degree of faculty development for the external participant.

 Evidence Reviewed

• GMC Surveys Current and Past to determine progress
• Trainee input
• Soft intelligence from ARCP/RITA process
• The preceding Annual Report to the Deanery from the Training Programme Director

Other Evidence that could be Considered

• Local surveys within the programme
• Results of external visits to the programme from GMC, another training programme or a visit from a Royal College.

Scrutiny and Reporting

The process is training programme based. We have over 50 training programmes within the Severn Deanery. Each Training Programme Director should feed their results to the Deanery Quality Team.

Reporting

The Quality Panel will report to the local Specialty Training Committee through the Training Programme Director who sits on the panel. The Deanery Quality Team will review the gradings of the panel. The Deanery Quality Team will disseminate the gradings for each programme back to Directors of Medical Education, Training Programme Directors and Heads of School.

Evaluation of Training Posts

The training posts will be graded as follows:

A         Excellent (Green)
B         Good (Green)
C1       Action and feedback (Amber)
C2       Action soon (Amber)
D         Unsatisfactory and immediate action (Red) 

In this evaluation of training posts, all training posts within a training unit will be evaluated collectively. It is not yet possible to identify posts within a 'firm' structure in a training unit.

Grading excellence is subjective. It is acknowledged that there will be debate about what defines excellence. Where a training post is graded as excellent (A), or good (B), it is important (particularly for excellent posts) to identify the factors that make them excellent, to encourage development elsewhere within the Deanery. An amber grading (C1/2) indicates that there are areas for improvement. Where a post is graded as C1 (Action and feedback), C2 (Action soon), D (Unsatisfactory), the reason(s) that it has not achieved "good" status need to be given. With regard to gradings that are red, a red grading (D) would be given because there were multiple or important areas for improvement Training posts should be evaluated broadly under the nine GMC domains.

GMC Generic Standards for Training can be found on the GMC Website.

GMC Domains 

One               Patient Safety

Supervision, workload intensity, handover, consent procedures, EWTR (European Working Time Regulation).

Two              Quality Control, review and evaluation

Governance, local review of GMC and Deanery Surveys with trainee input.

Three            Equality, diversity and opportunity

Wide access to training and participation in training, fair recruitment, programme design, job adjustment and provision of information. Adherence to all equal opportunity legislation

Four              Recruitment, selection and appointment 

Probably not directly relevant for Quality Panels.

Five               Delivery of approved curriculum and assessment

Ability to deliver the curriculum within any department, adequate experience and competence, access to learning opportunities. Workplace based assessments, appraisal and feedback.

Six                 Support and development of trainees, trainers and local Faculty

Departmental induction and meetings with the Educational Supervisor, learning agreements, feedback, career advice and support. Work intensity, bullying, audit, organized educational activity, generic professional skills and counseling. Study leave and academic opportunities

Seven            Management of education and Training

Accountability at all levels of training; Deanery; Schools; Programmes and Trusts. Adherence to GMC standards

Eight              Educational resources and capacity

Educational capacity of the unit offering training. Facilities including internet access and library. Suitable ratio of trainers: trainees; adequate provision of training time for trainers 

Nine              Outcomes

Evidence of trainee progression such as examination and assessment results.

Prizes or commendations acquired by the training unit.

Example of Report Detail

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