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This presentation outlines the process of reviewing the Public Health Specialty Training Curriculum, highlights the key changes made, and provides an implementation plan for the new curriculum. It includes information on the review process, priorities for change, GMC standards, and resources for implementation.
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Public Health Specialty Training Curriculum 2015 Dr. Suzanna Mathew (Curriculum and Assessment Committee) Core sliDES for TOT-08/09/2015
Outline • Process of review • Summary of changes • Key Areas • Timing and phase • Competence for consultant practice • Small Group exercise • Implementation plan • Resources
Process of Review-1 • Online Questionnaire-priorities for change, learning outcomes, phases, assessment, documents on website • Workshops(5 locations) • 1. Core public health skills • 2. Delivery of Training • 3. Public Health On Call • 4. Leadership and advocacy • 5. Metacompetence • Principles of change agreed through workshops
Process of Review-2 • Draft version of curriculum sent with questionnaire: • 13 organisations and 25 individuals responded • Do the changes adhere to agreed principles (64%) • Does the change signal an improvement (61%) • Issues raised in consultation that have not been addressed • Impact on equality and diversity(75% said none) • Challenges in and barriers to implementation
Three priorities for change(n=106) • Increase generic transferable skills ( leadership, management, political, strategic) • Remove specific contexts (many have or will disappear) • More guidance on what constitutes a sufficient level of detail to sign off a learning outcome • Less duplication • Better worded learning outcomes
GMC Standards • Why GMC stds? • Lay person or patient involvement in the implementation of standards • Resources and infrastructure available at all level, national deanery, LEP • Do current trainers have enough peer support and training? • Concerns around transparency of process and standardisation of assessment in relation to individual learning outcomes • Map typical examples in next version
Summary of changes • The overall number of learning outcomes has been reduced, with some new ones added(77 in KA 1 to KA9+ 12 in KA10). • The presentation of outcomes has been improved by rewording/renumbering and using clearer descriptors • The number of phases of training has been reduced from three to two • The key areas have been reorganised: 8 has been amalgamated into 1, amendments have been made to 9 and a 10th has been added in, introducing competencies for consultant practice • No change to Part A and B exams
Summary of Changes-1Miller’s adapted model of learning for public health
Group Work • In small groups, work through tables c and d for one Key Area( 1 to 10), and identify 2 pieces or work that all Public Health StRs should ideally complete before their CCT. • Share any good practice example from this area that you have experienced as an StR or Supervisor. Thank you very much
ImplementationPlan-How, Who, when and where August 2015 to July 2017 • At least two years are required for implementation to reach a routine level of use • Formal channels of two way communication among those involved in implementation • Priorities for C and A committee. • Target groups e.g., CPD co-ordinators, ?Faculty assessors • Target groups of StR( Gps C and D).
Implementation plan Who will need to change over to new curriculum? • Implementation date is set as 1/8/16, those who have 12 months or more of WTE training as of 1/8/16, i.e. CCT 1/8/17 or later, will be required to transfer to the new curriculum. • Those recruited in 2015 will be required to move to the new curriculum.
Implementation strategy-targeted approach A. Staying with 2010 curriculum • CCT on or before 31/7/17=109+131 B. Starters in 2015 • Approx 80 C. CCT 1/8/17 to 31/7/18 • Approx 80 D. CCT 1/8/18 to 31/7/19 • Approx 80 E. CCT1/8/20 and later • -Approx25
Commitments in GMC submission • FPH hosting a number of curriculum workshops • What does this mean for me? • Delivery mechanisms • What work continues? • Specific workshops for TPDs, ESs • Integration with existing TOT programmes • Integration into FPH e-portfolio • Explore possibility of new formative assessment linked to KA10.
Implementation Plan-Resources • FPH Workshops / TOT programmes • Detailed mapping of new learning outcomes to old has been prepared, and the new additions highlighted. Most can be simply read across and there are only three new learning outcomes in core competency. • Mapping to part A syllabus and part B skills by exam committee chairs • Additional support to programmes/schools as needed • StR curriculum champions- to assist in promoting the curriculum and help build up asset of frequently asked questions. • E portfolio working group
E-Portfolio working group • Work on developing the e-portfolio to make it compatible with the new curriculum is progressing well. A small working group (consisting of two Registrars, Grant Fisher, Alex Bulgo and myself ) will be overseeing the work. • We have divided the work into two phases. • Phase 1 will involve implementing changes to the e-portfolio so that new Registrars can start logging their training as soon as possible. work has already begun and we are aiming to have the e-portfolio ready for new Registrars to begin logging their work towards the middle/end of October. • The second phase will involve transitioning existing Registrars, who are required to move to the new curriculum, to the 2015 curriculum in the E-portfolio. The Phase 2 work will begin in January next year.
