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QABME

QA of Undergraduate Medical Education in the UK: The GMC “Quality Assurance of Basic Medical Education” (QABME) Programme Prof Jim McKillop Muirhead Professor of Medicine and Deputy Dean University of Glasgow Medical School. QABME. My background Long involvement in medical education

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QABME

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  1. QA of Undergraduate Medical Education in the UK:The GMC “Quality Assurance of Basic Medical Education” (QABME) ProgrammeProf Jim McKillopMuirhead Professor of Medicine and Deputy DeanUniversity of Glasgow Medical School

  2. QABME My background • Long involvement in medical education • Head of Glasgow UG Medical School 2000 -2007 • Chair of Scottish Deans’ Medical Curriculum Group (“The Scottish Doctor”) • QABME Team Leader (2003 – present) • Glasgow Medical School visited 2006/07 Views expressed are mine, not the GMC’s!

  3. QABME QA of medical schools in UK • Internal processes • Quality Assurance Agencies • QABME main process

  4. QABME Role of GMC in BME • Setting and monitoring standards (knowledge, skills and attitudes)

  5. QABME - Standards 1993 2003

  6. QABME Role of GMC in BME • Setting and monitoring standards • Issuing guidance to support implementation of standards

  7. QABME - Advice http://www.gmc-uk.org/education/documents/gateway/Disability_guidance.pdf

  8. QABME Role of GMC in BME • Setting and monitoring standards • Issuing guidance to support implementation of standards • Provisional and full registration

  9. QABME – Aims of programme • “Make sure medical schools meet the outcomes in Tomorrow's Doctors. • Identify... - examples of innovation and good practice. - concerns and help to resolve them. - changes schools need to make to comply ..and establish timetable • Promote equality and diversity • ...two core processes – the Annual Return Process and the Visit Process..” (GMC Website May 2008)

  10. QABME – Annual return process “...each medical school must provide a return that: • Identifies significant changes... • Highlights risks or issues of concern, proposed solutions and corrective actions taken. • Identifies examples of innovation and good practice. • Responds to issues of interest and debate in medical education... • Identifies progress on any requirements or recommendations arising from the QABME visit process. “ (GMC Website May 2008)

  11. QABME – Visit cycle (1) QABME Team (n = 8-10) • Clinical and non clinical academics • NHS clinicians • Educationalist • Lay member • Medical student • GMC staff member

  12. QABME – Visit Cycle (2) Approximately 18 month process. • School notified late spring and sent questionnaire - Basic data (student profile, staff, resources) - Curriculum - Admission processes - Student support - Assessment and progression - Student health and conduct - Reflect on strengths and weaknesses • Visit to School by Team Leader and GMC staff in June/July • Questionnaire and supporting documents returned by mid September

  13. QABME - Visit Cycle (3) • Team sent documentation – Sept/Oct • Series of visits October – July (~ 6 days) - Presentations and supplementary data - Talking to staff (School, University and NHS), current students, recent graduates • Observing teaching, assessment and exam boards - Visiting facilities (academic and clinical)

  14. QABME - Visit Cycle (4) • Draft report to School - August • Final report to GMC Education Committee - October • Approved report and School response posted on GMC website - Dec/Jan

  15. QABME Report • Is School meeting requirements of TDs? If not: • requirements to do so • timescale for implementation • is further visit necessary? (2) Recommendations to School (3) Areas of innovation and good practice

  16. QABME Strengths • In depth evaluation of School –curriculum, assessment, resources, processes, partnerships, good practice • Wide range of team expertise • Interactive with School • Triangulation from multiple sources • Seen as important by Schools • Generally seen as supportive by Schools • Good GMC support

  17. QABME Weaknesses/problems • Resource intensive – GMC and School • How much information needed? • Format of TDs – not outcomes based • Uncertainty over SSCs • Maintaining team focus/knowledge over cycle • Potential variability of teams • Disseminating good practice/innovation

  18. QABME - Conclusions • TDs and QABME have increased the focus on UG Medical Education by UK Medical Schools. • The process has evolved • The process (and findings) are informing the next edition of TDs • The dual role of regulator and “critical friend” is difficult but productive • The process has been robust without stifling innovation

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