‘Master’ Classes – Series 3 2010/11

1. ‘Master’ Classes – Series 3 2010/11

2. Severn Deanery Master Classes Proposed speakers/topics for Series 3 Arranged (contact Anne Elliott to book –anne.elliott@southwest.nhs.uk) 20/09/10Intelligence personality and learning cont’d Prof Adrian Furnham 28/10/10Professional development for Faculty Prof Yvonne Steinert 25/01/11 Leadership and Senior Doctors Dr Kate Mackenzie-Davy and Dr Megan Joffe 24/03/11 Complexity and Change in the NHS Ralph Stacey 12/05/11 Spirituality, healing and teaching Dr Huw Morgan 06/07/11 Feedback – research on best methodology Linda Jones Future topics 29/09/11 NHS Policies, Politics and Reform Prof Calum Paton 15/11/11 Motivational Interviewing Dr Guy Undrill Proposed topics and speakers Spring 2012 Sustainability speaker to be arranged Art and Medicine speaker to be arranged NOTE: please contact Anne Elliott if there are any particular topics or speakers you would like to suggest for a Master Class

3. Severn Deanery Master Classes Overview An academic series of expert classes mainly held at Deanery House (the new Deanery building) on topical and emerging areas of medical education for the Deanery faculty. They are open to the Deanery Educational Team, Educators in Trusts and GP Trainers. Global and nationally important speakers are sought and invited Aim Faculty development for senior educators in the Severn Deanery to assist in creating a consistent understanding about current developments and issues affecting medical education

4. Severn Deanery Master Classes Overall objectives: • To explore issues that are topical, relevant and of interest • To engage international experts to deliver the inputs • To be structured around a mix of presentations, table discussions and question and answer sessions

5. Severn Deanery Master Class Timetable for all classes: 12.45 – 1.30 Lunch 1.30 – 1.50 Introductions • within small groups • generation of questions to flag up to speaker 1.50 – 3.00 Presentation by speaker 3.00 – 3.15 Tea 3.15 – 4.00 Speaker continues – input or discussion 4.00 – 4.20 Table discussions – around 3 core questions • what are the key issues from presentation? • what issues in Deanery need to be taken forward? • other thoughts/reactions? 4.20 – 4.40 Feed back to main group 4.40 – 5.00 Speaker summarises and comments 5.00 End of Master Class

6. ‘Master’ Class 3: Dr Kate Mackenzie-Davy and Dr Megan Joffe on Leadership and Senior Doctors Being held on the afternoon of Tuesday 25 January 2011 Reasons for offering the Master Class: ‘The doctor’s frequent role as head of the healthcare team and commander of considerable clinical resource requires that greater attention is paid to management and leadership skills regardless of specialism’ – Aspiring to Excellence, Prof John Tooke 2008 This workshop explores how senior clinicians can function effectively in organisational leadership and management roles and the blocks and tensions they have to resolve in order to do this. Drs Mackenzie Davy and Joffe have carried out extensive UK research with Medical Directors and both regularly teach leadership to clinicians including the joint Royal College of Physicians/London University Medical Leadership Masters programme Speakers details: Dr Kate Mackenzie Davy is Dean of College and Head of Department of Organizational Psychology at Birkbeck College, University of London. Her previous positions have included the Smythe Dorward Lambert Lecturer in Organizational Communication and The Career Research Forum Research Fellow. She has been a visiting Lecturer at the Sasin School of Management at Chulalongkorn University , Thailand, is a Chartered Occupational Psychologist and past chair of the Division of Occupational Psychology Training Committee of the British Psychological Society. Dr Megan Joffe is an organisational and clinical psychologist who works mainly in the assessment and development of senior people, including doctors. She is particularly interested in how the individual and the system influence one another. Through her work with NCAS and with clinicians from all over the UK, Megan has become a leading authority in Doctors and Teams in difficulty Aim: To consider how clinicians can lead and manage effectively within the NHS and what enables and blocks their use of leadership and managerial skills Objectives: by the end of the master class participants will be able to: • Identify barriers to effective performance in Medical Management • Understand the difficulties in navigating career transitions from doctor to medical management • Understand the challenges that medical/clinical directors face in working with medical colleagues

7. ‘Master’ Class 4: Ralph Stacey onComplexity and Change in the NHS Being held on the afternoon of Thursday 24 March 2011 Reasons for offering the Master Class: The NHS is over 60 years old and every government since 1948 has re-invoked its founding principles, but there is less agreement about how services based on these principles should be organised. Alongside this stability in the espoused purpose of the NHS there has been almost constant structural change. There is a mountain of advice on reforms, restructuring, and managing change. The NHS is currently undergoing another period of intensive change – structural, technological, social and economic. As change is now the default position it is helpful to understand the research findings that indicate that change and chaos can also be very creative and assist in inspiring the development of new models and processes for healthcare and education Speakers details: Ralph Stacey is Professor of Management and founding member of, and currently supervisor on, an innovative Master and Doctoral program in complexity, leadership and organizational change at the Business School of the University of Hertfordshire in the UK. He is a Member of the Institute of Group Analysis. He has devoted many years to exploring how the complexity sciences might provide greater understanding of continuity and change in organizations. His work on complex responsive processes shifts the understanding of complexity from adaptive systems to responsive processes of relating. He is the author of a number of books and articles which include Complexity and Organizational Reality: the need to rethink management after the collapse of investment capitalism (Routledge, 2010), Strategic Management and Organisational Dynamics (6th edition, Pearson, 2011), Complexity and Group Processes: a radically social understanding of the individual (Brunner-Routledge, 2003), Complex Responsive Processes in Organisations (Routledge, 2001), Complexity and Management: Fad or radical challenge to systems thinking (with Griffin & Shaw, Routledge in 2000), Complexity and Creativity in Organizations (Berrett-Koehler, 1996), Managing the Unknowable (Jossey-Bass,1992), and Chaos Frontier (Butterworth-Heinemann, 1991).He is a co-editor of the book series Complexity and Emergence in Organizations, as well as the series Complexity as the Experience of Organizing. Aim: To learn how complexity, change and chaos can help us develop new and better forms of medical education Objectives: by the end of the master class participants will be able to: • Outline the key theories about chaos and change at work • Choose between a range of approaches for tackling specific organisational or developmental issues or decisions • Describe a number of ways to effectively approach complex matters in medical education • Summarise ways to enhance change factors in their work and educational practice

8. ‘Master’ Class 5: Huw Morgan onSpirituality, Healing and Teaching Being held on the afternoon of Thursday 12 May 2011 Reasons for offering the Master Class: ‘ Patients and physicians have begun to realise the value of elements such as faith, hope, and compassion in the healing process’ WHO 1998. Item 6 of the WHO Quality of Life Instruments is ‘Spirituality/religion/personal beliefs’. ‘Post-Modernism’ is challenging the closed scientific world-view of the modern age which medicine is rooted in and patients are increasingly becoming dissatisfied with dehumanising medical treatments and are searching for alternatives at the same time that spirituality and concern for the whole person are making a comeback. A 60­80% relation between better health and religion or spirituality is found in both correlational and longitudinal studies covering heart disease, hypertension, cerebrovascular disease, immunological dysfunction, cancer, mortality, pain and disability. Speakers details: Dr Huw C Morgan is a GP Educator & Appraiser in Bristol and a Training Consultant in International Medical Education who has worked all over the world with developing healthcare communities. Aim: To consider the importance of spirituality in medical practice and education Objectives: by the end of the master class participants will be able to: • Outline a number of approaches to spirituality and its importance • Describe how various medical specialisms attribute importance to spirituality in healing processes • Describe why spirituality is regarded as vital by some practitioners and irrelevant by others • List ways of encouraging reflection on spirituality and related issues in developing trainees and medical practice

9. ‘Master’ Class 6: Linda Jones onUsingFeedback in EducationBeing held on the afternoon of Reasons for offering the Master Class: ‘Learning without feedback is like learning archery in a darkened room’ Taras 2000 Recent research on professional development repeatedly identifies the significance of effective feedback. (Assessment Reform Group 2005). Even the mere expectation of feedback can increase development (Black and William) and yet few professionals are trained in the art of providing feedback in ways that will make a difference. This master class highlights the key factors that influence the effectiveness of our feedback as leaders and educators. It offers opportunities to reflect on and evaluate our current feedback styles and systems through findings from research into best practice by educators in the UK and Australia including how minor changes in approaches to both giving and receiving feedback on performance can influence major shifts in behaviour and attitude Speaker’s details: Linda Jones has moved into medical education from a varied career as a systemic family therapist, manager of a prestigious psychiatric child care organisation, a National Advisor for an Awarding Body and independent organisational development consultant. She is about to complete her thesis in International Education and her research interest is on formative assessment (assessment for learning).  She is a member of the London Deanery Education Training and Development Consultation team and was a facilitator of their professionalism project piloted in Five NHS trusts. After a period as communication skills teaching fellow at Imperial she is now principal lecturer in Medical Education and Leadership at the University of Bedford Post Graduate Medical School where she has a reputation for innovative and interactive pedagogy Aim  To consider the factors that shape best practice in crafting feedback for doctors and medical educators working within the NHS Objectives: by the end of the master class participants will be able to: • Explain the relationship between feedback and formative assessment and become aware of the evidence base that suggests that formative assessment is the most powerful tool for  leading learning. • Identify the skills, knowledge and dispositions required to provide effective feedback across organisations • Analyse and reflect on your own, and others, strengths and fragilities as formative assessors  • Plan strategies for enhancing the effectiveness of feedback, your own and others,  within postgraduate medical education