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This review aims to evaluate the process of trainer accreditation and reaccreditation, considering the rationale for change, key changes, and evidence collection methods. It addresses the need to meet PMETB standards, accommodate multiple learners, and ensure transferable trainer accreditation.
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REVIEW of TRAINER ACCREDITATION & REACCREDITATION Dr Mohan Kumar
RATIONALE FOR CHANGE • Multiple learners • Multidisciplinary learning environments • Meeting PMETB Standards & QA • Increasing numbers • Transferable Trainer Accreditation • Reciprocal Approval
RATIONALE FOR CHANGE • Trainer and Practice Feedback • Visitor Feedback • Trainee Feedback • Past SEAs • Everything else has changed!
Cascade of Change • Reaccreditation ( process) • Accreditation (process) • Criteria and standards for training (standards) • Trainer and Learning environment (standards) • National standards: PMETB Gold guide
The Learning Environment Trainer as a Doctor Trainer as a Teacher The Educational Programme
1.1General Practice Experience 1.2 Personal and Professional Values 1.3 Availability and Accessibility 1.4 Clinical Competence 1.5Ability to critically appraise and quality assure clinical service provision 1.6 Ability to communicate 1.7 Ability to work in Teams 1.8 Continuing Professional Development 1.9 Probity 1.10Health Trainer as a Doctor
Trainer as a Teacher 2.1 Personal Qualities2.2 Preparation for Teaching2.3 Organisation of Teaching2.4 Demonstrable Teaching abilities2.5 Creates Opportunities for Learning2.6 Reflective and Peer Appraised2.6 Formative Assessment2.7 Summative Assessment – CCT/ nMRCGP2.8 Understanding of Employment obligations2.9 Continuing Professional Development as Educator
3.1 Equality and Diversity 3.2 Induction 3.3 Educational Contract 3.4 Health and Safety 3.5 Workload 3.6 Organised Learning Programme linked to curriculum 3.7 Study Time and Leave 3.8 Educational Resources 3.9 Varied Training Experience 3.10 Supervision and Feedback 3.11 Multi-professional input 3.12 Overall Effectiveness Educational Programme
4.1 Premises 4.2 Records and Registers 4.3 Practice multi -professional Teams 4.4 Practice Management 4.5 Audit and Performance Review 4.6 Practice Library and Teaching Aids 4.7 Access to services 4.8 Practice Workload 4.9 Practice Professional Development 4.10 Practice as an employing organisation Learning Environment
Key Changes • Parallel approval processes for Trainer and Learning Environment • No ‘routine visits’ • Educator re-approval interviews will be reflective and will assess the quality of the educational process and the trainer's understanding of the core competencies of Trainers.
Key Changes Evidence to be collated and triangulated from (a) Trainer and Practice self reported information (b) Deanery Database that includes Trainer CPD (c) Multi –Source and Peer Feedback (d) Trainee Feedback and (e) The Practice visit (if needed)
Key Changes • The Visitor forms redesigned to be fit for purpose and allow ease of electronic input • Annual self reportage of any changes that may impact on training
Triggers for visit • New Trainer • Request by Practice/ Trainer • Random for Quality assurance • Feedback from Trainee(s)/ Peers/ PDs • Changes that may impact provision of training
