What Makes a Good Application

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Effective Applications for Foundation Training
Stephen Shilton, Careers Adviser University of
Glasgow Careers Service www.glasgow.ac.uk/careers
2
Objectives

• Understand the rationale behind application forms
• Identify preparatory steps which will help you
  tackle
• the Foundation Form
• Understand what makes an effective answer
• Know how to get appropriate help

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Important dates

• 28 Sep 09 Application form published
• Foundation Applicants Handbook available
• Applicants can register and enrol online
• Programme information is available to view
• 12 - 23 Oct 09 Online system open for
  applications
• 9 Dec 09 Foundation school allocations are made
• By 25 Jan 10 Preferences for training programmes
  are submitted (deadlines and methods will
  vary by foundation school)
• 16 Feb 10 Matching to specific programmes is
  completed and applicants notified of
  results
• Late applications will not be accepted.

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Preparation

• Start thinking about your application now if
  you havent already started
• Think self-promotionthis is your chance to sell
  yourself
• Identify referees and seek permission to use them
• Be clear about what you have to offermatch with
  GMCs Good Medical Practice materials New
  Doctor
• Read and understand the requirements of the
  National Person Specification (Foundation web
  site, now!)
• Understand exactly how you match the National
  Person Specification and be prepared to
  demonstrate this through your application form
• Are there any gaps in your skills and abilities
  action plan !

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What is a Competency?

• Individual abilities/characteristics that are key
  to effectiveness in work
• Competencies represent clusters of skills,
  abilities and knowledge needed to perform jobs
• Increasing use in organisations
• what you have done and how you did it
• observable behaviours
• Past behaviour predictive of future behaviour

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Possible Competencies Qualities(from previous
years)

• Able to cope under pressure
• Able to prioritise tasks
• Able to behave in an appropriate and professional
  way
• Demonstrate a patient centred approach to care
• Building relationships
• Team working
• Leadership
• Influencing
• Communicating
• Planning
• Clinical skills
• Academic knowledge/understanding

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Top Tips
Reflective not descriptive

• Stay within the word limit
• Make full use of word count!

• Think - why they are asking the question?

• Cover all essential criteria, and hopefully the
  desirable too!

Try give a wide variety of examples. Avoid
repetition
Complete sentences but succinct!
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Why an Application May Fail
But you wont fail!

• Failure to identify what the employer is really
  looking for (person spec)
• Underselling yourself
• Failing to provide the right evidence to support
  your statements
• Making assumptions - be explicit
• Silly mistakes - grammar, spelling

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Example Answer Leadership
I was elected to the position of president of
the conservation society during my final year at
university. The society consisted of fifty
members with a five person committee. We set
objectives for the year which had to be achieved
by the committee. I had to effectively manage
the committee which was a hard task but necessary
for success
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Better.
 I was elected to the position of president of
the Conservation Society during my final year at
the university. The society consisted of fifty
members with a five person committee. My
objectives were to double the number of members,
increase the number of social events and increase
awareness of conservation and environmental
issues amongst university students.  In order to
meet these targets I had to motivate the
committee and held regular team meetings to check
we were achieving our objectives. I particularly
enjoyed working with the universitys
environmental officer to promote a paper
recycling scheme on campus using student
volunteers and designing publicity for use in the
student newspaper and on posters around campus.
In addition to our usual meetings I also
organised a series of themed social events which
were increasingly well attended throughout the
year.  By the end of the year our objectives were
fulfilled and I was particularly thrilled that
the membership had risen to 120.
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Planning and Organising

• As a volunteer at a local childrens charity, I
  was given responsibility for organising an
  activities week for children. We organised a week
  of sporting events which proved to be a large
  job. However, due to a lot of detailed planning
  and organisation the activities came together and
  the week was a great success.

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Better.

• As a volunteer at a local childrens charity, I
  was given responsibility for organising an
  activities week for 70 children aged 6-12. My
  initial objective was to recruit a team of 10
  student volunteers and design a programme of
  unusual activities. I identified and approached
  local companies for sponsorship for outings and
  prizes for the final mini sports day. I was
  responsible for health and safety including
  training the team in child protection policies,
  budgets, venues, transport and the allocation of
  roles within the team to ensure the best use of
  individual skills and abilities. I used an excel
  spreadsheet for personal time management and a
  weekly email to all team volunteers to keep them
  up to speed with what other team members had
  achieved.
• I also formed a contingency plan to provide
  indoor activities for wet days. My presentation
  of the aims and objectives of the week,
  describing the target group of children from a
  particularly deprived area of Glasgow, resulted
  in grants of 500 from the Common Good Fund and
  sponsorship by Asda of small toys for prizes and
  daily consignments of fruit for snacks. 68
  children attended and tried sports such as grass
  sledging, indoor lacrosse, rockwall, kayaking and
  ultimate frisbee. They enjoyed the week hugely.

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Example - The good
Please describe a time when you saw an
opportunity to really make a difference for the
future of a group, an activity or yourself. What
did you do? During the summer of 2003, I was
recruited to be part of a two-month, six-man
roadshow travelling around the M25 area promoting
tennis and Ariel Liquitabs. Within the first week
of the roadshow the event manager resigned and I
applied to take over this role. Although I had no
specific previous experience, I felt it was a
great opportunity to stretch myself and make a
difference to my future. I was accepted as the
new event manager and took over the very next
day, it was extremely difficult initially, but I
drew on my experiences of Head of School and
captains of numerous sports teams and settled
into the role relatively quickly. My role
necessitated dealing with a vast range of
individuals from Sainsburys Managers to children
as young as 5 years of age, which improved my
interpersonal and communicational skills. In
addition, my motivational skills were also
tested, as I was constantly required to motivate
my staff due to the roadshow becoming monotonous
in the latter stages. The roadshow appeared to
be a real success with the tennis clubs receiving
a 10 increase in applicants and rival soap
powder brands putting on extra promotions. The
feedback I received on how I managed the roadshow
was extremely positive and I have subsequently
been put forward to manage numerous other events.
Rising to the challenge
Selling self
Influencing a variety of people
Tangible results
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Example the Bad

• The biggest challenge whilst carrying out the
  assignment was conducting a financial analysis on
  the company. I was assigned this task, as I had
  previous experience in this area as I have
  carried out two financial and accounting modules
  during my University degree. I conducted a full
  ratio analysis on the company, which included
  analysing Next's Profit and Loss Account and
  Balance Sheet. I presented the ratios and
  included details of the company's current
  financial position, along with an explanation of
  how the company could improve their
  position.The Presentation involved presenting
  our group's report on Next Plc to the rest of the
  Marketing group. Our group conducted a Microsoft
  Powerpoint presentation, to ensure it was
  conducted in the most efficient and systematic
  way. Each member presented their individual
  section, the final section then included
  contributions by all group members. Our group had
  practised the presentation on numerous occasions
  prior to the final presentation, which ensured a
  smooth running. Each member of the Marketing
  class was given a feedback form to report their
  opinions of the presentation. Our group received
  all positive feedback and were all awarded a 21
  for the presentation, this contributed towards
  the final outcome of or Marketing modules.

Apathy- did not put self forward for task.
No ownership, leadership.
No individual result.
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and the downright ridiculous!

• Mealtimes are a difficult and challenging
  time as this is one affair when my friends and I
  are truly tested in our decision making skills.
• There has been more than one occasion where
  a unified agreement on what to do about dinner
  has proven to be a problem. I therefore take it
  upon myself to be the spokesperson for the group.
  One example would be where two of my friends
  wanted chicken nuggets and hence wished to go to
  McDonalds while three others preferred the
  Chicken Royale from Burger King as opposed the
  the McChicken Sandwich one can get at McDonalds.
  Using my initiative, intuition and lateral
  thinking I suggested that we all go to KFC
  instead. My reasoning was that this was that KFC
  do chicken popcorn and are a far better choice
  than chicken nuggets. While their Fillet Tower
  Burgers are a step up from the standard Burger
  King Chicken Royale as they have a hash brown in
  them as well. Thus using some originality of
  thought, a certain degree of diplomacy and a
  persuasive tongue I convinced them all to join me
  at KFC.

Does not bring the group with them.
No explanation of how.
No recognition of others opinions.
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and the downright ridiculous!

• I do apologise for not completing the
  following section, I have not had enough time. I
  am a final year medical student and am extremely
  busy. I hope you will consider this application.
• Thank You !!!

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Top Tip for Structured Answers

• Situation
• Task
• Action
• Result
• Relevance to FY

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The STARR Approach

• Describe a particular situation/scenario
• Explain what you had to do. What was the task or
  target? (Include information such as any
  barriers overcame, issues encountered etc.)
• What was the action you took?
• What was the result? Give a positive outcome
• Relevance to Foundation Training?

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Strong Words!
Some adjectives to describe yourself
responsible
accurate
resourceful
calm
sensitive
conscientious
resilient
impartial
reliable
methodical
logical
persuasive
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Action Verbs to describe what you have done
Strong Words!
planned
devised
initiated
analysed
organised
demonstrated
evaluated
achieved
implemented
co-ordinated
contributed
investigated
negotiated
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Societies
MBChB/Intercalated
Sports
Clubs
Part time, summer, voluntary work
Academic achievement
Evidence Examples Recent is better
Staff/Student Committee
Hobbies interests
Personal experience
Fundraising
Prizes awards
Publishing conferences
Elective
Family responsibility
Audits
Clinical experience
Research groups
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Competencies Your Evidence
Key Competence
Your Evidence
S T A R R
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A Well Constructed Answer

• Use 10 of your word limit to set the scene
• Use 65 to talk about the skills you used to
  solve
• the problem liaising, writing, organising,
• persuading etc
• Use 10 to explain the outcome of the situation
• Use 15 to explain relevance

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Last Year This Year

• Questions likely to be similar, 6 this year
• Applicants Handbook, containing Application Form,
  likely to be very similar
• This years published on 28 Sept at
  http//www.foundationprogramme.nhs.uk/pages/home/k
  ey-documents
• Start preparing answers NOW!

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• Following an elective in emergency medicine I
  wanted to improve my confidence in first aid and
  basic life support. I approached this by
  applying online and securing a place on a British
  Red Cross 4-day standard first aid course, which
  I successfully completed and received a
  certificate for.
• I also wanted to become more confident when
  communicating with patients. To address this, I
  applied to work part-time as a phlebotomist.
  Following an interview, I successfully obtained
  this post and over three years became extremely
  confident in venepuncture and communicating with
  a large variety of patients.
• My approaches were similar as both required
  applying to others for help, and both involved
  attending training to learn new skills. They
  also required that I reached a level of
  competency before achieving either a certificate
  or the responsibility of dealing with patients.
• The differences were that one involved a short
  course, whilst the other required repeated
  practice. Another difference was that the first
  aid certificate provided a foundation on which to
  build my knowledge (e.g. progress onto
  intermediate and advanced life support), whereas
  the skill of venepuncture, though limited,
  provided me with a platform on which I could
  improve my communication skills.
• These experiences have taught me the importance
  of reflective learning as a way to improve my
  abilities, and as a foundation doctor I will
  review my knowledge and skills to identify gaps,
  so that I can then take appropriate action to
  broaden my skills for the future and provide good
  clinical care.

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• During my undergraduate medical training I
  identified two distinct learning needs - to
  increase my knowledge of the principles of
  pharmacology and to maintain and develop my BLS
  skills and to keep them up-to-date with changing
  guidelines.
• I realised that I needed to take two different
  approaches to achieve successful learning
  outcomes.
• The first learning need required further study,
  which I addressed by selecting a taught academic
  module. I enrolled in a Student Selected
  Component in the Principles of Pharmacology which
  involved lectures, practicals, ward-based
  learning and assessment.
• The second learning need required that I develop
  my skills-base, which I did by engaging in
  extra-curricular, practical, hands-on learning.
  I joined Heartstart, a group which offers BLS
  training to other medical students through peer
  education and runs programmes leading to
  certification as BLS instructors.
• I have been a certified Heartstart instructor for
  3 years. I teach BLS in schools and workplaces,
  and have designed and delivered BLS training to
  first year medical students. Furthermore, I
  developed a foundation that underpinned my
  subsequent training in ILS and ALS.
• Going into my FY1 year, I will now be able to
  prescribe medicines, particularly controlled
  drugs, safely and effectively to competently
  recognise and manage acutely ill patients and to
  contribute to the teaching of junior colleagues
  and students.
• As a result of these experiences I also now
  recognise the importance of regularly reviewing
  my learning needs and selecting appropriate
  learning activities to help me develop my
  professional competence and performance as a
  foundation doctor.

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• On surgical attachment I encountered two
  patients, one female aged 50, the other male aged
  76, diagnosed with acute cholecystitis. On
  presentation both had severe right hypochondrial
  pain which radiated to the back, fever and nausea
  and vomiting.
• The surgeons discussed the available treatment
  options, and explained the associated risks and
  benefits.
• The first patient had an early laproscopic
  cholecystectomy. As she was self-employed and
  did not want to have to wait months for the
  operation and risk needing more time off with
  future attacks of cholecystitis, this option best
  suited her needs.
• The second patient had a laproscopic
  cholecystectomy a few months later because he had
  already been in hospital for a few days, and
  wanted to recuperate at home and also because,
  by waiting until the inflammation had resolved,
  the risk of having to convert to an open
  procedure would be much lower. Unlike the first
  patient, he was retired and not as concerned with
  the inconvenience of repeat attacks in the
  interim. This option was best considering this
  patients wants and needs.
• I have learnt that, as a foundation doctor, it
  will be important for me to adopt a
  patient-centred approach. I will respect
  patients rights to be fully involved in
  decisions about their care and give them the
  information and guidance they need to make
  informed choices. I will also take patients
  expressed wishes and personal and social
  circumstances into consideration when planning
  their care, as these can directly impact on their
  total health and well-being.

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In a clinic I observed a consultant breaking the
news to 43 year old woman that she had lung
cancer. It was a particularly difficult
consultation as the patient was young, newly
married and the mother of a young child. From
the outset the consultants posture, demeanour,
tone of voice and appropriate signposting phrases
prepared the patient for bad news. He explained
in detail, and in very clear language, the
results of the biopsy and checked the patients
understanding at appropriate intervals. He was
very honest about the patients clinical
condition and clearly explained the next steps in
her management. He gave the patient time to
absorb the information and offered her the
opportunity to ask questions. He appeared
sincerely empathetic and displayed genuinely
sensitivity throughout. I have learned how to
structure a similar consultation and will apply
this, and the exemplary professional behaviours I
observed, to my future practice.
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During my degree I spent three years working
reliably in a weekend phlebotomy team. I was a
dedicated team member, but took on increased
responsibility as I became more experienced. An
example of this was when a colleague mistakenly
used a contaminated needle to take blood from a
patient. My colleague confided in me and I
provided support and empathised with her, but I
also followed protocol and informed a member of
the ward nursing team and my supervisor. My
colleague left the team for two weeks to receive
further training. When she returned
relationships within the team remained healthy as
I was supportive, encouraged her, and
enthusiastically welcomed her back. Being on a
team has taught me the importance of trust, and
supporting colleagues through difficult
circumstances. I will use these skills as a
foundation doctor when approached by members of
the medical and nursing teams who have problems.
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As an undergraduate, I taught approximately 10
Girl Guides first aid, with the aim of them
achieving their first aid badge. This was
daunting as it was my first teaching experience.
With careful organisation, I rose to the
challenge, and gained this important skill. I
designed the course as there was no template
available. I created a weekly timetable for the
hourly sessions over seven weeks, and researched
first aid using books and the internet. I
liaised closely with Guide leaders to ensure that
equipment like Resuscitation dummies were
available. I assessed the girls progress each
week and then adjusted the following weeks
programme. My course was successful, and the
girls all received first aid badges. I have
learned that an organised approach will allow me
to manage challenges and pressure. As a
foundation doctor being organised will allow me
to prioritise patient care and keep up-to-date
with daily tasks.
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After a rigorous selection process I was
selected, as one of only 14, to travel to India
with a medical charity to establish a slum
clinic. I had to raise 500 before going.   I
hosted a pub-quiz, which required co-ordination,
planning and initiative. I persuaded my local
rugby club to loan me their function room
free-of-charge. I canvassed local businesses to
donate prizes for the quiz and raffle. I invited
friends, family, neighbours and put up posters
around the rugby club. I charged teams an
entry-fee and sold raffle tickets on the
night.   I regard this as an achievement as the
night was a huge success and I raised over
1000.   I learned to be innovative, enterprising
and organized, and how to influence decision
makers to achieve my objectives. I will apply
these skills as a foundation doctor to help
achieve the best possible outcomes in terms of
patient care.
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My main non-academic achievement has been
reaching the position of first clarinet in the
Lanarkshire Wind Band. I have worked hard
through regular practice, and reliably attended
weekly rehearsals for 12 years and progressed
through three levels of wind bands in the
Lanarkshire Orchestral Society. During my time
with the band we achieved a gold award at the
National Concert Band Festival in Manchester, and
after this I was promoted to first clarinet.
This has been a real achievement for me as I
have contributed to the band for many years and
have persevered with practice in order to achieve
this competitive position within the band. This
achievement has confirmed to me the importance of
continued practice in order to improve skills and
progress. I will apply this to patient care, as
through practice I will keep my skills up-to-date
and improve so as to provide good clinical care.
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Scoring

• All assessors given same marking scheme
• 10 points for each question
• For example (only an example) -
• 0 no information provided 1-2 no evidence
  provided 3-4 minimal evidence provided 5-6
  some evidence provided 7-8 good evidence
  provided
• 9-10 outstanding evidence provided

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Scoring Example
For academic post in London Teamwork

• Give one example in which you have participated
  and contributed to the successful working of a
  team. The example should be from your
  undergraduate (or postgraduate experience if
  relevant) and should identify your role and
  contribution to the team possible relevance to
  academic activities.

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Scoring Advice
39
Notes to Assessors

• Examples could be drawn from a variety of
  clinical and non clinical settings. This list is
  not exclusive
• Sports activities Organising rotas Organising
  events Research projects Charity work
  Expeditions Part-time or vacation jobs
  Arts/cultural performance events

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Some Example Answers Teamwork

• I was secretary of a ball committee and I was
  responsible for putting together the agenda and
  writing the minutes which I circulated
  afterwards. This helped me to develop good
  communication skills as liaison was an integral
  part of the role.

Try to score this 0 to 2
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Scoring Advice
42
Whats Wrong?

• Lack of detail
• How agenda put together process followed
• re. Minutes
• Result?
• Relevance to Academic Activities?

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Better Answer

• As secretary of a ball committee, I ensured the
  good running of team meetings. Before each
  meeting I contacted each member, gathering input
  for the agenda. During meetings I took accurate
  notes which I then sent to all participants for
  approval. I then liaised with everyone to follow
  up on action points. My diligence ensured that we
  could run successful events and showed me the
  importance of good communication and personal
  responsibility in team work.

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Practical Advice

• Dont panic
• Fail to prepare - prepare to fail!
• Register
• Check instructions
• Print form out
• Practice in Word
• Draft answers, again, again and again
• Get someone to proof read check

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Resources

• Medical Careers Web Site
• www.medicalcareers.nhs.uk
• Foundation Training Website Important 2010
  Application Presentation Now Available
  (Foundation Applicants Handbook, Published
  28Sept )
• www.foundationprogramme.nhs.uk
• Scottish Foundation Allocation Scheme (SFAS)
• http//www.nes.scot.nhs.uk/SFAS
• Modernising Medical Careers (MMC) Scotland
• www.mmc.scot.nhs.uk
• NHS Education for Scotland (NES)
• www.nes.scot.nhs.uk
• NHS Careers
• www.nhscareers.nhs.uk

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Resources

• BMJ
• http//www.careers.bmj.com
• GMC
• www.gmc-uk.org/
• Graduate Prospects Web Site
• http//www.prospects.ac.uk/
• Target Jobs (Medicine)
• http//targetjobs.co.uk/medicine/
• McErin S 2004 Writing a winning CV BMJ Career
  Focus 328225.
• Walker K 2005 Filed in the bin BMJ Career Focus
  33161.
• Wood R, Payne T 1998 Competency based recruitment
  and selection a practical guide Wiley
  Chicester.

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Any Questions?
Good Luck!