Is there a Doctor in the house? Then take me to your leader. - PowerPoint PPT Presentation


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Is there a Doctor in the house? Then take me to your leader.


Is there a Doctor in the house? Then take me to your leader. Engaging medical and clinical staff in Post Graduate accredited workbased leadership development – PowerPoint PPT presentation

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Title: Is there a Doctor in the house? Then take me to your leader.

Is there a Doctor in the house? Then take me to
your leader.
  • Engaging medical and clinical staff in Post
    Graduate accredited workbased leadership

(No Transcript)
Jan Metcalfe
  • Senior Learning Facilitator
  • Workbased learning division
  • Faculty of Health and Medicine
  • Lancaster University

2 cases of leadership development 40 junior
doctors 40 ward managers
  • Key themes
  • Client connection
  • Engaging participants
  • Innovation in Teaching Learning and Assessment

Client connection programme design
  • Director of Nursing
  • CETAD workbased learning centre
  • Director of Medical Education
  • FHM professor/ NHS consultant
  • Validation of a PGC medical leadership for F2
  • Traditional academic approach
  • Focus on theory and content
  • 3 modules
  • Organisation / client needs
  • Competency framework
  • Collaborative design of bespoke programme
  • Focus on learning and workplace development
  • Post graduate level to meet both WM needs and
    also to meet M level requirements

Client connection programme delivery
  • one cohort 40 students
  • weekends
  • lecture theatre
  • Assessments
  • 3 x 4000 word essays
  • 2 cohorts
  • time off work to attend
  • away from workplace dedicated training venue
  • Assessments
  • range of work related , workplace assessment

Client connection engaging participants
  • Told to attend
  • Director introduces programme at WM meeting
  • Explains benefits and also her expectations

Thoughts how would you feel about the prospects
of being on this programme
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Engaging participants
  • Building a learning community
  • Style and approach focused on developing key
    learning processes
  • Fun, interactive , experiential
  • Explain the reasons why leadership development
  • Sell the benefits to their practice
  • Ensure content is specifically related to their

Client connection
  • Director of Medical Education
  • Left us to it
  • Told students didn't need to do assessments
    just a tick box exercise for BMC
  • Director of Nursing
  • Lots of involvement behind the scenes regular
  • Attending workshops for specific input
  • Collaborating on the nature of the assessments
  • In house support
  • Action learning sets facilitation

First assessment Analysing drivers for change
in the NHS
  • In class
  • Group activity
  • Quick - after day 2
  • Peer expectations
  • Fantastic results - 68 -75
  • Celebratory
  • 4000 word essay
  • To be submitted 8 weeks after workshop
  • 9/40submit
  • 5 fails
  • 2 plagiarism
  • Doh !!!!

Ward managers assessments
  • Group task to analyse drivers for change for
    impact on WM
  • Personal development plan linked to change,
    competence framework, MBTI and 360 feedback
  • Change Management Project Proposal
  • Reflective diary leading others through change
  • Design an evaluation for achievement of change in
    work context
  • Final group presentation design and conduct own
    evaluation of learning from programme, including
    evaluation of experience of working in action
    learning sets.

Ward Managers Their end of programme evaluation
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And for the doctors.
  • Erratic attendance
  • Not taking up tutorial support
  • More essays
  • Assessment submissions fewer and fewer
  • Standard weak
  • Yet enjoying the course !

How did we turn this around?
  • Client connection to understand
  • what medical leadership development junior
    doctors need
  • their personal development needs
  • when learning needs to happen - to dovetail in
    with the medical development and clinical
  • And to agree
  • how best to meet those needs

How did we turn this around?
  • Client connection to engage key stakeholder
  • with the value and benefit of medical leadership
    development to workplace practice
  • in understanding different learning needs ,
    learning styles and learning processes
  • to model organisation commitment and ownership
    for medical leadership development .

How did we turn this around?
  • Student engagement New programme
  • Takes place during the working week
  • Timetabled as part of their education programme
  • Flexible timings to accommodate their work
    patterns, exams , job applications etc
  • Highly interactive, participative, experiential
  • Sell the benefits
  • in terms of a qualification
  • in terms of their CV
  • in terms of developing their practice
  • in terms of relevance to their experience

How did we turn this around?
  • Assessments
  • First assessment quick early, group based, in
  • 34 /41 participated and achieved marks between 62
  • Those who didnt attend ( due to being on nights
    have asked if they can do an individual
  • Followed promptly by an individual assessment

  • Personal development plan focused on medical
    leadership timely for when they should be
    reviewing their development with their clinical
    supervisors signed off by organisation
  • Team working module at time when they begin to
    have more responsibility for the contribution of
  • Assessed by a teamworking task based on a typical
    team scenario in workplace

Final assessment
  • Assessment centre
  • Range of activities interviews, discussion
    groups, presentations, problem solving, work
    related scenarios
  • Reflects what happens in workplace when applying
    for ST positions
  • Also links to BMC sign off by Director of Medical

Our learning from these 2 cases
  • Client connection understand what they want, get
    inside what they really need, keep them involved
  • Student engagement need to stimulate their
    interest and motivate them to participate , need
    to promote benefit beyond a qualification, need
    to make relevant and connected to application to
    their context and roles as DOCTORS
  • Assessments innovative, creative, workplace,
    work related assessments, of tangible benefit to

Our learning from this one organisation
  • Be careful not to make assumptions !
  • One Trust
  • Two clients
  • 80 participants
  • But not the same attitude and approach to
    developing and supporting the development of
    their staff
  • So ongoing role for us to continue to support
    individual learning AND organisational learning

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