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.

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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.


1
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

2
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3
Jan Metcalfe
  • Senior Learning Facilitator
  • CETAD
  • Workbased learning division
  • Faculty of Health and Medicine
  • Lancaster University

4
2 cases of leadership development 40 junior
doctors 40 ward managers
  • Key themes
  • Client connection
  • Engaging participants
  • Innovation in Teaching Learning and Assessment
    strategy

5
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
    doctors
  • 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

6
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
    tasks

7
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
8
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9
Engaging participants
  • Building a learning community
  • Style and approach focused on developing key
    learning processes
  • Fun, interactive , experiential
  • Explain the reasons why leadership development
    needed
  • Sell the benefits to their practice
  • Ensure content is specifically related to their
    context

10
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
    review
  • Attending workshops for specific input
  • Collaborating on the nature of the assessments
  • In house support
  • Action learning sets facilitation

11
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 !!!!

12
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.

13
Ward Managers Their end of programme evaluation
14
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15
And for the doctors.
  • Erratic attendance
  • Not taking up tutorial support
  • More essays
  • Assessment submissions fewer and fewer
  • Standard weak
  • Yet enjoying the course !

16
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
    supervision
  • And to agree
  • how best to meet those needs

17
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 .

18
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

19
How did we turn this around?
  • Assessments
  • First assessment quick early, group based, in
    class
  • 34 /41 participated and achieved marks between 62
    75
  • Those who didnt attend ( due to being on nights
    have asked if they can do an individual
    assessment
  • Followed promptly by an individual assessment

20
Assessments
  • 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
    others
  • Assessed by a teamworking task based on a typical
    team scenario in workplace

21
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
    Education

22
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
    them

23
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

24
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