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Patient safety and public involvement in undergraduate medical education Kate Gregory, Joint Head of Quality GMC

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Title: Patient safety and public involvement in undergraduate medical education Kate Gregory, Joint Head of Quality GMC


1
Patient safety and public involvement in
undergraduate medical educationKate Gregory,
Joint Head of Quality GMC
2
Plan for the session
  • We have 50 minutes
  • Any points in particular you would like covered?
  • How is the GMC involved in undergraduate
    education?
  • What does the GMC say about patient and public
    involvement in medical education?
  • What do we consider to be effective practice?
  • Questions?

3
How we quality assure undergraduate education
  • Quality assurance - responsibility of GMC.
    Overarching activity under which both quality
    management and quality control sit. Includes all
    the policies, standards, systems and processes
    that are in place to maintain and improve the
    quality of UK medical education and training.
  • Quality management - responsibility of medical
    schools. Refers to the processes through which
    these bodies ensure that the training their
    medical students are receiving from local
    education providers (LEPs), such as NHS trusts,
    meets the GMC's standards.
  • Quality control joint responsibility of LEPs
    and medical schools. Ensuring that the education
    they are providing meets local, national and
    professional standards.

4
Quality improvement framework
  • The Quality improvement framework (QIF) sets out
    how the GMC quality assures (QAs) medical
    education and training in the UK. How this
    applies to undergraduate education
  • Approval against standards
  • new institutions to deliver undergraduate medical
    education or the decoupling of institutions which
    previously jointly delivered it
  • medical schools are required to submit annual
    reports setting out their activity against the
    relevant standards, outcomes and requirements of
    Tomorrows Doctors.
  • Visits
  • to all medical schools and deaneries in a
    geographical region to make judgements about each
    individual organisation and to get a picture of
    education and training in that area
  • to new UK medical schools or programmes outside
    the UK that want to be able to award a UK PMQ.

5
Quality improvement framework (cont)
  • Response to concerns may be raised through a
    number of sources,
    including
  • evidence arising from visits to medical schools
  • themes from the national trainee/trainer survey
    data
  • indicators derived from annual reports provided
    by medical schools
  • information from other bodies and stakeholders
  • concerns raised by trainees, trainers or others
    in the training community, by patients and/or the
    public.
  • Shared evidence drawn from reports from medical
    schools, surveys, visit reports and response to
    concerns is used to
  • identify areas of risk that warrant further
    investigation
  • triangulate evidence provided by different
    stakeholders and check whether it is consistent
    and comparable
  • enable us to fulfil our statutory function of
    approving and monitoring training through a range
    of evidence
  • identify trends and lead to thematic QA activity
    by the regulator, inclusion of new items in the
    training surveys and targeted checks.

6
GMC standards and guidance for patient and public
involvement in medical education
  • The GMC has set standards for education and
    training that require patient and public
    involvement (PPI).
  • Tomorrows Doctors (TD) puts patients at the
    heart of undergraduate education and requires
    doctors to learn to work in partnership with
    patients.
  • The TD supplementary advice Patient and public
    involvement in undergraduate medical education
    sets out further advice for medical schools
    together with examples of notable practice.
  • The Trainee Doctor requires deaneries active and
    meaningful involvement and engagement of
    stakeholders, including patients, in postgraduate
    training

7
GMC guidance Patient and public involvement in
undergraduate medical education
  • Patients can contribute unique and invaluable
    expertise to teaching, feedback and assessment of
    medical students, which should be encouraged and
    facilitated.

8
GMC guidance Patient and public involvement in
undergraduate medical education
  • Medical schools should ensure that a variety of
    innovative approaches to patient and public
    involvement and support is used, depending on the
    nature and purpose of involvement. This would
    ensure that different experiences and areas of
    expertise of the local population are utilised,
    including groups that are usually hard to reach.

9
GMC guidance Patient and public involvement in
undergraduate medical education
  • Patients or lay people should be appropriately
    prepared for the role they are invited to
    perform. Medical schools should ensure that
    individuals understand and are comfortable with
    their role, know the expected outcomes of and
    consent to the encounter, and know who to
    contact if they find it difficult to continue.

10
GMC standards The Trainee Doctor
  • The deanery/LETB must ensure active and
    meaningful involvement and engagement of key
    stakeholders trainees, trainers, patients, and
    the service or employer.

11
Effective practice in patient and public
involvement in medical education
  • A large number of examples of effective practice
    in our supplementary guidance
  • A few pertinent ones in the context of general
    practice
  • Leeds Medical School Patient Learning Journey
    programme and Patient Voice Group
  • Sheffield Medical School Patients as Educators
  • St Georges use of expert patients in teaching
  • Warwick Medical School Learning from Lives

12
Questions?
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