Title: Where on earth are we with medical training in Genitourinary Medicine?
1Where on earth are we with medical training in
Genitourinary Medicine?
- Dr Janet Wilson
- Consultant in GU Medicine
- The General Infirmary at Leeds
- Training Programme Director, Yorkshire
2Why do trainees go through a specific training
programme?
- To get on the Specialist Register
- In order to be appointed as a consultant the
person must be on the General Medical Council
Specialist Register - By obtaining a Certificate of Completion of
Training (CCT) a doctor gets put onto the
Specialist Register, or - By going on the Specialist Register through
Article 14
3Calman Years
Direct entry Equivalent training
Consultant
Specialist Registrar 4 years CCST (Previously
Registrar and Senior Registrar)
MRCP
MRCOG 1 year acute medicine
Medical SHO posts 2 4 years
OG SHO posts 2 4 years
Pre-Registration House Officer Post 1 year
Medical School 5years
4Hierarchy of Specialist TrainingCalman Years
Specialist Training Authority
Royal College of Physicians Joint Committee for
Higher Medical Training
Specialist Advisory Committee in Genitourinary
Medicine
Postgraduate Dean Regional Specialty
Advisor Regional Programme Director
Educational Supervisor
Specialist Registrar
5Hierarchy of Specialist Training with PMETB
PMETB
Royal College of Physicians Joint Committee for
Higher Medical Training
Specialist Advisory Committee in Genitourinary
Medicine
Postgraduate Dean Regional Specialty
Advisor Regional Programme Director
Educational Supervisor
Specialist Registrar
6PMETB
Consultant
Direct entry Article 14
Specialist Registrar 4 years - CCT
MRCP
MRCOG 1 year acute medicine
Medical SHO posts 2 4 years
OG SHO posts 2 4 years
Foundation Training 2 years
Medical School 5 years
7(No Transcript)
8PMETB and MMC
Certificate of Eligibility of Specialist Training
Consultant
Specialist Registrar 4 years - CCT
MRCP
MRCOG 1 year acute medicine
Core Medical Training 2 years
OG SHO rotation 2 4 years
Foundation Training 2 years
Medical School 5years
9PMETB and MMC
Certificate of Eligibility of Specialist Training
Consultant
Specialist Registrar 4 years - CCT
Career posts eg Staff Grade
MRCP
Fixed term specialist training posts
Core Medical Training 2 years
Foundation Training 2 years
Medical School 5years
10Hierarchy of Specialist Training MMC
Postgraduate Medical Education Training Board
Royal College of Physicians Joint Royal Colleges
of Physicians Training Board
Specialist Advisory Committee in Genitourinary
Medicine
Postgraduate Dean Regional School of
Medicine Regional Programme Director
Educational Supervisor
Specialty Registrar
11Yorkshire Deanery
- Postgraduate Deans responsible for local delivery
of training programme - Yorkshire Deanery has delegated medical training
to Regional School of Postgraduate Medicine - Delegated GU Medicine training to Programme
Director and Specialty Training Committee - Programme Director relies on Educational
Supervisors to provide day to day training and
make assessments
12GUM Specialty Registrars
- After appointment to Specialty Registrar (StR)
the Postgraduate Dean allocates a National
Training Number (NTN) and gives training
programme details - Each trainee should be allocated a local
Educational Supervisor (if rotation may have
several different Educational Supervisors) - They should enrol (on line) with the JRCPTB for
Higher Medical Training in GU Medicine, and will
be given access to the e-portfolio
13(No Transcript)
14RITA replaced by Annual Review of Competence
Progression (ARCP)
- Satisfactory progress
- Unsatisfactory or insufficient evidence
- Development of specific competences required
(additional training time not required - Inadequate progress by trainee (additional
training time required - Released from training programme (with or
without specific competences) - Incomplete evidence presented (additional
training time may be required - Recommended for completion of training
15Role of Assessment
There has been little guidelines about how this
should be done in the past Often was just a case
of doing time
Open to great variation in standards, so
therefore potentially unfair and potentially
dangerous if poorly performing doctors not
identified
16Assessments
- Knowledge
- PMETB has approved Dip GUM as knowledge-based
assessment by the end of year 2 - Liverpool Dip GUM, DFFP and Dip HIV were not
accepted by PMETB
17Assessments
- Skills
- Mini-CEX Assessment (Clinical Evaluation
Exercise). This is a short structured observation
exercise taking about 20 minutes, involving
direct observation of the trainee in a
consultation
18Mini-CEX Assessment
19Assessments
- Attitudes and generic skills
- Multi-source feedback (MSF) these will be given
to 20 individuals to complete. They will be sent
back to the educational supervisor who will
pool the results and discuss the findings with
the trainee
203600 assessment form
21Future assessments
- Knowledge and skills
- Case based Discussion indicates competence in
clinical reasoning, decision making and
application of medical knowledge in relation to
patient care
22MTAS
23The numbers that broke MTAS in 2007
- Applicants Eligible total 27,800
- UK graduates 13,600
- IMG doctors 12,100
- Training posts Total 15,604
- Run through training 11,800
- FTSTA
3,627 - Academic
fellowships 177 - Acceptances UK graduates 9,800 69
- IMGs
3,950 28 - EAA
750 3 -
- England, data from MMC Programme Board October
2007
24MTAS
MMC
25(No Transcript)
26Aspiring to Excellence
- Interim Report published on 8th October 2007
- 8 key issues identified with suggested corrective
actions - On-line consultation now taking place on the
recommendations at www.mmcinquiry.org.uk until 20
November 2007
27Findings and Corrective Action - 1
- MMC Policy objectives unclear, compounded by
workforce imperatives - Guiding principles lacking flexibility and broad
based beginnings lost - Clear, shared principles for Postgraduate
Training that emphasise - - flexibility
- - aspiration to excellence
28Findings and Corrective Action - 2
- Doctor Role Clarity
- Trainees increasingly supernumerary
- Post CCT role unresolved
- against a background of deficient acknowledgement
of what a doctor brings to the healthcare team - Consensus on the role of the doctor needs to be
reached by end 2008 and service contribution of
trainees better acknowledged
29Findings and Corrective Action - 3
- Weak DH Policy development, implementation and
governance - Poor intra- and interdepartmental links,
particularly healtheducation sector partnership - DH Policy development, implementation and
governance strengthened with Medical Education
lead - Healtheducation sector partnership strengthened
30Findings and Corrective Action - 4
- Medical Workforce Planning hampered by lack of
clarity of doctor role - Policy vacuum regarding increased numbers of
prospective trainees FTSTAs the new lost
tribe? - Training budgets vulnerable now held at SHA level
- Revised medical workforce advisory machinery with
oversight and scrutiny of SHA roles - Policy regarding international medical graduates
and the future career path of FTSTAs needs urgent
resolution
31Findings and Corrective Action - 5
- Medical Professional Engagement
- Despite involvement influence weak
- The profession should develop a mechanism for
providing coherent advice on matters affecting
the entire profession
32Findings and Corrective Action - 6
- Management of Postgraduate Training
- in England
- Lack of cohesion
- Suboptimal relationships with service and
academia - Postgraduate Deaneries should be reviewed to
ensure they deliver against guiding principles
(flexibility, aspiration to excellence) and NHS
priority of equity of access - In England trial Graduate Schools where
supported locally
33Findings and Corrective Action - 7
- Regulation
- The split between two bodies, GMC and PMETB
creates diseconomies (finance and expertise) - PMETB merged within GMC offering
- Economy of scale
- A common approach
- Linkage of accreditation with registration
- Sharing of quality enhancement expertise
- Reporting direct to Parliament, rather than
through monopoly employer
34Findings and Corrective Action - 8
- Structure of Postgraduate Training with MMC
- Lacks broad based beginnings
- Lacks flexibility
- Doesnt encourage excellence
- Non resolution of NCCG contract and FTSTA plight
- The structure of Postgraduate Training should be
modified to provide a broad based platform for
subsequent higher specialist training, increased
flexibility, the valuing of experience and the
promotion of excellence
35Key training recommendations (1)
- FY1 doctors renamed Pre Registration Doctors
- - linked to local medical schools
- FY2 year cease in 2009, jobs move into Core
training medicine, surgery, OG, family
medicine etc - Selection into one of a small number of broad
based core specialty systems after FY1 - Core training increased to 3 years - called
Registered Doctors - Hybrid training of 2 years for uncommitted
- Modular curricula to aid flexibility /
transferability
36Key training recommendations (2)
- Standardised short listing and selection
processes across Deaneries within 2 years - Trust registrar is the new Staff grade and must
be destigmatised - eligible for some HST
positions and Article 14 (CESR) route - Entry into HST three times a year by National
Assessment Centres
37Postgraduate training - inquiry recommendations
38Conclusions of Tooke Report
- From this damaging episode for British Medicine
must come a recommitment to optimal standards of
postgraduate medical education and training. - This will require a new partnership between DH
and the profession, and health and education. - An aspiration to excellence must prevail in the
interests of patients.