Summary of the recommendations made in individual reports, outlining actions that have or will be taken and by whom.
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Recommendations
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Action
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Responsibility
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To liaise with the GMC regarding SST’s who are OOP not having their training assessed by the GMC survey as OOP trainees do not get access to complete the survey.
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Agreed SEAC
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SEAC chair
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Subspecialty training assessment panels to remind SST’s that if there is no evidence of completing a TEF in the previous 12 months within the eportfolio this may impact on their ARCP outcome.
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Agreed at Subspecialty Training Committee meeting
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Subspecialty training assessment panels
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RCOG Subspecialty Committee to consider adding to criteria for subspecialty training centre accreditation and reaccreditation that the on-call frequency must not exceed 1:8 and that loss of subspecialty training due to daytime service provision must not equate to more than 1 session per week.
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To be considered by Subspecialty Training Committee
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Subspecialty Training Committee
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RCOG Subspecialty Committee to longitudinally track programmes identified by subspecialty trainees as having specific problems, and to challenge repeated problems
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To be considered by Subspecialty Training Committee
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Subspecialty Training Committee and Heads of School
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Recommendations
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Action
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Responsibility
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The lowest scoring element was whether trainees had been able to meet with their supervisor within 2 weeks of their start date; 15.9% of trainees were unable to do this and therefore marked this negatively. This initial meeting is important for assessing competencies and learning needs to plan safe practice, work scheduling and training plans and so trainees and trainers should be reminded of the importance of prioritising an early first meeting
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Agreed at SEAC
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Heads of school / TPDs / College tutors
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It would be useful to survey trainees’ opinions on whether their Educational Supervisors were able to use the ePortfolio effectively and if they were aware of most recent curriculum changes, a question regarding this could potentially be added to the TEF.
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Agreed at SEAC TEF 2018 amended to pose question
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Training evaluation committee
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Recommendations
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Action
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Responsibility
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Explore in depth the training delivered in Northern Ireland, to establish measures taken for adequate training and how they manage rota gaps? Is it because it is a smaller deanery and easier to manage or do innovative rota management / team-based approach mean they can deliver excellent training. If there is a unique model that exists this can be shared with other deaneries
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Head of school NI to discuss / present at SEAC
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Head of school NI
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Despite the analysis not directly looking at this it may be that Simulation training / Virtual reality training or dry lab training should become compulsory and more robust from early as ST1 to help improve skills so that the opportunities trainees get will become more useful (hence trainees will get more out of it and more likely to give their trainer confidence to allow them to do more). Another possible solution may be to try and adopt a team-based approach (where possible) in all deaneries to allow trainees to get the most out of their gynaecology training
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For consideration by SEAC and simulation lead
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SEAC
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It is also apparent from the analysis that focus of training should be more directed towards ST3-5 trainees (where opportunities appear to be less than at other grades).
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All training units
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Heads of school
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Recommendations
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Action
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Responsibility
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Recommend the removal of the requirement to attend RTDs for ST6 and 7 trainees on the training matrix as these trainees will be attending courses relevant to advanced training and their ATSMs
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Agreed SEAC
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Heads of school
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Consider a more detailed targeted survey of trainees looking at barriers to satisfaction in regional teaching days.
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Heads of school
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Heads of school
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Recommendations
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Action
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Responsibility
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Disseminate recommendations of the working party on rota gaps
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Agreed SEAC
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RCOG Membership
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Consider how to improve sharing of good practice between schools
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Agreed SEAC to hold a 1 day meeting next year to consider
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SEAC and Heads of school
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Heads of school to consider inter deanery variations
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Agreed SEAC to hold a 1 day meeting next year to consider
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SEAC and heads of school
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Encourage use of TEF training data on quality visits to Trusts / Departments
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Agreed SEAC
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Heads of school and RCOG quality
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Support effective use of exception reporting to drive improvements in training and patient care within Trusts.
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Agreed at SEAC to develop RCOG guidance
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Chair of trainees committee and SEAC
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Recommendations
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Action
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Responsibility
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Discussion amongst Heads of School and at Specialist Training Committees in each region will encourage improvement
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Agreed SEAC
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Heads of school
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Recommendations
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Action
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Responsibility
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Develop training in which behaviours and departmental characteristics can contribute to trainees feeling undermined. This training should be part of college Tutor’s mandatory training
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Workplace behaviour advisor
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Workplace behaviour advisor
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WBCs to raise awareness of their role. We have recently launched a poster to be displayed in the trainee’s offices, mess that details the regional WBC contact details. To ensure that this poster is displayed in each unit
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Workplace behaviour champions
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Workplace behaviour champions
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Workplace behaviour champions network to discuss how to make champions more accessible and approachable
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Workplace behaviour champions network
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Workplace behaviour champions network
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Change the TEF question from ‘Local’ WBC to ‘regional’ WBC to remove any confusion.
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Agreed and implemented via training evaluation committee
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Training evaluation committee
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Recommendations
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Action
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Responsibility
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In order to improve attainment of basic ultrasound skills, LETBs could consider providing half-day protected sessions on ultrasound simulation in years 1 and 2, which are supervised by trainers. RCOG Ultrasound Officer, in collaboration with trainee representatives, can develop a template guide for delivery of these training sessions. This will give trainees an opportunity for supervised learning and also enable basic OSATS to be undertaken
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Deanery ultrasound leads
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Heads of school
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Ultrasound simulators could be made accessible to trainees close to clinical areas to improve greater utilisation after they have attended a supervised simulation training session. However, it is important to recognise that simulation training should not be a replacement nor a pre-requisite for supervised USS training in a clinical setting
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Heads of school
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Heads of school
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Increase awareness amongst trainers to access StratOG module ‘Train the Trainers: Ultrasound" in order to familiarise them with the curriculum and assessment tools. RCOG could consider running an interactive "Ultrasound Train the Trainers" course for consultants, senior trainees (ST6+), sonographers and allied specialties to improve their teaching skills specific to the RCOG ultrasound curriculum requirements and motivate them as trainers
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RCOG Communication team and Heads of school
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RCOG Communication team and Heads of school
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Trainers and trainees from regions demonstrating outstanding performance and improvement can share their experience and practice. Each region highlighted in the report as performing well or showing significant improvement can be asked to complete a brief survey on their USS training structure and delivery. This can be shared in ‘Training News’ and disseminated in USS network meeting.
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RCOG ultrasound lead
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RCOG ultrasound lead
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Recommendations
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Action
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Responsibility
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To investigate ways to improve access to gynaecological training, general and procedural.
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Agreed SEAC
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Heads of school
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Recommendations
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Action
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Responsibility
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There needs to be consideration of promoting and improving the take up of the less popular modules so we have a workforce that has the expertise required to meet the current and future service requirements. This is an issue for Heads of School and School Boards led by the RCOG
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For further consideration at Advanced training committee and SEAC
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Advanced training committee and SEAC with Heads of school
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There are some units that get negative feedback across the board for all ATSMs and this should be highlighted to the Heads of School so that the provision in each HEE area can be reviewed. Given the small numbers of respondents, longitudinal data on this negative feedback may be helpful rather than relying on one year’s data. Similarly, high achieving units should be encouraged to share good practice.
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Heads of school
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Heads of school
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