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British Fertility Society (BFS)
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Inspiring voices: Interviews from the heart of the College
Interview – Caroline Overton
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Members' memories
Memories – Dr Belmont E.O. Williams FRCOG
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Careers & training
Considering a career in obstetrics and gynaecology?
Applying for specialty training in O&G
Careers prospectus
Careers prospectus: introduction to O&G
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A career in O&G: case studies
A career in O&G: FAQs
A career in O&G: FAQs from school and college students
A career in O&G: FAQs from medical students
A career in O&G: FAQs from foundation trainees
A career in O&G: miscellaneous FAQs
Why choose O&G?
Student medical electives in O&G
Medical education in the UK: an overview
About specialty training in O&G
Introduction to specialty training in O&G
Assessment and progression through training
Training matrix
Sign-off of competency acquisition
Sign-off by ‘other methodologies’ (OM)
ARCP (Annual Review of Competence Progression)
ARCP: general information
Advice on ARCP outcomes
ARCP outcomes at key way points
Screening for future issues
Induction and appraisal for trainees
Workplace-based assessments (WPBAs)
OSATS
Mini-CEX
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Non-Technical Skills for Surgeons (NOTSS)
Training Evaluation Form (TEF)
Confidentiality statement and data privacy policy
Training evaluation form: FAQs
Training data analysis
Training data analysis 2019
Training data analysis 2018
TEF Awards – Good practice 2018
Training data analysis 2017
Summary of recommendations and actions
TEF Awards – Good practice 2017
Certification of training & specialist registration
Certificate of Completion of Training (CCT)
Certificate of Eligibility for Specialist Registration through the Combined Programme – CESR(CP)
CESR(CP): FAQs
CESR(CP): advice for Heads of Schools
CESR
CESR: FAQs
Trainee registration
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Trainees’ Register benefits
International Trainees and exam candidates: FAQs
Curriculum
Curriculum 2019 implementation
Key documents and resources
TO1 form guidance
Evidence required for CiPs in the Core Curriculum
Matrix of progression 2019-2020
Implementation updates
Implementation note 12
Implementation note 11
Implementation note 10
Implementation note 9
Implementation note 8
Implementation note 7
Implementation note 6
Implementation note 5
Implementation note 4
Implementation note 3
Implementation note 2
Background and context
FAQs for Curriculum 2019
Core Curriculum
Knowledge Requirements for Core Curriculum 2019
Knowledge Area 1 – Clinical skills
Knowledge Area 2 – Teaching and research
Knowledge Area 3 – Core surgical skills
Knowledge Area 4 – Postoperative care
Knowledge Area 5 – Antenatal care
Knowledge Area 6 – Maternal medicine
Knowledge Area 7 – Management of labour
Knowledge Area 8 – Management of delivery
Knowledge Area 9 – Postpartum problems
Knowledge Area 10 – Gynaecological problems
Knowledge Area 11 – Subfertility
Knowledge Area 12 – Sexual and reproductive health
Knowledge Area 13 – Early pregnancy care
Knowledge Area 14 – Gynaecological oncology
Knowledge Area 15 – Urogynaecology and pelvic floor problems
Previous versions of the Core Curriculum
Core curriculum pre-August 2019
Moving to the single version of the Core Curriculum 2013
RCOG guidance on implementing the single version of the core curriculum
RCOG guidance for SpRs moving to the single version of the core curriculum
FAQs: moving to the single version of the core curriculum
Updates to the core curriculum, August 2016
Core curriculum pre-August 2013
Specialty education and training pre-2007
Current Core Curriculum
Core Curriculum: CiP 1
Core Curriculum: CiP 2
Core Curriculum: CiP 3
Core Curriculum: CiP 4
Core Curriculum: CiP 5
Core Curriculum: CiP 6
Core Curriculum: CiP 7
Core Curriculum: CiP 8
Core Curriculum: CiP 9
Core Curriculum: CiP 10
Core Curriculum: CiP 11
Core Curriculum: CiP 12
Core Curriculum: CiP 13
Core Curriculum: CiP 14
Ultrasound training
Ultrasound training: introduction
Delivery of ultrasound training
Deanery Ultrasound Coordinators
Ultrasound training in advanced and subspecialty training
Joint statement on ultrasound training
Ultrasound training resources
Previous versions of the Ultrasound modules
Ultrasound module: Basic early pregnancy ultrasound (8–12 weeks)
OSATS, basic early pregnancy ultrasound
Ultrasound module: Basic ultrasound assessment of fetal size, liquor and the placenta
OSATS, basic ultrasound assessment of fetal size, liquor and the placenta
Ultrasound module: Intermediate ultrasound of normal fetal anatomy
OSATS, intermediate ultrasound of normal fetal anatomy
Ultrasound module: Intermediate ultrasound in gynaecology
OSATS, intermediate ultrasound in gynaecology
Ultrasound module: Intermediate ultrasound of early pregnancy complications
OSATS, intermediate ultrasound of early pregnancy complications
ATSMs
ATSMs: introduction
How to register for an ATSM
Advanced Training registration fee
How completion of an ATSM is signed off
ATSM regulations
ATSM Directors
Guidance on ATSM courses
ATSMs: FAQs
ATSMs pre-August 2019
ATSM: Abortion care
Course syllabus for abortion care ATSM
ATSM: Acute gynaecology and early pregnancy
Course syllabus for acute gynaecology and early pregnancy ATSM
ATSM: High Risk Pregnancy (2018)
Course syllabus for high risk pregnancy ATSM
OSATS, high risk pregnancy ATSM
ATSM: Advanced labour ward practice (2018)
Course syllabus for advanced labour ward practice (2018) ATSM
OSATS, advanced labour ward practice (2018) ATSM
ATSM: Advanced laparoscopic surgery for the excision of benign disease
Applying for the ATSM in Advanced Laparoscopic Surgery for the Excision of Benign Disease
OSATS, advanced laparoscopic surgery for the excision of benign disease ATSM
ATSM: Benign abdominal surgery: open and laparoscopic
OSATS, benign abdominal surgery: open and laparoscopic ATSM
ATSM: Benign gynaecological surgery: hysteroscopy
Course syllabus for the benign gynaecological surgery: hysteroscopy ATSM
ATSM: Colposcopy
Course syllabus for colposcopy ATSM
OSATS, colposcopy ATSM
ATSM: Fetal medicine (2018)
OSATS, fetal medicine (2018) ATSM
Course syllabus for fetal medicine (2018) ATSM
ATSM: Forensic gynaecology
ATSM: Labour ward lead (2018)
Course syllabus for labour ward lead (2018) ATSM
OSATS, labour ward lead (2018) ATSM
ATSM: Obstetric Medicine (2018)
Course syllabus for Obstetric medicine (2018) ATSM
ATSM: Medical education
Course syllabus for medical education ATSM
ATSM: Menopause
Course syllabus for menopause ATSM
ATSM: Oncology
OSATS, oncology ATSM
ATSM: Paediatric and adolescent gynaecology
Course syllabus for paediatric and adolescent gynaecology ATSM
OSATS, paediatric and adolescent gynaecology ATSM
ATSM: Sexual health
ATSM: Subfertility and reproductive health
ATSM: Urogynaecology and vaginal surgery
OSATS, urogynaecology and vaginal surgery ATSM
ATSM: Vulval disease
Revised Obstetric ATSMs April 2018
Obstetric ATSMs FAQs
ASMs
Advanced Professional Module (APM)
APM in Clinical Research: Introduction
Advanced Professional Module (APM) Academic Educational Supervisor Job description and Person specification
Who should consider undertaking the APM in Clinical Research
How to register for an APM
How completion of an APM is signed off
Course syllabus for APM in Clinical Research
Subspecialty training
Subspecialty training: introduction
How to register for subspecialty training
How subspecialty training is assessed
Research Approval in Subspecialty Training
Undertaking subspecialty training as OOPT in another deanery
Subspecialty training: FAQs
Subspecialty training and ATSMs: FAQs
Gynaecological Oncology subspecialty training
OSATS, gynaecological oncology
Previous versions of Gynaecological oncology subspecialty training
Previous OSATS for gynaecological oncology
Maternal and Fetal Medicine subspecialty training
OSATS, maternal and fetal medicine
Previous versions of Maternal and fetal medicine subspecialty training
Previous OSATS for maternal and fetal medicine
Reproductive Medicine subspecialty training
OSATS, reproductive medicine
Previous versions of Reproductive medicine subspecialty training
Previous OSATS for reproductive medicine
Urogynaecology subspecialty training
OSATS, urogynaecology
Previous versions of Urogynaecology subspecialty training
Previous OSATS for Urogynaecology
Academic training
Annual academic review: guidance
Academic and research training: FAQs
Supporting academic trainees
Mentors for academic trainees
Academic trainee representation at the RCOG
Undergraduate training in O&G
Foundation training in O&G
Resources & support for trainees
Education and training in the context of COVID-19
Guidance for Obstetrics and Gynaecology training programme ARCPs in 2020
Training ePortfolio
NES Training ePortfolio
eLearning for Trainees
Training guidelines
Less than full-time (LTFT) training
FAQs about less than full-time training
Out of programme (OOP)
Applying for time out of programme (OOP)
Hospital at Night
Trainees’ representatives
Advice and support for trainees
Assertiveness at work: advice for trainees on dealing with undermining
Mentoring and support for trainees
Working during pregnancy: advice for trainees
Working during pregnancy: general advice
Working during pregnancy: carrying out your normal duties during pregnancy
Working during pregnancy: special considerations
Working during pregnancy: maternity leave, paternity leave and maternity pay
Working during pregnancy: returning to work
Advice on personal professional indemnity and contractual safeguards for junior doctors
Advice for trainees on termination of pregnancy
Advice for trainees on termination of pregnancy: FAQs
Trainees’ FAQs
Training Requirements for the Matrix FAQs
Useful resources for trainees
Glossary of terms
Useful contacts at the RCOG for trainees
Training News
European Network of Trainees in Obstetrics and Gynaecology (ENTOG)
ENTOG 2019 participant's report, Lublin / Warsaw 2019
ENTOG Exchange report, Warsaw 2019
ENTOG 2020 Invitation letter
Report of ENTOG exchange and Council meeting, Slovenia 2017
Tax relief on exam and training costs
Table of potential allowable courses and expenses
National Trainees Conference (NTC) 2020
MRCOG: A global exam
Part 1 MRCOG exam
Eligibility and how to book the Part 1 MRCOG exam
Part 1 MRCOG: exam calendar and fees
Part 1 MRCOG: venue details
Part 1 MRCOG: FAQs
Part 1 MRCOG: syllabus
Part 1 MRCOG: format
Part 1 MRCOG: sample SBAs
Part 1 MRCOG: revision resources
Part 1 MRCOG: recommended reading
Part 1 MRCOG: regulations
MRCOG Part 1 Exam September 2020 Update
Part 2 MRCOG exam
Part 2 MRCOG: exam calendar and fees
Part 2 MRCOG: venue details
Part 2 MRCOG: format
Part 2 MRCOG: EMQs (extended matching questions)
Part 2 MRCOG: SBAs (single best answer questions)
Part 2 MRCOG: Obstetric SBAs
Part 2 MRCOG: Gynaecology SBAs
Part 2 MRCOG: syllabus
Part 2 MRCOG: revision resources
Part 2 MRCOG: recommended reading
Part 2 MRCOG: regulations
Part 2 MRCOG: FAQs
MRCOG Part 2 Exam September 2020 Update
Part 3 MRCOG exam
Part 3 MRCOG: exam calendar and fees
Part 3 MRCOG: Venue details
Part 3 MRCOG: FAQs
Part 3 MRCOG: syllabus
Part 3 MRCOG: format
Part 3 MRCOG: regulations
Part 3 MRCOG: revision resources
Part 3 MRCOG: Candidate instructions
Part 3 MRCOG expansion plans
MRCOG Part 3 November 2020
Assessment of Training (AoT)
Assessment of Training: FAQs
Regulations on MRCOG exam currency and number of attempts
MRCOG: pass mark
Exams complaints and appeals
Examinations complaints policy and procedures
Examinations appeals policy
Changes to the MRCOG exam in September 2016
MRCOG fee structure for March 2017
Changes to the MRCOG exam in September 2016: FAQs
Exam results
MRCOG Part 2 Examination Results – External Expert Review
Supporting Special Circumstances Policy
Exams Extenuating Circumstances Policy
New Exams IT system
DRCOG exam
Why take the DRCOG
Book the DRCOG
DRCOG dates and venues
How to book the DRCOG exam
DRCOG regulations
DRCOG FAQs and contact
Prepare for the DRCOG
The DRCOG syllabus
DRCOG format and pass mark
DRCOG: SBA sample questions
DRCOG: How to complete the SBA questions
Resources for the DRCOG
DRCOG Exam - 3 October 2020 Update
Awards, grants & prizes
Submitting your application
RCOG prizes and award winners 2018
ACCEA awards
American Gynecological Club / Gynaecological Visiting Society Fellowship
Annual Academic Award
Bernhard Baron Travelling Fellowship
Calcutta Eden Hospital Annual Prize
David Liu Prize
Eardley Holland Medal
Eden Travelling Fellowship in Obstetrics and Gynaecology
Edgar Gentilli Prize
EGA Hospital Charity Travelling Fellowship in Memory of Anne Boutwood
Endometriosis Millennium Fund
Ethicon Student Elective Award
Ethicon Travel Award
Florence and William Blair Bell Research Fellowship
Green-Armytage and Spackman Travelling Scholarship
Harold Malkin Prize
Herbert Erik Reiss Memorial Case History Prize
John Lawson Prize
Malcolm Black Travel Fellowship
Overseas Fund
Professor Geoffrey Chamberlain Award
RCOG National Trainer Award
RCOG National Trainer of the Year Award 2018
RCOG National Trainer of the Year Award 2017
RCOG National Trainer of the Year Award 2016
RCOG National Trainer of the Year Award 2015
Scientific Undergraduate Academic Prize
Sims Black Travelling Professorship
Target Ovarian Cancer Essay Prize
Tim Chard Case History Prize
William Blair Bell Memorial Lecture
Women’s Visiting Gynaecological Club Prize
Workplace and workforce issues
O&G Workforce Status Report 2018
Introduction
Key messages
RCOG Activities to Address Workforce Challenges
Update on O&G Workforce Report 2017 Recommendations
Other activities and initiatives
Supporting our Doctors
Get Involved
References
O&G Workforce report 2017
Introduction
The changing nature of the O&G workforce
Key messages
Actions
The O&G profession
Workforce challenges
Options for addressing workforce challenges
1. Maintain and increase the flexibility of O&G training programme
2. Increased support for specialty doctors (SAS, Staff grade, Trust, etc.)
3. Increased resident consultant working
4. Redeployment of retiring consultants
What next?
Get involved
Appendix 1: Additional options
Workforce planning – RCOG census
Improving workplace behaviours
Workplace behaviours project: development and background
Workplace Behaviour Champions
Workplace Behaviour Champions: FAQs for trainees
Workplace Behaviour Champions: job description
Undermining toolkit
Introduction
Definitions
Strategic interventions
Unit, trust and local education provider interventions
Departmental and team interventions
Individual interventions
About the authors
Support for doctors
Supporting our doctors triage
Supporting our Doctors
Understanding workplace challenges
Improving workplace culture and behaviours
Support Services for RCOG members & trainees
Supporting our doctors triage
Supporting our Doctors Task Group
Information for mentees & mentors
Support available from other sources
Return To Work Toolkit
Message from the RCOG Senior Vice President for Strategy
About this toolkit
Trainees Returning to Work
Planning an absence from work
Overview
Summary
Planning a return to work
Overview
Before you return to work
Other considerations
Assessing readiness to practice
Overview
Difficulties returning to work
Summary
Consultants, SAS and Non-training doctors Returning to Work
Educational and Clinical Supervisors
Supporting a doctor returning to work
Your role
Facilitating a period of supervision
Developing a Return to Work policy
Ideal framework for supervisors
Supporting a doctor in difficulty
Resources
Return to Work courses by region
Online resources
Special considerations
Financial implications
Developing a Return To Work course
High Court ruling on GMC v Bawa-Garba
Consultant job planning
Job plan approval for new consultants
Template person specification for an O&G consultant post
Sample weekly timetable for an O&G consultant
Later Career and Retirement Report
Introduction
Key recommendations
Working patterns and retirement
Key issues
Early retirement of UK doctors
Flexible working
Burnout
Pensions and taxes
Full recommendations
Conclusion and next steps
The impact of the redeployment of maternity staff during COVID-19
Foreword
Findings
Recommendations and activity to date
Impact of the changes in staffing
Support and resources for AAC Assessors
Resources and support for trainers
Faculty Development Framework
Faculty development tiers
Faculty development progression scheme
RCOG educational roles and tier ratings
Faculty Development Framework: FAQs
Job descriptions for locally appointed RCOG educational roles
College Tutor: job description
Educational Supervisor: job description
ATSM Director: job description
ATSM Preceptor: job description
ATSM Educational Supervisor: job description
Deanery Ultrasound Coordinator: job description
Ultrasound Educational Supervisor: job description
Subspecialty Training Programme Supervisor: job description
Workplace Behaviours Champion: job description
Local Simulation Lead: job description
Delivering postgraduate training in O&G – information for trainers
Responsibility for training – information for trainers
Assessment and appraisal – information for trainers
Induction and appraisal – information for trainers
Workplace-based assessments (WPBAs) – information for trainers
Annual review of training – information for trainers
Training ePortfolio – information for trainers
Curriculum resources for trainers
Delivery of ultrasound training: information for trainers
Deanery management of subspecialty training and trainees
Assessment principles for subspecialty trainees
Subspecialty training centres
Approval criteria
Applying the approval criteria
Background to the approval process
Process for RCOG recognition
List of RCOG recognised subspecialty training centres
Applying for subspecialty training centre recognition
Background to the approval process for subspecialty training centres
Process for RCOG recognition of subspecialty training programmes
List of RCOG recognised subspecialty training centres
Quality management
Externality in specialty education and training
Managing local/regional education – information for trainers
How to deal with poorly performing trainees – information for trainers
Running regional education programmes – information for trainers
Top tips for College Tutors and Educational Supervisors
Managing requests for early completion of training
Useful resources for trainers
Academic O&G
Undergraduate academic education and training
External assessors for O&G undergraduate assessments
Intercalated and MSc degrees
Postgraduate academic education and training
Academic O&G training opportunities in the UK
Foundation years
Posts that can be taken up in addition to Specialty Training
Out of programme (OOP) research appointments
PhD opportunities
Advanced academic career posts (following a PhD/MD)
Research funding opportunities
Annual Academic Meeting
Annual Academic Meeting 2020
Blair Bell Research Society
Constitution of the Blair Bell Research Society
Clinical Study Groups
Benign Gynaecology and Early Pregnancy Clinical Study Group
Fetal Medicine Clinical Study Group
Global Health Clinical Study Group
Intrapartum Care Clinical Study Group
Maternal Medicine Clinical Study Group
Menstrual Disorders Clinical Study Group
Pelvic Floor Clinical Study Group
Post-reproductive Health (Menopause) Clinical Study Group
Preterm Birth Clinical Study Group
Reproductive Medicine (Fertility) Clinical Study Group
Sexual and Reproductive Healthcare Clinical Study Group
Stillbirth Clinical Study Group
Prioritisation of research proposals from CSGs
SAS and LE Doctors
SAS/LED Advisory Group
SAS/LED FAQs
CPD and Revalidation
ePortfolio for SAS/LEDs
Membership of the RCOG for SAS/LEDs
ATSM for SAS/LEDs
Workplace and workforce issues for SAS/LEDs
Job Planning for SAS doctors
Induction for SAS / Locally Employed Doctors
SAS charter
Working in Britain for non-UK doctors
EEA doctors
Non-EEA international doctors
Refugee doctors
Medical Training Initiative (MTI) scheme
Applying for the MTI
MTI information for UK hospitals
MTI process explained
FAQs for doctors
FAQs for doctors: stages of the MTI process
FAQs for UK hospitals
MTI resources
How to support an MTI doctor
Guidance for hospitals when an issue arises
Guidance for doctors
CPD & revalidation
The CPD framework
The 4-step learning process
CPD Guidance for Appraisers in Obstetrics and Gynaecology
Tailoring the CPD programme to you
The purpose of the new CPD programme
CPD FAQs
CPD for international doctors
CPD resources for international doctors
CPD special circumstances guidance
Revalidation
Getting ready for revalidation
Designated bodies and responsible officers
Quality improvement activities
Significant events
Feedback
Review of complaints and compliments
Revalidation for trainees
Revalidation for trainees: preparing for your ARCP
Revalidation for trainees: FAQs
Revalidation for SAS doctors
Revalidation: further resources
Revalidation helpdesk
Appraisal
Appraisal resources
Guide to CPD
Introduction to CPD
Register on the RCOG’s CPD programme
CPD registration form
CPD ePortfolio
TOG CPD questions
Advice for CPD providers
Which ePortfolio should I use?
CPD programme
Rationale behind participation in CPD
Principles of the RCOG’s CPD programme
CPD programme: summary of key requirements
The RCOG’s CPD programme
CPD categories
Mandatory meetings
eLearning for CPD
Reflection
What to include on your reflection form
Planning and review of individual CPD activity
Approval of CPD activities
Administration of CPD
CPD special circumstances guidance
CPD FAQs
CPD FAQs: scope of work
CPD FAQs: special circumstances
CPD FAQs: non-RCOG members and non-UK participants
CPD FAQs: CPD categories and activities
Courses, exams & events
Courses, exams & events listings
Your Orders
Integra
Successful Payment
Single Shipment Checkout
Order Details
Standard Cart
Courses and conferences: FAQs
Customer care charter
Coronavirus event FAQs
NTC postponement FAQs
Information for speakers and chairs
Guidance for speakers
Guidance for chairs
Copyright FAQs
Video conferencing: guidance for speakers
Information for delegates
Information for Course Convenors
Franchised Basic Practical Skills (BPS) Courses
Franchised MRCOG Part 2 Revision Course
Information for exhibitors
General information
Deliveries and collections to/from the RCOG
Exhibition area
Health and safety in the exhibition area
Rules and regulations
Virtual Revision Course – information for delegates
RCOG World Congresses
London Congress, 2019
Programme
RCOG Fringe events
Early Riser sessions
HSIB - A new approach to maternity investigations in England
Plenary speakers
Pre-Congress workshops
Basic Obstetric and Gynaecological Ultrasound Scanning - morning
Each Baby Counts - Recommendations to Reality: How to Implement Guidelines
Essential Skills in Perinatal Mental Health for Maternity Staff Masterclass
Manual Vacuum Aspiration Workshop for Early Pregnancy Loss and 1st Trimester Surgical Abortion
Operative Skills in Gynaecological Oncology
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Advanced Communication Skills Supporting Patients and Doctors
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Laparoscopic Sacrocolpopexy Hands-on Masterclass
Pelvic Anatomy and its Clinical Applications
Management of the menopause and women with premature ovarian insufficiency - clinical aspects and practical prescribing
An Update of Common Problems and Current Issues in Paediatric and Adolescent Gynaecology
Advanced Second Stage Skills Masterclass - A collaboration between the QSSS and ROBUST faculties
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Rough Guide to Survival as a Trainee in O&G
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Each Baby Counts + Learn and Support
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Each Baby Counts
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Barking, Havering and Redbridge University Teaching Hospital
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What are the actions that follow local reviews?
Thematic analysis 1: Can all Each Baby Counts outcomes be avoided?
Early-labour events
Established-labour events
Post-labour events
Summary
Thematic analysis 2: Fetal monitoring
Intermittent auscultation
Assigning risk status at the onset of labour
Timely actions when an abnormality is identified
Following NICE guidance with regards to the practice of intermittent auscultation
Recognising the transition between the stages of labour
Intermittent auscultation: Key recommendations
Continuous cardiotocography (CTG)
Recognition of and prompt action when faced with a pathological CTG
Dealing with technical difficulties in obtaining adequate continuous CTG tracings
Delay in expediting delivery once fetal compromise is identified or suspected
The value of reviewing the ‘whole picture’
Recommendations – continuous CTG
Thematic analysis 3: Human factors and lack of nontechnical skills
Human factors overview
Situational awareness
Unexplained loss of situational awareness
Lack of understanding of situational awareness on the part of report writers
Distractions as a cause of loss of situational awareness
Cognitive overload as a loss of situational awareness
Recommendations – situational awareness
Stress and fatigue
Inadequate staffing levels
Simultaneous emergencies
Responses to stress
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Thematic analysis 4: Neonatal care
Communication
Communication with neonatal teams prior to delivery
Communication of risk factors
Communication with families
Recommendations – communication
Quality of resuscitation
Resuscitation competence
Management of babies born through meconium-stained liquor
Recommendation – quality of resuscitation
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Implementation
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Each Baby Counts reports and project updates
Each Baby Counts: Clinical Engagement Forum 2017
Each Baby Counts / NMPA Joint Conference 2018
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Each Baby Counts: 2018 progress report
Each Baby Counts: 2019 progress report
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Clinical escalation in maternity care
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Project governance
Why Each Baby Counts matters
Ruby’s story
Louie’s story
Harry’s story
Finley’s story
Clara’s story
Thor’s story
Phoebe’s story
Sophie’s story
Grace’s story
Alfie's story
Max's story
Chloe's story
Lucas' story
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Children’s and maternity services in 2009: working time solutions
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National Audit of Induced Abortion 2000
National HMB Audit
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National Urinary Incontinence Organisational Survey
Evaluation of surgical treatment for heavy menstrual bleeding using Hospital Episode Statistics
Evaluation of rates, risk factors and patterns of care for vesicovaginal and urethrovaginal fistula using Hospital Episode Statistics
Hospital Episode Statistics as a source of information on safety and quality in gynaecology to support revalidation
The Implementation and Uptake of Clinical Guidelines in Obstetrics and Gynaecology
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Association between maternal sleep practices and late stillbirth – findings from a stillbirth case-control study
The public awareness of stillbirth: an Irish population study
Effect of locally-tailored labour management guidelines on intrahospital stillbirths and birth asphyxia at the referral hospital of Zanzibar: A quasi-experimental pre-post-study (The PartoMa study)
How do late terminations of pregnancy affect comparisons of stillbirth rates in Europe? Analyses of aggregated routine data from the Euro-Peristat Project
Risk of stillbirth, preterm delivery and fetal growth restriction following exposure in previous birth: systematic review and meta-analysis
All bereaved parents are entitled to good care after stillbirth: a mixed-methods multicentre study (INSIGHT)
Perinatal mortality disparities between public care and private obstetrician-led care: a propensity score analysis
Healthcare and wider societal implications of stillbirth: a population-based cost of illness study
Making stillbirths visible: A systematic review of globally reported causes of stillbirth
Care in subsequent pregnancies following stillbirth: an international survey of parents
