Optimizing Education and Training Programs with Quality Panels

Quality Panels

Introduction Quality Panels explore an education and training programme across a specific geographical area. They enable us to recognise a department s commitment to education. Where appropriate, they provide us with evidence when support or action is required to raise the standard of a post to NHS England and regulatory requirements Small team with clinical input: Facilitator, Programme Leads, and Learners. Annually, at any point in the year appropriate for the Programme Who When 2

Roles So that Quality Panels can be used to explore any learning programme we have used descriptors for key roles. Facilitator: A Lay Representative or other individual external to the Programme Learners: The individuals invited to provide feedback on the placements/posts/locations they/their peers have experienced Programme Lead e.g., Supervision and Assessment Leads, Training Programme Directors, Foundation Programme Directors, GP Associate Deans Programme Manager/Coordinator e.g., Education Programme Managers/Coordinators, GP Patch Administrators, Foundation Programme Coordinators, and Project Support Officers 3

Quality Panel Process Programme Leads and Quality Team arrange the Quality Panel Programme Leads own the actions. Dependent on the level of concern, the Quality Team monitors action outcomes Arrange Quality Panel Gather 'intelligence' Monitoring Improvements in the quality of training In advance of the Quality Panel, Programme Leads review intelligence Reporting Investigate Where specific issues of concern need to be explored in advance Learner Representatives may be utilised to obtain peer feedback The final report is shared within NHS England, with external partners where the learners are trained and with learners directly Hold Quality Panel 4

When and Where? Quality Panels should happen annually. They can take place at any point in the year, appropriate for the Programme. Our expectation is that Quality Panels will take place virtually, unless there is good reason for them to take place face to face. This is to provide equity of access to panel members. We ask those organising the Quality Panel to be mindful of when learners rotate and time the panel to allow for useful feedback to be received from as many learners in each post. The timing of the panel should also allow for timely review of intelligence . 5

Who? Quality Panels should be composed to encourage open communication, feedback, and discussion; those attending should feel comfortable in expressing their views in front of the other group members. We have asked that Quality Panel participation be limited to: The Facilitator of the meeting Relevant Programme Lead(s) Learners 6

Representation Posts should be grouped by Organisation and Site, then by Placement/Post Specialty area. Quality Panels should have learner representation for every Placement/Post/Location. However, if this is not possible due to large numbers etc, we have suggested that representatives be identified to explore education and training activity within a given location or area. 7

Organisation The Quality Team have a fundamental role in the organisation of a Quality Panel. However, direction should come from the relevant Programme Lead. Activity - Identifies a date for the Quality Panel to take place - Identify participants Programme Lead Quality Team - Sends invites - Identifies and confirms a Facilitator for the Quality Panel - Identifies a learner that will act as Note Taker - Agrees an agenda with the Programme Lead - Creates the agenda and disseminates it to attendees 8

Intelligence Quality Panels should be conversational and focused on current education and training experiences; any intelligence should inform not lead this conversation. We do not advocate additional surveying for Quality Panels. Programme Leads will review any relevant intelligence pertaining to the programme in advance of the panel, so that this can inform the Quality Panel discussion. Learner Representatives may be utilised to obtain peer feedback by canvassing their colleagues, who have experience of other placements/posts/locations, using the Assessment Aid. However, this is only encouraged where it is not possible to have all learners at the Quality Panel or where specific issues of concern need to be explored in advance. 9

At the meeting Participation The Facilitator The Facilitator, a Lay Representative or other individual external to the Programme, will help participants understand their common objective and encourage participation and learning from individual and shared experiences and information. - - - Gives a balanced view from an educational perspective Feedbacks on recent national surveys and other sources of intelligence Presents investigation findings, if applicable Programme Lead - Gives a balanced view of the placements they/their peers have experienced Learners Note Taker - Records and submits the grades, recommendations and actions coming from the Quality Panel via the Outcome Report Tool. 10

Grades Ungraded Insufficient intelligence or representation or ungraded to safeguard lone learners reporting specific behaviour No concerns. One or more areas of good practice Satisfied about the opportunities available No serious patient safety concerns No concerns about trainees continuing in the post Concerns identified: resolution within 12 months The post is not unfit for purpose Trainees/learners continuing in post unlikely to compromise progression nor patient safety Concerns identified: resolution within 3-6 months The post may be unfit for purpose Specific arrangements may be needed to support individuals in post during 3-6 month period Trainee/learners could be removed Excellent Good Requires Improvement Inadequate 11

Escalating Concerns NHS England has developed a pathway for learners to raise, and where appropriate, escalate concerns. Step 1 In the clinical environment: speak to senior clinician/educational supervisor/ward manager; Freedom to Speak Up Guardian Step 2 If no resolution with STEP 1, contact programme director, personal tutor, link tutor, Head of School, Director of medical Education, Educational Institution, HEI Escalate to the Quality Team Step 3 If no resolution after STEP 1 and 2, or you feel them inappropriate for your individual concern, please complete the form available via the NHS England website and NHS England Quality Panel SharePoint Site. 12

Reporting Following the Quality Panel Weeks 1 - 5 Action Action Owner Recipient Submit, check, amend and approve draft Quality Team Note Taker and Programme Lead Week 6 Disseminate the final version of the Report Quality Team Heads of Quality, Programme Team Lead, Programme Lead, and external partners where learners are trained Programme Manager / Coordinator All Learners on the Programme 13

Actions Programme Leads own the actions arising from the Quality Panel, and are expected to work with Placement Organisation Leads and others to resolve issues within the timeframes given on the next slide. The Quality Team use the final report to understand common concerns across multiple locations and where there are location-specific issues, allowing comparison of quality across the local office patch. Dependent on the level of concern, the Quality Team will monitor action outcomes via the most appropriate Process. Learners have an important role to play in holding Programme Leads to account for progressing actions. If actions are not being progressed, they can be escalated to the Quality Team via the Escalating Concerns form. 14

Thank you for supporting Quality Panels If you have any questions please email QualityPanels.sw@HEE.nhs.uk 15