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TRANSCRIPT
1
Foundation Programme
Information for
Foundation Doctors
April 2019
Foundation Doctors
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23/05/2019 10:17
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Welcome to Milton Keynes
University Hospital NHS
Foundation Trust. We are a
medium-sized District General
Hospital, part of the Oxford
Foundation School.
There are a total of 51 foundation
trainees in Milton Keynes
Hospital: 27 FY1 doctors and 24
FY2 doctors.
The Foundation Programme is
designed to equip doctors with
the generic medical and
professional competencies
necessary for safe and effective
patient care in the National Health
Service. The two year programme
provides a bridge between
medical school and specialty
training.
The aim of this handbook is to
provide you with useful
educational and training
information to help you through
the programme.
Good luck on the programme and
if you have any concerns, please
do contact us
Miss Amanda Taylor
Foundation Training Programme
Director &
Dr Yaw Duodu
Foundation Training Programme
Director
A warm welcome to our Foundation Doctors
Dr Yaw Duodu
Picture of Amanda Taylor
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5
Who’s Who page 6
Specialty Tutors page 7
FACILITIES
New Academic Centre page 10—11
Clinical Skills & Simulation Suite page 12
Places to Eat page 13
SUPPORT & LEARNING
Educational/Clinical Supervisors and when to meet page 14—21
Supervised Learning Events page 22—25
TAB page 26
Core Procedures page 27
ITRs page 28
ARCPs page 28
E-portfolio – the Basics page 32
Educational Framework for the Foundation Programme page 22
Responsibilities of the Foundation Doctor/Employer page 34—35
CAREERS ADVICE & PLANNING
What if things go wrong? Page 36
Professional Support Unit and Medic Support page 36
Tasters page 37
Trainee Awards page 37
Storage of Information page 38
Library page 39
OTHER INFORMATION
Medic Support appendix 1
Other Support appendix 2 BMA/ Chaplaincy/ Defeat Depression/ Doctors’ Support Network/.. Alcoholics Anonymous/ MDU/ Medical Protection Society/ Narcotics Anonymous /Samaritans/ Sick Doctor Trust/ Support4Doctors
FY1 Summary Requirements appendix 3
FY2 Summary Requirements appendix 4
Disclaimer page 44
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The Director of Medical Education
(DME) is the person in overall
charge of all trainee doctors within
the Trust. The DME reports directly
to the Postgraduate Dean, Dr
Michael Bannon and the Medical
Director, Dr Ian Reckless.
Who's Who
Mrs Nicola Cornish
Medical & Dental Education
Manager
Miss Debbie Phillips
Director of Medical Education
(DME) & Consultant Surgeon
Tel: 01908 996759 x 86759
Miss Amanda Taylor
Foundation Training Programme
Director & Consultant Surgeon
Foundation Training
Programme Directors are
responsible for the management
and quality control of the
foundation programme curriculum
to all foundation doctors in the
Trust, and have overall
responsibility for the foundation
teaching programmes and all
matters pertaining to the
foundation programme.
Dr Yaw Duodu
Foundation Training Programme
Director & Consultant Physician
Ms Bali Turner
Foundation Programme
Coordinator
01908 995072 X85072
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Anaesthetics:
Dr Caroline Walker
Emergency Medicine: Miss Yasmin Hasnain
Medicine: Dr Henry Owles
O&G
Miss Nidhi Singh
Surgery: Miss Jane Webber
Paediatrics: Dr Jyothi Srinivas
Psychiatry: Dr Abdul Razzak
Radiology: Dr Dev Betarse
Speciality Tutors
Pathology: Dr Mansoor Raza
Palliative Care: Dr Jane Wale
ENT: Mr Mark Draper
Orthopaedics: Miss Jane Webber
Opthalmology: Mr Areeb Moosavi
Who’s Who
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Staff Health & Wellbeing
Dr Amit Kalla
Consultant Anaesthetist
For more information on staff health & wellbeing please visit mkuhworkforce.co.uk/staff health & Wellbeing
Mental Health
First Aiders
Guardian of
Safe Working
Hours
Nicky Burns-Muir
Chief Nurse
Email: [email protected]
Look our for staff
wearing the P2P
badge, especially
trained to give a
listening ear
Peer to Peer Listening Service (P2P)
Care First a confidential external
service provided free
for staff
STAFF HEALTH & WELLBEING
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HR & Medical Staffing (offices based off site) Oak House The Hospital Campus 01908 660033 Julie Clark Head of HR Systems & Compliance Tel: 01908 996158 Ext: 86158 [email protected]
Nicola King Medical Staffing Team Leader Tel: 01908 996167 Ext: 86167 [email protected]
Personnel enquiries such as contracts, pay/banding,
travel expenses, job descriptions, working hours etc, should be
addressed to Nicola King in the first instance.
HUMAN RESOURCES
For more information please visit our webpage mkuhworkforce.co.uk/workforce-about-us
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Our new Academic Centre for Learning
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FACILITIES
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For more information on clinical skills & Simulation please visit mkuhworkforce.co.uk/
clinical Skills or call in and see us
Resuscitation, Simulation & Clinical Skills Suite
The Simulation & Clinical Skills Team, are based in the Academic Centre. We are
Passionate about education, and patient care. Follow us on twitter . @SimMKUH
Foundation Doctors will benefit from our new Sim Suite (the second largest facility in the
area, with Oxford being the first). Watch out for sessions advertised in your teaching
programme.
SimMan, SimMum, SimBaby, SimJunior & SimMan 3G Sim Wards Moulage
Clinical Skills Manager: Christella Williams [email protected]
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League of Friends shop
Located next to our Eaglestone Restaurant, the Friends of Milton Keynes University Hospital and Community run a convenience store which sells a range of newspapers, magazines, refreshments, and gifts. Friends of Milton Keynes also provide a daily trolley service to the
The Eaglestone Restaurant
The Eaglestone Restaurant provides
hot and cold meals, teas, coffees and
snacks. There is also a Costa located
in the restaurant area. The restaurant
is located in the centre of the
hospital (blue zone) and is
signposted. The opening times are
Monday to Sunday 8am – 8pm.
Breakfast 8am – 10:30am
Lunch 12pm – 2.00pm
Afternoon snack 2pm – 3.30pm
Supper 5pm – 7.00pm
Costa opening hours:
7am—9pm
Weekends: 9am—6pm
Main Entrance Shops
Subway opening hours:
7am—9pm
Sundays: 8am—9pm
Little Fresh opening hours:
7am—8pm
weekends: 9am—6pm
FACILITIES
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Who are Educational Supervisors (ES)?
Your Educational
Supervisor is the named
Consultant responsible
for your educational
supervision. It is this
doctor who will appraise
you and ensure that you
are developing adequately
from an educational
perspective. They will also
assess whether you are
completing your structured
learning events (see later)
and guide and assist your
development educationally.
They are also responsible
for your educational
agreement. They are not
necessarily your
Supervising Consultant.
Who are Clinical Supervisors (CS)?
These are the named
Consultants, Specialists
or GPs that you work for
in any of your foundation
programme modules.
Clinical Supervisors are
responsible for you during
that particular post and are
responsible for ensuring
that your clinical
experience needs are
being met.
My named Educational Supervisor:
My named Clinical Supervisor:
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When do I meet my Educational & Clinical supervisors?
SUPPORT & LEARNING
What I need to do
• Organise an appointment with your Educational Supervisor.
• Organise an appointment with your Clinical Supervisor
• Play with the eportfolio
• Find out about and attend available teaching.
• Sort out annual/study leave
If in doubt ask Amanda Taylor
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First two weeks of placement
Induction meeting with your
Clinical Supervisor - Mandatory
At the beginning of each placement,
you must meet with your clinical
supervisor. You should discuss what
learning opportunities are available, what
is expected of you and ensure you are
familiar with where and whom you will be
working with (e.g. members of the
placement supervision group) and where
you’ll be working. You should also discuss
how to seek clinical help in and out of
hours. Record the meeting in your
eportfolio & you and your CS should
both sign the form
You should discuss what
learning opportunities are
available, and what is expected
of you
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First two weeks of placement
Initial meeting with your
Educational Supervisor -
mandatory
At your first meeting with your
educational supervisor you should
agree your learning objectives. What
do I want to get out of the placement - fill
in the PDP form in the eportfolio. You’ll
review these at subsequent meetings. At
the end of the each placement and at the
end of the year you need to use this PDP
template to provide evidence that you
have met all of the required outcomes
and any other outcomes you have set.
Before you meet with your educational
supervisor you should consider the
outcomes you think you are likely to
achieve in the clinical placement. You
should discuss these with your clinical
supervisor. Record the meeting in your
eportfolio & you and your ES should
both sign the form.
[NOTE: If your clinical and educational
supervisor is the same person you can
combine these meetings].
you should agree your learning
objectives. What do I want to
get out of the placement - fill in
the PDP form in the eportfolio.
SUPPORT & LEARNING
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Mid Placement
The mid-point review –
mandatory in MK
This should be conducted by your
educational or clinical supervisors
approximately half way through the
placement. At this meeting you should
briefly review progress to ensure your
training is on course, that an
appropriate number and range of
assessments have been undertaken
and that you have attended adequate
educational opportunities (including
supervised learning events - SLEs).
You and your supervisor should sign
the mid-point review form provided.
At this meeting you should
briefly review progress to ensure
your training is on course
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End of Placement
The end of placement reviews -
mandatory
There are two end of placement
reviews which are conducted at the
end of each placement
a) Clinical supervisor’s end of
placement review
b) Educational supervisor’s end of
placement review
Clinical supervisor’s end of
placement review
The clinical supervisor’s end of
placement review is designed to
describe your performance in the
workplace. The clinical supervisor
should seek and record evidence from
colleagues who form the Placement
Supervision Group (see later). It is the
placement supervision group who are
responsible for:
Observing your performance in the
workplace
Providing feedback on your practice
Providing structured feedback to the
named supervisor
Using the Placement
Supervision Group’s
supporting information; the
supervisor should meet with
you to complete the summative
assessment of your overall
performance and progress
within the placement. This
information will be recorded on
the Clinical supervisor ’s end of
placement report within the
e-portfolio.
SUPPORT & LEARNING
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End of Placement
Educational supervisor’s end of
placement review
The educational supervisor’s end of
placement report draws upon the
following areas to provide a judgment
about your performance:
clinical supervisor’s report
the e-portfolio
engagement in supervised learning
events
attendance at formal educational
events
information from the Placement
Supervision Group
team assessment of behaviour
(TAB) feedback
and any other appropriate sources
Both reviews should examine the
assessments and SLEs undertaken and
any other evidence and compare them
against the objectives that you agreed in
the personal development plan at the
beginning of the placement.
This review may highlight concerns that
have emerged, either through the
placement, or where assessments/SLEs
have identified specific areas for
development. The review form should
outline what additional work and
assessment are required to address
shortcomings in performance during
the next placement, including
additional assessments and/or SLEs
where necessary to substantiate an
improvement in performance. This
information will be recorded on the
Educational supervisor’s end of
placement report within the e-
portfolio.
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End of Year
Educational supervisor’s end of
year report - mandatory
End of placement reports are drawn
together by the educational supervisor in
an end of year report which will inform
the ARCP panel’s decision regarding
satisfactory completion of F1 and F2.
SUPPORT & LEARNING
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What is a supervised learning event (SLE)? An SLE is an interaction
between a foundation
doctor and a trainer which
leads to immediate
feedback and reflective
learning. They are
designed to help
foundation doctors
develop and improve their
clinical and professional
practice and to set targets
for future achievements.
What is the purpose of an SLE? SLEs aim to:
support the development
of proficiency in the
chosen skill, procedure
or event
provide an opportunity to
demonstrate
improvement/
progression
highlight achievements
and areas of excellence
provide immediate
feedback and suggest
areas for further
development
demonstrate
engagement in the
educational process.
Are SLEs assessments? No! SLEs are not
assessments. However,
the clinical supervisor’s
end of placement report,
which forms part of the
assessment, will draw
upon evidence of
engagement in the SLE
process but NOT the SLE
outcomes.
Can an SLE be failed?
No! SLEs are not
assessments; foundation
doctor cannot pass or fail.
Which tools do the SLEs use? Supervised learning
events with direct
observation of doctor/
patient encounter use
the following tools:
Mini-clinical evaluation
exercise (mini-CEX)
Direct observation of
procedural skills (DOPS).
Supervised learning
events which take place
remote from the patient
use:
Case-based discussion
(CBD)
Developing the clinical
teacher.
Participation in this process, coupled with
reflective practice, is an important way for
foundation doctors to evaluate how they are
progressing towards the outcomes
expected of the Foundation Programme
Curriculum 2012 (the Curriculum).
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Supervised learning
events with direct
observation of doctor/
patient encounter
Foundation doctors are
expected to undertake
three or more directly
observed encounters in
each placement. They are
required to undertake a
minimum of nine directly
observed encounters per
annum in both F1 and in
F2. At least six of these
encounters each year
should use mini-CEX.
i) Mini-clinical evaluation
exercise (mini-CEX)
This SLE is an observed
clinical encounter. Mini-
CEX should not be
completed after a ward
round presentation or when
the doctor/patient
interaction was not
observed.
Foundation doctors
should complete a
minimum of six mini-CEX
in F1 and another six in F2.
These should be spaced
out during the year with at
least two mini-CEX
completed in each four
month period
There is no maximum
number of mini-CEX and
foundation doctors will
often complete very high
numbers of SLEs
recognising the benefit
they derive from them.
ii) Direct observation of
procedural skills (DOPS)
The primary purpose of
DOPS in the Foundation
Programme is to provide
a structured checklist for
giving feedback on the
foundation doctor’s
interaction with the
patient when performing
a practical procedure.
Foundation doctors may
submit up to three DOPS in
one year as part of the
minimum requirements for
evidence of observed
doctor-patient encounters
Different assessors
should be used for each
encounter wherever
possible
Each DOPS could
represent a different
procedure and may be
specific to the specialty
(NB: DOPS may not be
relevant in all placements)
Although DOPS was
developed to assess
procedural skills; its
purpose in the Foundation
Programme is to support
feedback on the
doctor/patient interaction
DOPS cannot be used to
provide evidence of
satisfactory completion of
the GMC core procedures
(see later) required in F1
There is no maximum
number of DOPS and
foundation doctors will
often achieve very high
numbers of SLEs
recognising the benefit
they derive from them.
SUPPORT & LEARNING SLE
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iii) Case-based
discussion (CBD)
This is a structured
discussion of a clinical
case managed by the
foundation doctor. Its
strength is investigation of,
and feedback on, clinical
reasoning.
A minimum of six CBDs
should be completed
each year with at least
two CBDs undertaken in
any four month period
Different
teachers/trainers should
be used for each CBD
wherever possible
There is no maximum
number of CBDs and
foundation doctors will
often achieve very high
numbers of SLEs
recognising the benefit
they derive from them.
iv) Developing the
clinical teacher
This is a tool to aid the
development of a
foundation doctor’s skills
in teaching and/or
making a presentation
and should be performed
at least once a year.
The foundation doctor will
be encouraged to develop
skills in preparation and
scene-setting, delivery of
material, subject
knowledge and ability to
answer questions, learner-
centeredness and overall
interaction with the group.
How frequently should
SLEs be undertaken?
SLEs do not necessarily
need to be planned or
scheduled in advance
and should occur
whenever a teaching
opportunity presents
itself.
Foundation doctors are
expected to demonstrate
improvement and
progression during each
placement and this will be
helped by undertaking
frequent SLEs. Therefore,
foundation doctors should
ensure that SLEs are
evenly spread throughout
each placement.
foundation doctors should ensure that
SLEs are evenly spread throughout each placement.
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All supervised learning events
(SLEs)
Recommended minimum
Mini-CEX
DOPS
6 (1 per 2 months) 3
Case-based discussion (CBD)
6 (1 per 2 months)
Developing the clinical teacher
1 or more per year
How many SLEs should be undertaken? The recommended minimum number of supervised learning
events per placement (based on a clinical placement of four
month duration) can be seen in the table below:
SUPPORT & LEARNING SLE
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Team assessment of behaviour (TAB) This is a type of Multi-
Source Feedback,
previously known as 360
degree assessment.
Prior to inviting raters to
contribute to the TAB
process, foundation
doctors must complete a
self-assessment of
behaviour (self-TAB). This
includes reflection of their
own performance.
TAB consists of collated
views from a range of
multi-professional
colleagues. The same
sections are used in both
the self-assessment and
the rater-completed forms
TAB must take place twice
a year. (More if concerns
arise)
To be taken in the last
month of the first
placement.
TAB should be repeated in
last placement
For each assessment, the
foundation doctor and the
educational supervisor
should agree 15 raters/
assessors. A minimum of
10 returns are required.
No other foundation doctor
can be a rater.
The required mix of
raters/assessors must
include at least two of
each of the following:
Doctors more senior
than F2, including at
least one consultant or
GP principal
Senior nurses (band 5 or
above)
Allied health
professionals
Other team members
including ward clerks,
secretaries and auxiliary
staff.
Following TAB, you should reflect on any sections in which there is
variance between your self rating and that of the assessors. You should
discuss significant discrepancies with your educational supervisor.
SUPPORT & LEARNING TAB
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Core Procedures The GMC requires
demonstration of
competence in a series of
procedures in order for a
professionally registered
doctor with a licence to
practise to be eligible for
full registration. These
will be recorded and signed
off in a log book which is
found in the e-portfolio.
A completed logbook is
also required for successful
completion of the
foundation programme.
At the end of F1, you
should be able to
competently perform and
teach undergraduates in
the following procedures:
Venepuncture.
IV cannulation.
Preparation and administration of IV medication, injections and fluids etc.
Arterial puncture in adult.
Blood culture.
IV infusion including the prescription of fluids.
IV infusion of blood and blood products.
Injection of local anaesthetic to skin
Subcutaneous injection.
Intramuscular injection.
Perform and interpret an ECG.
Perform and interpret peak flow.
Urethral catheterisation (in adult males and females).
Airway care including simple adjuncts.
F2 doctors are expected
to maintain and improve
their skills in the above
procedures. By the end of
the year they should be
able to help others with
difficult procedures, guide
F1 doctors and teach
others.
Foundation doctors will be
able to extend the range of
procedures they can do,
and each specialty will offer
an appropriate range of
procedures in which the
foundation doctors will be
expected to become
proficient when and if
attached to that specialty,
for example:
Aspiration of pleural fluid or air.
Skin suturing in emergency or surgery.
Insertion of venous pressure line in critical care.
Aspiration of joint effusion.
Insertion of a speculum in
Gynaecology.
SUPPORT & LEARNING CORE PROCEDURES
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What is an Interim Training Review (ITR)? You will have an ITR
(Interim Training
Review) in November
and April conducted by
the FTPDs. The purpose
of the ITR is to ensure that
your education and
training is satisfactory in
order for you to complete
the year.
What is an ARCP? The ARCP provides a
formal process for
reviewing your progress
which uses the evidence
gathered by you and
supplied by your
supervisors. The ARCP
is not an additional
method of assessment. To
get a satisfactory outcome
you must fulfil:
Foundation Year 1
Completion of 12 months F1 training (taking account of allowable absence)
The maximum permitted absence from training, other than annual leave, during the F1 year is four weeks (see GMC guidance on sick leave for provisionally registered doctors).
A satisfactory educational supervisor’s end of year report
The report should draw upon all required evidence listed below.
Satisfactory educational supervisor’s end of place-ment reports
An educational supervisor’s end of placement report is not required for the last F1 placement, as the education-al supervisor’s end of year report replaces this.
Satisfactory clinical super-visor’s end of placement reports
If the F1 doctor has not satis-factorily completed one placement but has been making good progress in other respects, it may still be appropriate to confirm that the F1 doctor has met the requirements for satisfactory completion of F1. The last end of placement review must be satisfactory.
SUPPORT & LEARNING ITR’S
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A valid Immediate Life Support (or equivalent) certificate
If the certificate has expired, it may be appropriate to accept evidence that the doctor has booked to attend a refresher course.
Evidence of participation in systems of quality assur-ance and quality improvement projects
Foundation doctors should take part in systems of quality as-surance and quality improvement in their clinical work and training. This includes completion of the national trainee sur-vey and any end of placement surveys
An acceptable attendance record at generic foundation teaching sessions
It is recommended that postgraduate centres (or equivalent) provide a record of attendance for each F1 doctor. It has been agreed that an acceptable attendance record should typically be 70%. However, if the F1 doctor has not attended 70% of teaching sessions for good reasons, it may still be appropriate to confirm that the F1 doc-tor has met the required standard. If there are concerns re-garding engagement or if attendance is below 50%, the FTPD/T should discuss this with the FSD.
Signed probity and health declarations
Separate forms must be signed for each year of foundation training (F1 and F2). This is in addition to the Declaration of Fitness to Practise required by the GMC when applying for full registration.
Satisfactory completion of the required number of as-sessments The minimum requirements are set out in the Curriculum. *The deanery/foundation school may set additional requirements. Completion of the required number of Supervised Learning Events The minimum requirements are set out in the Curriculum. The deanery/foundation school may set additional require-ments
Team assessment of behaviour (TAB) (minimum of two* per year) Core procedures (all 15 GMC mandated procedures) Direct observation of doctor/patient interaction:
Mini CEX DOPS
(minimum of nine observations per year; at least six must be mini-CEX) Case-based discussion (CBD) (minimum of six per year / two per placement) Developing the clinical teacher (minimum of one per year)
SUPPORT & LEARNING ARCP
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Completion of 12 months F2 training (taking account of allowable absence)
The maximum permitted absence from train-ing, other than annual leave, during the F2 year is four weeks (see GMC guidance on sick leave for provisionally registered doctors).
A satisfactory educational supervisor’s end of year report
The report should draw upon all required evi-dence listed below.
Satisfactory educational supervisor’s end of placement reports
An educational supervisor’s end of placement report is not required for the last F2 placement, the educational supervisor’s end of year report replaces this.
Satisfactory clinical supervisor’s end of placement reports
If the F2 doctor has not satisfactorily complet-ed one placement but has been making good progress in other respects, it may still be ap-propriate to confirm that the F2 doctor has met the requirements for satisfactory completion of F2. The last end of placement review must be satisfactory.
Satisfactory completion of the required number of assessments The minimum requirements are set out in the Curriculum. *The dean-ery/foundation school may set addi-tional requirements. Completion of the required number of Supervised Learning Events The minimum requirements are set out in the Curriculum. The deanery/foundation school may set additional requirements
Team assessment of behaviour (TAB) (minimum of two* per year) Evidence that the foundation doctor can carry out the procedures required by the GMC Direct observation of doctor/patient interaction:
Mini CEX DOPS
(minimum of nine observations per year; at least six must be mini-CEX) Case-based discussion (CBD) (minimum of six per year / two per placement) Developing the clinical teacher (minimum of one per year)
Foundation Year 2 What is an ARCP?
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A valid Advanced Life Support (or equivalent) certificate
If the certificate has expired, it may be appropri-ate to accept evidence that the doctor has booked to attend a refresher course.
Evidence of participation in systems of quality assurance and quality improvement projects
Foundation doctors should take part in systems of quality assurance and quality improvement in their clinical work and training. This includes completion of the national trainee survey and any end of placement surveys
An acceptable attendance rec-ord at generic foundation teaching sessions
It is recommended that postgraduate centres (or equivalent) provide a record of attendance for each F2 doctor. It has been agreed that an ac-ceptable attendance record should typically be 70%. However, if the F2 doctor has not attended 70% of teaching sessions for good reasons, it may still be appropriate to confirm that the F2 doctor has met the required stand-ard. If there are concerns regarding engage-ment or if attendance is below 50%, the FTPD/T should discuss this with the FSD.
Signed probity and health declarations
Separate forms must be signed for each year of foundation training (F1 and F2). This is in addi-tion to the Declaration of Fitness to Practise required by the GMC when applying for full registration.
SUPPORT & LEARNING ARCP
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Eportfolio – the Basics Your HORUS eportfolio
is to provide support for
your learning within
which you will record
meetings with CS & ES,
collect SLEs and gather
other evidence of
achievements (e.g.
significant
achievements, record of
educational activity,
reflections on clinical &
educational activity,
career reflections). This
evidence informs the
ARCP panel.
Within HORUS there are
FAQs and a help menu
including an email query
option.
There is a three working
day turnaround to answer
queries.
A key function of the
HORUS is the ability to
‘link’ evidence to the
foundation curriculum.
The HORUS will be
reviewed to inform the
judgement about whether
a foundation doctor has
met requirements for
satisfactory completion of
F1 and the foundation
programme.
Educational Framework for the Foundation Programme The foundation
programme curriculum
is accessible from within
your HORUS.
F1 Doctors: you are
entitled to three hours “in-
house” formal education
as part of your working
week. This will be
relevant, protected (bleep
free) and appropriate to
your F1 training. You must
give your bleeps to
someone else so that you
can take part.
Generic teaching is every
Tuesday in the
Postgraduate Education
Centre. The teaching
session runs from 12.30
pm – 2.00 pm.
Attendance is monitored
and a certificate of
attendance rates is
provided towards the end
of the year for your
portfolio. It is a
requirement that you
attend at least 70% of the
sessions to be signed
off. Additional teaching is
provided by departments
and must be evidenced
You may not apply for
study leave. You may
apply to the FTPD if you
wish to undertake a ‘taster’
in your F1 year (see Taster
section later in the
handbook).
33
F2 Doctors: receive 3
hours of “in-house”
formal education as part
of your working week,
which again is relevant,
protected and
appropriate to your
training. Generic
teaching takes place on a
Thursday from 12.30 pm –
2.00 pm. Attendance is
monitored and a certificate
of attendance rates is
provided at the end of the
year for your portfolio. It is
a requirement that you
attend at least 70% of the
sessions to be signed off.
Additional teaching
provided by departments
must be evidenced.
Sessions that you miss
due to (holiday/illness)
must be covered using the
e-learning accessible
through the links in your
eportfolio.
You may also take up to
fifteen days study leave,
as long as this is
consistent with
maintaining essential
service.
Attendance at foundation
generic training is
compulsory and should
offer a minimum of ten
days per annum, which
should be matched to the
curriculum. Both study
leave funding and the time
available to F2 doctors is
used for the generic
teaching programme.
All F2s will get an
allowance of £600 per
year towards an
appropriate training course
or taster session.
PLEASE NOTE: £100 of
this budget must be
used to pay for ALS at
MKUH. (If you have to do
ALS at another Trust it
could be considerably
more).
SUPPORT & LEARNING
34
Careers Advice and Planning Effective career planning
and management
support are an integral
part of postgraduate
medical education and
training.
Half-day career workshops
are run during the
foundation programme to
support preparation for
specialty applications in
January.
Your responsibilities as a Foundation Doctor MK Foundation doctors
are expected to take
control of their own
learning and become
fully involved in the
educational and
assessment processes
of their foundation
programme by:
• demonstrating
professional
behaviour in line with
good medical practice.
• becoming familiar with
requirements for
satisfactory
completion of F1 and
the foundation
programme.
• becoming fully
involved in the
education and
assessment
processes,
including attending
core generic
training sessions,
meeting regularly
with their Educational
Supervisor and
maintaining an up-to-
date e-portfolio.
• taking part in the
School’s career
management process
to help them match
their skills, interests
and ambitions with the
available
opportunities.
• taking part in systems
of quality assurance,
quality improvement in
their clinical work and
training, eg audit. In
particular, foundation
doctors must
complete the National
Trainee Survey from
the GMC (General
Medical Council).
35
Our Responsibilities Employers are
contracted to provide
the foundation
programme.
Issue contracts of
employment.
All Foundations doctors’
hours and work intensity
must be in accordance
with the requirements of
the New Deal and
Working Time
Regulations.
Employers must ensure
that there are systems and
processes in place to
induct, supervise, support,
train, assess and monitor
the progress of
Foundation doctors. This
includes ensuring that
Foundation doctors are
not required to work
beyond their levels of
competence.
There must be clear
procedures to immediately
address any concerns
about patient safety
arising from the training of
foundation programmes.
They must provide a safe
working environment to
protect their employees
from bullying and
harassment.
There must be clear
whistle-blowing policies so
that doctors can
confidentially raise
concerns about patient
care or their training.
Employers must ensure
that foundation doctors do
not carry out inappropriate
tasks.
Employers are responsible
for ensuring that there are
appropriate facilities for
high quality and safe
training.
Ensure that Educational
and Clinical Supervisors
have adequate support
and resources to
undertake their training
role.
Taking disciplinary action
if a doctor’s behaviour or
performance makes this
necessary.
SUPPORT & LEARNING
36
What if things go wrong? If you do have concerns
about your training, it is
important that you
contact your
Educational/ Clinical
Supervisor immediately.
This should be done in a
formal setting. If you are
still not happy after having
spoken to the Educational/
Clinical Supervisor, please
contact the Medical and
Dental Education
Programme Manager
(Nicola Cornish on
extension 3178), who will
then notify the Foundation
Training Programme
Directors (Miss Amanda
Taylor Dr Yaw Duodu).
Foundation doctors require
close supervision and can
encounter difficulties for a
number of reasons
including problems with
their health, attitudes,
knowledge, skills or a
combination of several
factors.
Managing and supporting
doctors in need of support
depends on a close
working relationship
between the foundation
doctor, the foundation
doctor’s employer, Human
Resources, Occupational
Health and the Deanery/
Foundation School. The
Milton Keynes Educational
Governance Group with
representatives from the
above groups meet to
discuss “doctors in need of
support”.
The Professional Support Unit (PSU) at the Oxford Deanery
provides a comprehensive
career development
service for all doctors that
includes: a careers
management and
information service, help
for individual doctors at
any stage of their career,
an advisory service for
trainers, employers and
other agencies with
responsibility for
governance, which needs
to support the development
of a doctor. There are also
other organisations which
deal with doctors in
personal trouble (see
appendices)
37
Taster experience The purpose of the taster experience is to:
Enable the doctor to gain a
small amount of clinical
experience in a specialty in
which they have not
worked whilst a medical
student or foundation
trainee.
Enable the doctor to
explore in closer detail
what a career and a
specialty might entail –
skills, attitudes, behaviours
and essential attitudes.
F2 foundation doctors
should apply for tasters
using normal study leave
procedures.
Tasters in F1 In order to ensure that
tasters are of benefit to
foundation doctors when
making timely career
decisions, it may be helpful
for F1 as well as F2
doctors to have a taster
experience, which can be
given by borrowing some
study leave entitlement
from the trainee’s F2 year.
Trainee Awards Both the Department of
Medicine and Department of
Surgery offer prizes at the end
of each F1 year for their
trainees. The foundation
programme arranges a prize-
giving ceremony and lunch in
July for all the F1 doctors and
their Educational Supervisors
to celebrate these
achievements
PLEASE NOTE: (You must
complete at least 90% of your
mandatory training before you
are granted study leave)
SUPPORT & LEARNING
38
Other
Information
Educational Approval
of Foundation
Programme Training
Posts
The General Medical
Council (GMC) is
responsible for ensuring that
the placements within the
foundation programme meet
the required standards of
training, education,
appraisal and assessment.
The Deaneries are
responsible for ensuring that
the foundation programme
is delivered to the standard
set by the GMC and, on a
regular basis, will inspect
the programmes and will
wish to talk to the F1/F2
doctors about their
experiences. Attendance at
these inspections is
therefore mandatory and
you will be informed of
dates in advance of any
inspection.
Storage of
Information
The Postgraduate
Education Centres will keep
information about your
training and education on
the foundation programme
for five years after the date
of completion of the
programme. After this all
information will be
destroyed.
The Deaneries are responsible for ensuring that the foundation
programme is delivered to the standard set by the GMC and, on a
regular basis, will inspect the programmes and will wish to talk to the F1/F2 doctors about their
experiences.
39
OTHER INFORMATION
Staffed opening times
Monday – Wednesday
Thursday
Friday
Saturday
Opening
8.30am
9.30am
8.30am
10.15am
Closing
8.30pm
8.30pm
5.00pm
4.00pm
Hospital Library
The library is open 24/7 to those with a
valid Trust ID card and library member-
ship
Library staff can assist you in providing
excellent care to your patients by …
• Supporting staff with both mediated
and assisted searching of databases.
• Assisting you to navigate e-learning
packages for CPD and mandatory
training.
• Guiding staff to quality healthcare
information for teaching and learning.
• Offering you access to our current
awareness services including Knowl-
edgeShare and specialist bulletins
Other services include:
PCs giving access to web resources, the
library catalogue, health related data-
bases, online journals and e-books, as
well as e-Learning packages.
Printing and photocopying facilities.
Individual and group study areas.
Inter-library loans, which are provided free
to eligible staff.
A health and well-being collection to help
you look after yourself, or support your
patients.
Online resources are available 24/7 and
can be accessed by self-registering for
an NHSOpenAthens account. This gives
eligible staff access to nearly 5,000 full
text journals.
Once you have registered with us, you will
also be able to access online databases
and other resources to which we subscribe
such as ClinicalKey and UpToDate.
You may apply to become a library mem-
ber when you join Milton Keynes Universi-
ty Hospital.
The Library is situated in the old
postgrad on the hospital site.
Contact us: 01908 995061
email: [email protected]
MKUH Library and e-Learning
Services Team provides a
continually updated stock of
healthcare books and journals in
support of evidence-based practice
and research for all staff working in
the Trust. A service is also provided to
students on placement.
40
Medic Support Medic Support is funded by Oxford Deanery to provide free, confidential help to trainee doctors and dentists in Oxfordshire, Buckinghamshire and Berkshire.
Medical work is inherently stressful. Work-related and personal difficulties such as listed below may cause anxiety, stress, depression and unhappiness.
Workload responsibilities
Conflict with colleagues
Decision making
Relationship and family
troubles
Grief and loss
Response to trauma
Emotional constraints
Low self esteem
Medic Support provides an opportunity to talk through such concerns in a confidential environment away from work, and has been found to alleviate many of these problems.
You can refer yourself or you can be referred by a colleague, such as your educational supervisor or occupational health physician. Contact: June Dent, Consultant Clinical Psychologist [email protected] . Secretary: 01865 738500,
Philip Roys, Consultant Adult Psychotherapist - [email protected] Secretary: 01865 556648, quoting MedicSupport
We know that as a group trainee doctors
and dentists often find it difficult to acknowledge that
they are stressed, or to ask for help. You
may feel your problems are not
serious enough or that you should be
able to cope on your own. Or you may
feel that it might be dangerous to
discuss your feelings. Medic Support
We aim to call you
back within five days
to discuss any
queries you may
have, to tell you a
little more about our
service and to set up
an initial assessment
If you are unsure
whether you want or
need help, please do
not hesitate to get in
touch to find out
more about the
service.
Appendix one
41
British Medical Association The BMA is an independent trade union and professional association. It offers support for professional, ethical and personal matters. It also has a counselling service called “Doctors for Doctors” which gives doctors the choice of speaking in confidence to another
doctor. www.bma.org.uk
Chaplaincy Sarah Crane Tel: 01908 996061 x: 86061
Defeat Depression Leaflet available from the Royal College of Psychiatrists www.rcpsych.ac.uk
Doctors’ Support Network Anonymous confidential peer support Tel: 0870 321 0642 www.dsn.org.uk
Alcoholics Anonymous Tel: 0845 769 7555 www.alcoholics-anonymous.org.uk
Medical Defence Union [email protected] www.the-mdu.com
Medical Protection Society Tel: 0845 605 4000 www.medicalprotection.org.uk
Narcotics anonymous Tel: 020 7730 0009/0845 3733366 www.ukna.org
The Samaritans Tel: 08457 909090 (UK) [email protected] www.samaritans.org.uk
Sick Doctor Trust Tel: 0870 444 5163 www.sick-doctors-trust.co.uk [email protected]
Support4 Doctors www.support4doctors.org has been developed by the Royal Medical Benevolent Fund. It aims to provide independent, non judgemental help for doctors by routing them through to a wide range of sources of information, advice and support, including money and finance, health and well being, work and career and family and home.
Appendix two
42
A
ug
S
ep
O
ct
No
v
Dec
Jan
F
eb
M
ar
Ap
ril
Ma
y
Ju
ne
Ju
ly
ES
X
X
X
X
X
X
CS
X
X
X
X
PD
P
X
X
X
X
X
X
ITR
X
X
TA
B
X
X
(2
)
CB
D
X
X
X
X
X
X
(6
)
Min
i
CE
X/
DO
PS
X
X
X
X
X
X
X
X
X
(9
6+
3)
Co
re
X
X
XX
X
X
X
X
X
X
XX
X
X
X
(15)
Teac
hin
g
As
-sess
men
t
X
(1)
ILS
X
GM
C
Su
r-
X
Teac
hin
g
at-
ten
de
d
70%
PS
G
X
X
AR
C
X
Summary
FY1 (Typical 6/12 + 6/12)
Appendix three
43
A
ug
S
ep
O
ct
No
v
Dec
Jan
F
eb
M
ar
Ap
r M
ay
Ju
ne
Ju
ly
ES
X
X
X
X
X
X
CS
X
X
X
X
X
X
PD
P
X
X
X
X
X
X
ITR
X
X
TA
B
X
X
(2
)
CB
D
X
X
X
X
X
X
(6
)
Min
i
CE
X/
DO
PS
X
X
X
X
X
X
X
X
X
(9
6+
3)
Teach
-in
g
As
-sess
men
t
X
(1)
AL
S
A
SA
S
GM
C
Su
rve
y
X
Teach
-in
g
att
en
d-
70%
PS
G
X
X
X
AR
CP
X
FY2 (Typically 4/12 + 4/12 + 4/12)
Appendix four
44
Disclaimer
The advice and information contained in this handbook is offered to assist you with your
training and is given in good faith. As many of the official foundation programme documents
are working documents, there may be amendments or changes to the foundation programme
which the Postgraduate Centres and all individuals involved with the programme are unable to
predict at the time of publication of this handbook.
Doctors must check with either the postgraduate centres or other individuals involved with the
foundation programme, to ensure they have the latest information and advice.