Curriculum Review 2014/5 - Health Education England

Public Health Specialty Training Curriculum 2015 DR. SUZANNA MATHEW (CURRICULUM AND ASSESSMENT COMMITTEE) CORE SLIDES FOR TOT-08/09/2015 Outline Process of review Summary of changes Key Areas Timing and phase Competence for consultant practice Small Group exercise

Implementation plan Resources Process of Review-1 Online Questionnaire-priorities for change, learning outcomes, phases, assessment, documents on website Workshops(5 locations) 1. 2. 3. 4.

5. Core public health skills Delivery of Training Public Health On Call Leadership and advocacy Metacompetence Principles of change agreed through workshops Working group members and Key Areas 1 Group topic Members & Region Surveillance and assessment of Hilary Guites (London), Emily Youngman the population's health and well-being & Public Health

Intelligence 2 Assess the evidence of the effectiveness of health and healthcare interventions, programmes and services & Health and Care Quality Judith Bell (East Midlands), Mark Lambert(North East) Mary Bussell (London) Richard Firth 3 Policy and strategy development and implementation & Strategic

leadership and collaborative working for health Anna Chicowska(London), Jennie Carpenter (Yorkshire), Martin Schweiger(Yorkshire), Dave McConalogue 4 Health Protection 5 OSILOs & Training Phases 6 Meta-competence, Ethical Management of the Self

7 Academic Public Health 8 Health Improvement Margot Nicholls (London), Yvonne Young (London), Gavin Dabrera, Duncan Cooper Fiona Head (East of England), Mel Conway (South East), Susanna Roughton, Andy Graham Jennie Carpenter (Yorkshire), Suzanna Mathew (Yorkshire) Sarah-Stewart Brown, Yasmin Akram Julie Parkes (Wessex), Carol Brayne (East of England), Ellie Hothersall, Kirsty Little, Jennifer Yip

Fiona Reynolds (NorthWest), Eamonn O'Moore (London), Hilary Guite, Judith Stansfield (London), and Suzanna Mathew (Yorkshire), Process of Review-2 Draft version of curriculum sent with questionnaire: 13 organisations and 25 individuals responded Do the changes adhere to agreed principles (64%) Does the change signal an improvement (61%) Issues raised in consultation that have not been addressed Impact on equality and diversity(75% said none) Challenges in and barriers to implementation Three priorities for change(n=106)

Increase generic transferable skills ( leadership, management, political, strategic) Remove specific contexts (many have or will disappear) More guidance on what constitutes a sufficient level of detail to sign off a learning outcome Less duplication Better worded learning outcomes GMC Standards Why GMC stds? Lay person or patient involvement in the implementation of standards Resources and infrastructure available at all level, national deanery, LEP

Do current trainers have enough peer support and training? Concerns around transparency of process and standardisation of assessment in relation to individual learning outcomes Map typical examples in next version Summary of changes The overall number of learning outcomes has been reduced, with some new ones added(77 in KA 1 to KA9+ 12 in KA10). The presentation of outcomes has been improved by rewording/renumbering and using clearer descriptors The number of phases of training has been reduced from three to two The key areas have been reorganised: 8 has been amalgamated into 1, amendments have been made

to 9 and a 10th has been added in, introducing competencies for consultant practice No change to Part A and B exams Summary of Changes-1 Millers adapted model of learning for public health Summary of changes -2 2.3 Public health training pathway PHASE 1 PHASE 2 ST1 ST2 ST3

KNOWS KNOWS HOW/SHOWS ARCP PART A** ST4 SHOWS HOW/ DOES ARCP ARCP ST5 DOES ARCP PART B***

2 years (normally up to 30 months maximum). Part A and Part B MFPH obtained in this phase and public health knowledge and core skills gained. Registrars are also expected to begin to demonstrate development of ability to integrate their use of those skills as progress towards independent practice. In phase 1 this will be assessed by examination, at each annual appraisal and ARCP. This phase allows the registrar to take increasing levels of responsibility leading to the final year when registrars are expected to work at consultant level but under supervision. In the final year, supervision will become increasingly light touch as the Educational Supervisor judges that the registrar can be entrusted with work reflecting a high level of responsibility. Acting up into a

consultant post is encouraged in the final year of training. In phase 2 workplace based assessment, annual appraisals and ARCP will continue to assess this progress. Summary of changes -3 Group Work In small groups, work through tables c and d for one Key Area( 1 to 10), and identify 2 pieces or work that all Public Health StRs should ideally complete before their CCT. Share any good practice example from this area that you have experienced as an StR or Supervisor. Thank you very much

IMPLEMENTATION PLAN-HOW, WHO, WHEN AND WHERE AUGUST 2015 TO JULY 2017 At least two years are required for implementation to reach a routine level of use Formal channels of two way communication among those involved in implementation Priorities for C and A committee. Target groups e.g., CPD co-ordinators, ?Faculty assessors Target groups of StR( Gps C and D).

Implementation plan Who will need to change over to new curriculum? Implementation date is set as 1/8/16, those who have 12 months or more of WTE training as of 1/8/16, i.e. CCT 1/8/17 or later, will be required to transfer to the new curriculum. Those recruited in 2015 will be required to move to the new curriculum. Implementation strategy-targeted approach A. Staying with 2010 curriculum CCT on or before 31/7/17=109+131 B. Starters in 2015

Approx 80 C. CCT 1/8/17 to 31/7/18 Approx 80 D. CCT 1/8/18 to 31/7/19 Approx 80 E. CCT1/8/20 and later -Approx 25

Commitments in GMC submission FPH hosting a number of curriculum workshops What does this mean for me? Delivery mechanisms What work continues? Specific workshops for TPDs, ESs Integration with existing TOT programmes Integration into FPH e-portfolio Explore possibility of new formative assessment linked to KA10.

Implementation Plan-Resources FPH Workshops / TOT programmes Detailed mapping of new learning outcomes to old has been prepared, and the new additions highlighted. Most can be simply read across and there are only three new learning outcomes in core competency. Mapping to part A syllabus and part B skills by exam committee chairs Additional support to programmes/schools as needed StR curriculum champions- to assist in promoting the curriculum and help build up asset of frequently asked questions. E portfolio working group E-Portfolio working group Work on developing the e-portfolio to make it compatible with the new curriculum is progressing well. A small working group (consisting of two

Registrars, Grant Fisher, Alex Bulgo and myself ) will be overseeing the work. We have divided the work into two phases. Phase 1 will involve implementing changes to the e-portfolio so that new Registrars can start logging their training as soon as possible. work has already begun and we are aiming to have the e-portfolio ready for new Registrars to begin logging their work towards the middle/end of October. The second phase will involve transitioning existing Registrars, who are required to move to the new curriculum, to the 2015 curriculum in the E-portfolio. The Phase 2 work will begin in January next year. Time for Action!

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