Learning To Make a Difference Improving CMT trainee

Learning To Make a Difference Improving CMT trainee and trainer Supervision Dr Bijal Patel (CT 1 Doctor) Dr S Kumar (College Tutor) Problem: Findings so far: A doctor’s training and interaction with their supervisors can vary widely in clinical practice, and can therefore result in different experiences. Graph representing trainee attendance of meetings Purpose: To establish and improve any problem areas within trainee/ trainer supervision Study design: A PDSA format was used. Surveys were sent to CMT trainees to obtain feedback on their induction and end of placement meetings with their supervisors. The surveys were derived from the local induction and national TACT guidelines. Improvements: -Providing fixed meeting slots for everyone to adhere to (Eg. Week 2, Thursday pm) -Having the ward base consultant as a supervisor - Having a checklist for areas to discuss in the meeting -More meetings with the supervisor and CMT tutor -Formal teaching sessions on ARCP requirements -3/7 supervisors were unfamiliar with eportfolio -Only 1/7 trainees had filled in the necessary induction forms -Majority of trainees found limited discussions regarding audits, teaching, careers advice and courses -All trainees found their supervisors approachable Changes: Conclusions: Next Steps: Trainees and trainers showed good rapport development. Some problem areas identified include: -Not having meetings at timely intervals -Unclear format of what meetings should entail The results were presented at a local CMT faculty meeting. Subsequent induction guidelines for supervisors were created and endorsed by the Medical Director, Clinical Director, CDME and college tutor. To implement and evaluate the improvements. Further work includes obtaining data from the supervisor’s perspective.