SAS Tutors Development The SAS Tutor as a

SAS Tutors Development The SAS Tutor as a Resource Yohanna Takwoingi, SAS Tutor Rep, NACT UK Council Liz Spencer, Anaesthetist & Professional Educator, Education Adviser, NACT UK. Doctorstraining. com Mandy King, Leadership Trainer & Coach, SAS Team, Gloucestershire Hospitals 30 September 2016

Objectives • Consider the diverse roles that you have as a Tutor • Define yourself as a leader & mentor • Principles of giving & receiving feedback • Opportunity to learn & share from other Tutors

YOUR ROLE Supporting Excellence In Leading Medical Education Educating Managing

Role of the Tutor When a SAS doctor comes to you with a problem about workload, being stressed, uncertain where there career is going, being bullied or undermined by consultant what do you do? MAKE TIME TO SIT DOWN, TALK & SUPPORT MENTOR, ACTION PLAN. REVIEW CONSIDER YOUR ROLE AS A SIGNPOST TO OTHER RESOURCES

What’s New? National & Regional current issues Liz Spencer

Educators Individuals with a role in teaching, training, assessing and supervising learners. This includes n Individuals in a recognized and approved trainer role n Other doctors or healthcare professionals involved in education and training in the course of their daily clinical or medical practice n Academic staff from a range of disciplines with a role in education and training

Educators Individuals with a role in teaching, training, assessing and supervising learners. This includes n Individuals in a recognized and approved trainer role n n Other doctors or healthcare professionals involved in education and training in the course of their daily clinical or medical practice Academic staff from a range of disciplines with a role in education and training

Educators are responsible for engaging positively with training, support and appraisal relating to their role and are accountable for the resources they receive to support education and training. They must act in line with professional guidance for all doctors – they must be positive role models demonstrating good medical practice. They are expected to maintain and continue to develop knowledge and skills on an ongoing basis through continuing professional development. Educators are involved in and contribute to the learning environment and culture.

Supporting Excellence Generic Professional Capabilities Framework – 10 domains In Medical Education 1. Professional values and behaviours 2. Professional skills – practical & clinical 3. Professional knowledge 4. Communication capabilities 5. Capabilities in leadership & teamworking 6. Capabilities in patient safety & quality improvement 7. Capabilities in dealing with complexity & uncertainty 8. Capabilities in safeguarding vulnerable groups 9. Capabilities in education and training 10. Capabilities in research 14

Supporting Excellence New Junior Doctor Contract In Medical Education Work schedules inform doctors of the range and pattern of duties expected during a placement, as well as intended learning outcomes. This is later personalised to the individual needs. Exception reports are a formalised way for doctors to raise issues when they feel that their work schedule, either in terms of service or training, does not reflect the reality of their post.

Supporting Excellence In Medical Education “Educational supervisor will respond to any exception reports, conduct work schedule reviews and will also have joint responsibility with the doctor for personalising their work schedule. While accountability remains with the educational supervisor, completing certain tasks can, and often needs to be, formally reassigned. ”

Supporting Education & Clinical Supervisor Recognition- July 31 st 2016 Excellence In Medical Education Hospitals should use the seven areas to show they identify, train and appraise trainers a. ensuring safe and effective patient care through training b. establishing and maintaining an environment for learning c. teaching and facilitating learning d. enhancing learning through assessment e. supporting and monitoring educational progress f. guiding personal and professional development g. continuing professional development as an educator. Academy of Medical Educators

Appraisal of Supervisors & Supporting Tutors Excellence In Medical o Supporting information Education n Personal record of activity n Feedback on performance n Discussion & reflection www. nact. org. uk

Recent NACT UK documents Supporting Excellence In Medical Education

Factors Affecting Doctors’ Performance affected by complex mix of issues 1 n n n 1. 2. Behavioural and personal factors significant in majority of performance problems – attitude to work Work context & environment needs full exploration e. g. workload, sleep, bullying, harassment Post and programme – selectio, n induction and supervision all contribute Educational factors pre & post qualification impact on trainees’ performance 2 Social factors – include family pressures Health – Under diagnosed & poorly managed! stress & depression requires understanding from educationalists & managers Understanding Doctors' Performance. Oxford: Radcliffe Publishing, 2006: 38– 47. 9. Paice E, Orton V, Appleyard J. Knights & Kennedy 2006 Dysfunctional tendencies in medical students www. doctors-training. com

The Trainee in Difficulty n n Clinical performance (knowledge, skills, communication) Personal and behavioural issues (professionalism. motivation) Sickness/ill health (personal/family stress, career frustrations, financial) Environmental issues (organisational, workload, bullying and harassment) NACT UK 2007 www. doctors-training. com

Communication Feedback www. doctors-training. com

Purpose of feedback q q q Recognise and build on strengths Identify limitations & structure development needs Encourage self awareness & insight Set clear goals to improve performance and assist in career development BECAUSE YOU CARE www. doctors-training. com

Constructive adjective: constructive 1. having or intended to have a useful or beneficial purpose. "constructive advice” Synonyms: positive, useful, of use, helpful, encouraging 2. helping to improve; promoting further development or advancement (opposed to destructive ): constructive criticism. www. doctors-training. com

Principles of Giving Feedback q q q Describes behaviour and its impact – non-judgmental Specific, Sensitive & Timely Confidential FREQUENT – all the time! Involves the receiver – conversation – manage the airtime >50% theirs Relevant to the curriculum / stage of training - prioritised Against known expectations – don’t move goal post Confronts important or difficult issues Balanced – positive & negative Is understood and accepted by the receiver Method of delivery flexed according to receiver Is given by someone who genuinely wants to help Suitable venue – away from patients – clarify timeframe & agenda www. doctors-training. com

Receiving Feedback n n n n n In private? Agenda stated so am prepared. Confidential. Am respected as a person & doctor, treated as an adult From someone who cares & who I trust / respect Direct, honest, frequent Empowered to discuss / Time for discussion I make action plan with guidance, may need time to reflect I will listen & be open to comments / suggestions Understand formative nature My opinion invited & I am listened to www. doctors-training. com Taylored to seniority & builds on existing knowledge

Doctor must feel positive n n n Confident, optimistic, resilient & able to cope with work pressures Enables self exploration and self assessment Motivated to make changes MASLOW www. doctors-training. com

Developing Mentoring & Supporting Skills n n n Be positive – we CAN do this – together Listen intently Don’t be “Mr Fix-it” Ask and probe to develop insight & encourage self-determination Time-lined action plan – how can you help? Document & Review www. doctors-training. com

GOOD COMMUNICATION Building Rapport Different Levels of Listening Giving supportive feedback Core Skills Asking Questions Using Intuition

Practice Method: n Consider a current issue n Groups of 3 - 10 mins each - each person to - n mentor be mentored observe & feedback Observe q q q Single open questions? Give advice? ? – not to be encouraged! Picking up emotions / “hidden” issues www. doctors-training. com

The SAS Tutor as a Resource Supporting Excellence In Medical Education o o Outcomes Consider your role in current climate Define yourself as a leader & mentor Principles of giving & receiving feedback Learn & share from other Tutors

Supporting Excellence Closure In Medical o Personal Reflection Education n What have you learnt n What are you going to do / change? n What are your development needs o Evaluation of course o Certificate will be emailed o Share one Take Home message