is there a doctor in the house? then take me to your leader. engaging medical and clinical staff in...
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Is there a Doctor in the house? Then take me to your leader.
Engaging medical and clinical staff in Post Graduate accredited
workbased leadership development
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Jan Metcalfe
Senior Learning Facilitator
CETAD
Workbased learning division
Faculty of Health and Medicine
Lancaster University
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2 cases of leadership development 40 junior doctors 40 ward managers
Key themes:
• Client connection
• Engaging participants
• Innovation in Teaching Learning and Assessment strategy
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Client connection: programme design
• Validation of a PGC medical leadership for F2 doctors
• Traditional academic approach
• Focus on theory and content
• 3 modules
• Organisation / client needs
• Competency framework
• Collaborative design of bespoke programme
• Focus on learning and workplace development
• Post graduate level to meet both WM needs and also to meet M level requirements
• Director of Medical Education• FHM professor/ NHS consultant
• Director of Nursing • CETAD workbased learning centre
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Client connection: programme delivery
• one cohort 40 students
• weekends
• lecture theatre
• Assessments
• 3 x 4000 word essays
• 2 cohorts
• time off work to attend
• away from workplace – dedicated training venue
• Assessments
• range of work related , workplace assessment tasks
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Client connection: engaging participants
• Director introduces programme at WM meeting
• Explains benefits and also her expectations
• Told to attend
Thoughts – how would you feel about the prospects of being on this programme
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Engaging participants
• Building a learning community
• Style and approach focused on developing key learning processes
• Fun, interactive , experiential
• Explain the reasons why leadership development needed
• Sell the benefits to their practice
• Ensure content is specifically related to their context
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Client connection
• Director of Medical Education
• Left us to it
• Told students didn't need to do assessments – just a tick box exercise for BMC
• Director of Nursing
• Lots of involvement behind the scenes regular review
• Attending workshops for specific input
• Collaborating on the nature of the assessments
• In house support
• Action learning sets facilitation
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First assessment Analysing drivers for change in the NHS
• 4000 word essay
• To be submitted 8 weeks after workshop
• 9/40submit
• 5 fails
• 2 plagiarism
• Doh !!!!
• In class
• Group activity
• Quick - after day 2
• Peer expectations
• Fantastic results - 68 -75
• Celebratory
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Ward managers assessments
• Group task to analyse drivers for change for impact on WM
• Personal development plan : linked to change, competence framework, MBTI and 360 feedback
• Change Management Project Proposal
• Reflective diary – leading others through change
• Design an evaluation for achievement of change in work context
• Final group presentation – design and conduct own evaluation of learning from programme, including evaluation of experience of working in action learning sets.
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Ward Managers Their end of programme evaluation
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And for the doctors…….
• Erratic attendance
• Not taking up tutorial support
• More essays
• Assessment submissions fewer and fewer
• Standard weak
• Yet enjoying the course !
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How did we turn this around?
Client connection to understand:
• what medical leadership development junior doctors need
• their personal development needs
• when learning needs to happen - to dovetail in with the medical development and clinical supervision
And to agree
• how best to meet those needs
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How did we turn this around?
Client connection: to engage key stakeholder
• with the value and benefit of medical leadership development to workplace practice
• in understanding different learning needs , learning styles and learning processes
• to model organisation commitment and ownership for medical leadership development .
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How did we turn this around?
Student engagement: New programme
• Takes place during the working week
• Timetabled as part of their education programme
• Flexible timings to accommodate their work patterns, exams , job applications etc
• Highly interactive, participative, experiential
• Sell the benefits – in terms of a qualification
– in terms of their CV
– in terms of developing their practice
– in terms of relevance to their experience
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How did we turn this around?
Assessments:
• First assessment : quick early, group based, in class
• 34 /41 participated and achieved marks between 62 – 75
• Those who didn’t attend ( due to being on nights have asked if they can do an individual assessment
• Followed promptly by an individual assessment
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Assessments
• Personal development plan – focused on medical leadership – timely for when they should be reviewing their development with their clinical supervisors – signed off by organisation
• Team working module – at time when they begin to have more responsibility for the contribution of others
• Assessed by a teamworking task based on a typical team scenario in workplace
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Final assessment
• Assessment centre
• Range of activities : interviews, discussion groups, presentations, problem solving, work related scenarios
• Reflects what happens in workplace when applying for ST positions
• Also links to BMC sign off by Director of Medical Education
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Our learning from these 2 cases
• Client connection: understand what they want, get inside what they really need, keep them involved
• Student engagement: need to stimulate their interest and motivate them to participate , need to promote benefit beyond a qualification, need to make relevant and connected to application to their context and roles as DOCTORS
• Assessments: innovative, creative, workplace, work related assessments, of tangible benefit to them
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Our learning from this one organisation
• Be careful not to make assumptions !
• One Trust
• Two clients
• 80 participants
• But not the same attitude and approach to developing and supporting the development of their staff
• So ongoing role for us to continue to support individual learning AND organisational learning
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