Educ for Hlth Professions

E-Learning in the workplace: An annotated bibliography – NZ Ministry of Education – February 2015

Posted on February 10, 2015. Filed under: Educ for Hlth Professions | Tags: , |

E-Learning in the workplace: An annotated bibliography – NZ Ministry of Education – February 2015

“This report gives an overview of the literature relating to e-learning in workplaces in New Zealand, Australia, Canada, the United Kingdom, and the United States.”

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Standards for medical education and training – consultation on draft standards – General Medical Council [UK] – 28 January 2015

Posted on January 30, 2015. Filed under: Educ for Hlth Professions, Medicine | Tags: , |

Standards for medical education and training – consultation on draft standards – General Medical Council [UK] – 28 January 2015

“This consultation from 28 January to 24 March 2015 is on new standards for undergraduate and postgraduate medical education and training.”

Media release: New standards put patient safety at the heart of medical education and training

Consultation document: Standards for medical education and training: a public consultation on our draft standards

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eLearning for undergraduate health professional education: A systematic review informing a radical transformation of health workforce development – Authors: Imperial College London, World Health Organization – 12 January 2015

Posted on January 15, 2015. Filed under: Educ for Hlth Professions | Tags: |

eLearning for undergraduate health professional education: A systematic review informing a radical transformation of health workforce development – Authors: Imperial College London, World Health Organization – 12 January 2015

“Overview

This publication on ‘eLearning for Undergraduate Health Professional Education’ responds to a need at the country level for evidence to inform and guide health professional education as an important vehicle in preparing health professionals to be ‘fit-for-purpose’. The World Health Organization (WHO) Department of Health Workforce in collaboration with the Department of Knowledge, Ethics and Research commissioned the Global eHealth Unit (GeHU) at Imperial College London to conduct a systematic review of the scientific literature to evaluate the effectiveness of eLearning for undergraduate health professional education.

At a global level, it will assist in the implementation of the WHO’s global human resources for health strategy by providing the best evidence of how and where eLearning can best be used in country settings. The report also provides a foundation for the development of future WHO guidelines for pre-service training and the direction for  future research.”

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The state of medical education and practice 2014 – General Medical Council [UK] – 8 October 2014

Posted on October 24, 2014. Filed under: Educ for Hlth Professions, Medicine | Tags: |

The state of medical education and practice 2014 – General Medical Council [UK] – 8 October 2014

Press release: Face of UK medicine is changing, says GMC

Executive Summary

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Optimizing Scopes of Practice: new models of care for a new health care system – Canadian Academy of Health Sciences – 15 May 2014

Posted on August 26, 2014. Filed under: Educ for Hlth Professions, Workforce |

Optimizing Scopes of Practice: new models of care for a new health care system – Canadian Academy of Health Sciences – 15 May 2014

Conclusion from the report

“Increased flexibility around scopes of practice and models of care is required to meet the changing population health needs and the diversity represented in communities across Canada. To determine optimal scopes of practice, clearly defined roles and tasks are best delineated at the local practice level relative to community needs and resources. Enabling greater flexibility requires an approach that takes into consideration changes over the course of a health professional’s career, including skills development, certification processes, skills mix, and professional interests. For such changes to be adopted and scaled up over time, there needs to be both a systematic, evidence-based approach to furthering individual- and team-level accountability and a new balance between regulated individual practice and the accreditation of collaborative care arrangements. This is best afforded through the alignment of education, regulation, and funding models to optimize health professional scopes of practice. It is this collaborative practice model that must have the flexibility to best utilize the scopes of practice of team members within an accountable and regulated environment in the context of patient, community, and population health care needs.

In summary, the proposed recommendations provide a blueprint for action to align optimal scopes of practice with innovative models of care through educational, legal, regulatory, economic, and evaluative structures. Consideration and adoption of the recommendations will require time and cooperation from all stakeholders. The ultimate goal is for the transformation of scopes of practice and models of care to enable the future health care system to best meet the needs of Canadians.”

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Graduate Medical Education That Meets the Nation’s Health Needs – Institute of Medicine – 29 July 2014

Posted on July 31, 2014. Filed under: Educ for Hlth Professions, Medicine | Tags: , |

Graduate Medical Education That Meets the Nation’s Health Needs – Institute of Medicine – 29 July 2014

“Since the creation of the Medicare and Medicaid programs in 1965, the public has provided tens of billions of dollars to fund graduate medical education (GME), the period of residency and fellowship that is provided to physicians after they receive a medical degree. Although the scale of govern­ment support for physician training far exceeds that for any other profession, there is a striking absence of transparency and accountability in the GME financing system for producing the types of physicians that the nation needs.

The IOM formed an expert committee to conduct an independent review of the governance and financing of the GME system. The 21-member IOM committee concludes that there is an unquestionable imperative to assess and optimize the effectiveness of the public’s investment in GME. In its report, Graduate Medical Education That Meets the Nation’s Health Needs, the committee recommends significant changes to GME financ­ing and governance to address current deficiencies and better shape the phy­sician workforce for the future. The IOM report provides an initial road­map for reforming the Medicare GME payment system and building an infrastructure that can drive more strategic investment in the nation’s physician workforce.”

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GP Taskforce Report – NHS Health Education England – 22 July 2014

Posted on July 24, 2014. Filed under: Educ for Hlth Professions, General Practice |

GP Taskforce Report – NHS Health Education England – 22 July 2014

“The GP Taskforce Report was commissioned prior to the establishment of Health Education England. However, although it takes a very specific GP view, it contains some useful research and will be helpful information to consider as part of our Workforce Plan for England alongside other evidence and suggestions while many of the recommendations have been acted upon through commitments in our Mandate.

The full report can be found here”
Securing the Future GP Workforce: Delivering the Mandate on GP Expansion

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Doctors in training say overall satisfaction high but concerns remain – General Medical Council [UK] – 23 June 2014

Posted on June 26, 2014. Filed under: Educ for Hlth Professions, Medicine | Tags: |

Doctors in training say overall satisfaction high but concerns remain – General Medical Council [UK] – 23 June 2014

“Doctors in training, who provide much of the NHS’s frontline care, are generally satisfied with the support and education they receive, according to a major survey by the General Medical Council (GMC).

Overall satisfaction remains high, particularly in general practice and anaesthetics training, but there are still concerns where trainees feel problems at a local level have not improved after three years.

For the first time, the survey’s ‘reporting tool’ allows comparison of results over the last three years. This paints a richer picture of how education providers act on the views of doctors in training to bring about improvements in the quality of education.

In October deaneries and Local Education and Training Boards (LETBs) will report back to the GMC on how they plan to address the concerns identified in the survey.

The survey, one of the biggest of its kind in the world, received the highest response rate since it began eight years ago. More than 98 per cent of the 54,000 UK doctors in training gave their views on their medical education.

The report also includes case studies that show how postgraduate deans, medical royal colleges and faculties, and local education providers have used the results to make positive changes to training, particularly in the areas of educational supervision and handover.”

… continues on the site

National Training Survey – GMC

 

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Clinical education: the role and contribution of universities – a scoping study 2014 – University of Sydney – 30 May 2014

Posted on June 19, 2014. Filed under: Educ for Hlth Professions, Workforce |

Clinical education: the role and contribution of universities – a scoping study 2014 – University of Sydney – 30 May 2014

full text: Buchanan, J., Jenkins, S and Scott, L. (2014) Student Clinical Education in Australia: A University of Sydney Scoping Study, The University of Sydney, Sydney

Extract from the executive summary

“Clinical placements have become a matter of growing interest and challenge for those concerned with the development of future health professionals and with sustaining a high quality health system. While there is much material on ‘the clinical placement problem’ in general there is comparatively little information on the detail of what clinical placements are actually like. There is scarcely any analysis of the similarities and differences across the entire range of health disciplines. This report begins the process of generating new knowledge on this matter. It makes no pretensions to being in any way definitive. On the contrary it is a scoping study based on a summary of, and initial reflections concerning, the management of clinical placements at The University of Sydney (hereafter ‘the University’). The report’s insights are not just of relevance to this institution however, as the experiences reported within are likely to be similar to those of other universities educating future health professionals. This report explores the context, structures, operations and characteristics of placements in the health and clinical sciences offered by the University. The disciplines covered include (in alphabetical order): dentistry, exercise physiology, medicine, nursing and midwifery, nutrition and dietetics, occupational therapy, pharmacy, physiotherapy, psychology, radiation science, rehabilitation counselling, social work, and speech pathology.”

 

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Framework 15: Health Education England Stratetgic Framework 2014 – 2029 – 5 June 2014

Posted on June 10, 2014. Filed under: Educ for Hlth Professions | Tags: |

Framework 15: Health Education England Stratetgic Framework 2014 – 2029 – 5 June 2014

Media release: HEE predicts requirement for more flexible care to meet needs of future patients – 5 June 2014

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Winning the global race? Jobs, skills and the importance of vocational education [UK] – IPPR – 4 June 2014

Posted on June 5, 2014. Filed under: Educ for Hlth Professions |

Winning the global race? Jobs, skills and the importance of vocational education [UK] – IPPR – 4 June 2014

report

 

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“My Bad!” How Internal Attribution and Ambiguity of Responsibility Affect Learning from Failure – Harvard Business School – 9 May 2014

Posted on May 12, 2014. Filed under: Educ for Hlth Professions |

“My Bad!” How Internal Attribution and Ambiguity of Responsibility Affect Learning from Failure – Harvard Business School – 9 May 2014

“Executive Summary — As scholars and practitioners have observed, failure clearly presents a valuable opportunity for learning in organizations. All too often, however, the opportunity is lost. Indeed, prior studies on the topic suggest that, perhaps ironically, such learning often fails to occur. In this paper the authors begin to uncover when and why individuals are more likely to learn from failed experiences. Specifically, they present evidence from three studies that support a conceptual model of learning from failure as operating through individuals’ internal attributions of failure, driven in part by low ambiguity of responsibility, that lead to increased learning effort and subsequent improvement. The paper thus makes theoretical advances and carries implications for managers.”

… continues on the site

 

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Assessing Health Professional Education: Workshop Summary – Institute of Medicine – Washington, DC: The National Academies Press, 2014

Posted on May 1, 2014. Filed under: Educ for Hlth Professions | Tags: , , |

Assessing Health Professional Education: Workshop Summary – Institute of Medicine – Washington, DC: The National Academies Press, 2014

“Description

Assessing Health Professional Education is the summary of a workshop hosted by the Institute of Medicine’s Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and practicing health care and prevention professionals about the role each could play in assessing the knowledge, skills, and attitudes of all learners and educators across the education to practice continuum. The workshop focused on assessing both individuals as well as team performance. This report discusses assessment challenges and opportunities for interprofessional education, team-based care, and other forms of health professional collaborations that emphasize the health and social needs of communities.”

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Recommendations for safe trainee changeover – Academy of Medical Royal Colleges – April 2014

Posted on April 24, 2014. Filed under: Educ for Hlth Professions, Medicine | Tags: |

Recommendations for safe trainee changeover – Academy of Medical Royal Colleges – April 2014

“Doctors in training in the UK have historically started new six-monthly rotations in February and August, with the majority of junior doctors rotating to new training programmes during the first week of August. There is an increasing body of evidence to suggest that simultaneous trainee changeover is associated with higher mortality, reduced efficiency and lower satisfaction. The Academy of Medical Royal Colleges (AoMRC) and NHS Employers have worked with partner organisations to develop simple, practical recommendations that can help mitigate these problems.

The four key recommendations are recognised as best practice and could be implemented within the current arrangements:
1. Consultants must be appropriately available
2. Flexible and intelligent rota design
3. High quality clinical induction at all units
4. Reduction of elective work at changeover times”

Media Release: Changes to Trainee Doctor Rotations are Needed to Improve Patient Safety and Quality of Care

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Workforce planning guidance 2014/15 – NHS Health Education England – 16 April 2014

Posted on April 22, 2014. Filed under: Educ for Hlth Professions, Workforce | Tags: , |

Workforce planning guidance 2014/15 – NHS Health Education England – 16 April 2014

Extract from the Foreword:

“The £5bn Health Education England (HEE) invests annually on behalf of taxpayers funds the training and development of the health care workforce in England. The NHS employs 1.4m staff in over 300 different professions across more than 1,000 different organisations who meet the needs of 1m patients every 36 hours.

This is a complex business with labour markets cutting across health, social and independent sectors and operating at all levels from local to international. The National Health Service needs a workforce plan that delivers locally and for the sum of the parts. HEE is the single accountable national body which leads and co-ordinates investment in the development of the health and public health workforce. Local Education and Training Boards (LETBs) are the regional presence of HEE, charged with ensuring that local commissioners and employers, informed by the needs of patients, are at the forefront of the planning and forecasting process.

Our guidance this year is structured as follows:
.Section 2 establishes the importance of planning the workforce based on current and future patient need, and outlines the high level process for developing plans this year;
.Section 3 describes in more detail the roles of HEE and our partners in the workforce planning process;
.Section 4 sets out the timetable for delivery of components of the planning process;
.Appendix A elaborates on the context and on systemic improvements that are in train to improve the planning process.”

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First major survey of pharmacists and pharmacy technicians reveals picture of pharmacy today – 3 April 2014

Posted on April 9, 2014. Filed under: Educ for Hlth Professions, Pharmacy, Workforce |

First major survey of pharmacists and pharmacy technicians reveals picture of pharmacy today – 3 April 2014

“The General Pharmaceutical Council (GPhC) has published the findings of its first major survey about the day-to-day roles and responsibilities of pharmacists and pharmacy technicians.

The findings will be used by the GPhC to inform its ongoing work to improve the way pharmacy professionals and services are regulated. This includes developing new approaches to assuring the continuing fitness to practise of registrants and the quality of education and training.

The full results of the Registrant Survey 2013 are also being made publicly available to help others, including those working in public health policy and workforce planning, to develop a greater understanding of pharmacy practice today.

Over twenty nine thousand registered pharmacy professionals responded to the survey; 15,553 pharmacists and 13,515 pharmacy technicians. This is the first survey of its kind of pharmacy technicians and it provides important insights into areas including employment, responsibilities and appraisals.

Roles and responsibilities:

Ninety per cent of pharmacist and 91% of pharmacy technicians reported being in patient-facing roles:

• When asked about their main responsibilities, pharmacists most frequently mentioned providing advice and information to patients and carers (70%), supplying medicines and medical devices (63%) and providing advice and information to health professionals (35%)

• Pharmacy technicians most frequently mentioned supplying medicines and medical devices (71%), providing advice and information to patients and carers (55%) and routine tasks to manage pharmacy environment (49%).

Appraisals:

The majority of pharmacists (60%) and pharmacy technicians (72%) reported having an appraisal in the last 12 months. The survey found high levels of appraisal in hospitals (80% of pharmacists and 81% of pharmacy technicians) and large multiple pharmacies (69% of pharmacists and 75% of pharmacy technicians) in particular. There were much lower levels of appraisal in community pharmacies with four or fewer stores (17% of pharmacists and 45% of pharmacy technicians).

• 70% of pharmacists and 90% of pharmacy technicians said their appraisal was carried out by another professional

• When appraisals in community pharmacies with four or fewer stores occurred these were more likely to be carried out by another professional (80%) than appraisals in large multiple settings (52%).

The information gathered by the survey gives a useful insight into appraisals as the GPhC begins work to develop the framework for continuing professional development. The GPhC also plans to carry out further work with employers, professional bodies and others to gain a more detailed understanding of how pharmacy professionals are assessed in the workplace.”

… continues on the site

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The implementation of the Working Time Directive, and its impact on the NHS and health professionals: report of the Independent Working Time Regulations Taskforce to the Dept of Health – March 2014

Posted on April 8, 2014. Filed under: Educ for Hlth Professions, Medicine, Workforce | Tags: , |

The implementation of the Working Time Directive, and its impact on the NHS and health professionals: report of the Independent Working Time Regulations Taskforce to the Dept of Health – March 2014

“The taskforce was asked by the Secretary of State to review the impact and implementation of the European Working Time Directive, and two questions were uppermost in our mind.

1. What impact had the UK working time regulations (WTR) and court judgments associated with the WTD had on the training of doctors in the UK, and by extension on the delivery of high quality patient care?
2. If significant problems were identified, could solutions be recommended that would allow different specialties in medicine the flexibility to provide streamlined and appropriate treatment for patients, and in a manner which was practical for the NHS? ”

… continues on the site

Media release: Taskforce report on the impact of the European Working Time Directive – Royal College of Surgeons – 3 April 2014

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Skilled for improvement? Learning communities and the skills needed to improve care: an evaluative service development – The Health Foundation – March 2014

Posted on April 8, 2014. Filed under: Educ for Hlth Professions, Health Systems Improvement | Tags: |

Skilled for improvement? Learning communities and the skills needed to improve care: an evaluative service development – The Health Foundation – March 2014

“This report tells the story of the Learning Communities Initiative, in which an experienced research team used an action approach (combining action research and action learning) to study four improvement projects across two sites, while working with participants to facilitate the flow of knowledge and learning.

The report provides a graphic and illuminating description of the difficulties and barriers which arise in improvement work.

Key lessons

Key lessons identified by the authors include the following:

Applying the techniques of improvement science alone is unlikely to be sufficient to deliver sustained quality improvements in healthcare.
Any organisation wishing to improve quality – whatever its starting point – must invest in developing the three sets of skills: ‘technical’, ‘soft’ and ‘learning’ skills.
Developing these skills must be a central part of managers’ and practitioners’ roles – not just a marginal ‘add on’.
Strong and sustained institutional support is necessary to create an organisational environment that is conducive to improvement.
Improvement work should not underestimate the influence of key individuals who can either drive projects forward or hold them back.
Strong leadership is vital.
Improvement projects require in-built flexibility to adapt to changing realities.
Differences or lack of engagement and partnership working between various sectors and disciplines can determine the success of improvement interventions.
It is generally easier to move forward with an improvement project when it coincides with existing work streams.

The improvement skills pyramid

The authors identify three sets of skills – ‘technical’, ‘soft’ and ‘learning’ skills – that they found were essential for successful implementation of improvement. They use the analogy of a three-sided pyramid: to reach the point of sustained improvement (the apex of the pyramid), the organisational base (environment, culture, structures and resources) should be broad and solid enough to support the construction of the three ‘walls’ (each of the three sets of skills) to the same (maximum) height.”

… continues on the site – including a model of the improvement skills pryamid

 

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Consultation skills for pharmacy practice framework launched – NHS Health Education England – 19 March 2014

Posted on March 21, 2014. Filed under: Educ for Hlth Professions, Pharmacy |

Consultation skills for pharmacy practice framework launched – NHS Health Education England – 19 March 2014

“Pharmacy, alongside the whole of the NHS, is committed to putting patients at the centre of their own healthcare, enabling them to share decisions and make informed choices about their own health. Effective consultations with patients lie at the heart of delivering patient-centred care.

Health Education England (HEE) has today launched a new framework to help pharmacy professionals to improve their skills in carrying out consultations with patients and in delivering public health messages.

The framework, developed by HEE, the Centre for Pharmacy Postgraduate Education (CPPE) and key stakeholders across the profession, represents a national programme of change in pharmacy and will apply to more than 60,000 pharmacy professionals across England. This includes pharmacists, pharmacy technicians and pre-registration trainee pharmacists across a number of sectors such as hospitals, community pharmacies, primary care, GP practices, care homes, secure environments and the armed forces. It will also impact on Universities and Colleges who are training the next generation of pharmacists and pharmacy technicians.

The framework, which has been endorsed by the Royal Pharmaceutical Society and the Association of Pharmacy Technicians UK, has been structured around the following six questions:

Why are consultation and public health skills important for all pharmacy professionals?
How do I know what standard is expected of me?
How do I know how effective my consultation skills are now?
How do I improve my performance?
How can I check my learning and development?
How do I continue to develop my performance?

The key components are”

… continues on the site

Consultation skills for pharmacy practice: practice standards for England For all pharmacy professionals – March 2014

Website

Standards of Conduct, ethics and performance – General Pharmaceutical Council

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Evaluation of the information technology professionals in health care (“workforce”) program – summative report – March 2014

Posted on March 19, 2014. Filed under: Educ for Hlth Professions, Health Informatics, Workforce |

Evaluation of the information technology professionals in health care (“workforce”) program – summative report – March 2014

Presented to: Office of the National Coordinator for Health IT, Department of Health and Human Services, by University of Chicago

Extract from the executive summary:

“To help address the increasing and evolving demands of the current health care and policy environments, the Office of the National Coordinator for Health Information Technology (ONC) developed the Information Technology (IT) Professionals in Health Care Program (referred to as the “Workforce Program”). The Workforce Program was authorized under Section 3016 of the Public Health Service Act (PHSA), as added by Title XIII in Division A of the American Recovery and Reinvestment Act (ARRA) of 2009. The program’s primary goal is to rapidly and sustainably train a new workforce of health IT professionals to help providers implement and optimize electronic health records (EHRs) to improve health care quality, safety, and cost-efficiency.”

 

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Education and training tariffs: tariff guidance for 2014-15 – England Department of Health – 6 March 2014

Posted on March 10, 2014. Filed under: Educ for Hlth Professions, Health Economics |

Education and training tariffs: tariff guidance for 2014-15 – England Department of Health – 6 March 2014

“This document sets out:

the national tariffs for healthcare education and training placements in the financial year 2014 to 2015
how the tariffs will be implemented
in what circumstances the national tariffs may be varied and how to do this

The tariffs cover non-medical placements and medical undergraduate and postgraduate placements in secondary care.

Guidance on the tariffs will be published once a year, to cover the tariffs for the following financial year. Any further information that arises during the year will be published on Health Education England’s website.”

 

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Releasing time to care final report – Healthcare Improvement Scotland – 20 December 2013

Posted on January 10, 2014. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Releasing time to care final report – Healthcare Improvement Scotland – 20 December 2013

“Our report marks the conclusion of the formal national support for the Releasing Time to Care programme at the end of October 2013. It highlights the programme’s achievements along with the critical success factors and challenges faced. The latest data on spread of the programme across NHSScotland is presented together with a summary of the sustainability plans in place to make sure that RTC is embedded in the quality improvement infrastructures in NHS boards.”

 

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Investing in people for health and healthcare: workforce plan for England. Proposed Education and Training Commissions for 2014/15

Posted on December 19, 2013. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Investing in people for health and healthcare: workforce plan for England. Proposed Education and Training Commissions for 2014/15 – December 2013

“This, our first ever Workforce Plan for England, sets out clearly the investments we intend to make in education and training programmes to begin in September 2014. It is built upon the needs of frontline employers, who as members of our Local Education Training Boards (LETBs) have shaped the thirteen local plans that form the basis of our plan for England.”

 

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Educating Health Professionals: an Intersectoral Policy Approach – careum – 2013

Posted on December 18, 2013. Filed under: Educ for Hlth Professions |

Educating Health Professionals: an Intersectoral Policy Approach – careum – 2013

Extract from the preface

“The present Careum working paper was developed as a basis for the 2013 Careum Dialogue of the “healthcare policy meets educational policy” series. By means of the dialogues on educational policy in healthcare, the Careum Foundation participates in the worldwide reflection on how shortcomings, deficits and trade-offs in educational strategies can be overcome. The starting point is the Lancet Report, “Health professionals for a new century: transforming education to strengthen health systems in an interdependent world“, which the Careum Foundation translated into German. Approximately 80 decisionmakers1 from Switzerland, Germany and Austria are invited to participate in the annual Careum Dialogues in order to discuss which educational strategies and structures are necessary in order to get the right professionals for the healthcare systems of the 21st century.”

… continues

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Health Professionals Prescribing Pathway project [final pathway and report] – Health Workforce Australia – November 2013

Posted on November 19, 2013. Filed under: Educ for Hlth Professions, Health Professions, Pharmacy |

Health Professionals Prescribing Pathway project [final pathway and report] – Health Workforce Australia – November 2013

“Overview

Improvements to health workforce productivity and flexibility are vital if the workforce is to meet the growing demand for healthcare across Australia. One strategy to assist with this improvement is the development of a national pathway to prescribing by health professionals other than doctors.

The Health Professionals Prescribing Pathway (HPPP) is a Health Workforce Australia (HWA) project that seeks to deliver:

A national approach to prescribing by health professionals, other than doctors, that covers important concepts such as prescribing models, competency attainment, registration and endorsement, and safety, quality and practice issues.
An implementation strategy for a national prescribing pathway.

Latest news

The first stage of the HPPP project is complete and work will now commence on implementation. A report containing the final HPPP and high level recommendations for implementation was approved by the Standing Council on Health on 8 November 2013.

The final HPPP can be accessed here (pdf).

The final HPPP report can be accessed here (pdf).

HWA will now work with governments, educators, accreditation bodies and the national boards on the implementation of HPPP. This will include addressing key issues such as regulatory practice, education standards, accreditation and training.”

… continues on the site

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Transforming and scaling up health professionals’ education and training – WHO Guidelines 2013

Posted on November 18, 2013. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Transforming and scaling up health professionals’ education and training – WHO Guidelines 2013

ISBN 978 92 4 150650 2

Extract from the Executive Summary

“These guidelines set out a vision of such a transformation of education for the health professions, and offer recommendations on how best to achieve the goal of producing graduates responsive to the health needs of the populations they serve. Specifically, the guidelines aim to: provide sound policy and technical guidance in the area of pre-service education, particularly to countries experiencing shortages of doctors, nurses, midwives and other health professionals; and guide countries on how to integrate continuing professional development (CPD) as part of medical, nursing, midwifery and other health professionals’ education scale-up in order to ensure excellence of care, responsive health service delivery and sustainable health systems. Country ownership in determining priorities and setting policy is required in each of the five identified guideline domains:

1) Education and training institutions,
2) Accreditation, regulation,
3) Financing and sustainability,
4) Monitoring and evaluating, and
5) Governance and planning.

The recommendations cover a wide range from development of community-engaged relevant curricula through to equipping health professionals with the skills to be high quality competent clinical teachers and academic faculty, all of which contribute to preparing high quality competent health graduates to practice in areas of need. Hence, a greater alignment between educational institutions and the health care system will be the necessary ingredient to bring about transformative change and leadership in preparing future graduates who have an affinity to work in rural and remote areas where the challenging issues of health equity and equality remain.”

Website for Transforming and scaling up health professionals’ education and training: WHO Education Guidelines 2013

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The Workplace Learning Environment in Postgraduate Medical Training: faculty guide – National Association of Clinical Tutors (NACT) UK – October 2013

Posted on October 24, 2013. Filed under: Educ for Hlth Professions, Medicine |

The Workplace Learning Environment in Postgraduate Medical Training: faculty guide – National Association of Clinical Tutors (NACT) UK – October 2013

Media release -New guidance issued to improve the value of the medical trainer – 23 October 2013

Role of the Trainer: Promoting, supporting and enabling training excellence

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The state of medical education and practice in the UK – General Medical Council – 16 October 2013

Posted on October 18, 2013. Filed under: Educ for Hlth Professions, Medicine | Tags: |

The state of medical education and practice in the UK – General Medical Council – 16 October 2013

Media release: Patients unsure how to raise concerns about poor medical care – GMC report

Full text (pdf) of the report

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Establishing Transdisciplinary Professionalism for Improving Health Outcomes: Workshop summary – Institute of Medicine – 2013

Posted on October 9, 2013. Filed under: Educ for Hlth Professions, Health Professions | Tags: |

Establishing Transdisciplinary Professionalism for Improving Health Outcomes: Workshop summary – Institute of Medicine – 2013

ISBN 978-0-309-28901-6

Authors

Patricia A. Cuff, Rapporteur; Global Forum on Innovation in Health Professional Education; Board on Global Health; Institute of Medicine

“Description

Establishing Transdisciplinary Professionalism for Improving Health Outcomes is a summary of a workshop convened by the Institute of Medicine Global Forum on Innovation in Health Professional Education to explore the possibility of whether different professions can come together and whether a dialogue with society on professionalism is possible. Most of the 59 members making up the Global Forum were present at the workshop and engaged with outside participants in active dialogue around issues related to professionalism and how the different professions might work effectively together and with society in creating a social contract. The structure of the workshop involved large plenary discussions, facilitated table conversations, and small-group breakout sessions. In this way, the members – representing multiple sectors, countries, health professions, and educational associations – had numerous opportunities to share their own perspectives on transdisciplinary professionalism as well as hear the opinions of subject matter experts and the general public.

Efforts to improve patient care and population health are traditional tenets of all the health professions, as is a focus on professionalism. But in a time of rapidly changing environments and evolving technologies, health professionals and those who train them are being challenged to work beyond their traditional comfort zones, often in teams. A new professionalism might be a mechanism for achieving improved health outcomes by applying a transdisciplinary professionalism throughout health care and wellness that emphasizes crossdisciplinary responsibilities and accountability. Establishing Transdisciplinary Professionalism for Improving Health Outcomes discusses how shared understanding can be integrated into education and practice, ethical implications of and barriers to transdisciplinary professionalism, and the impact of an evolving professional context on patients, students, and others working within the health care system.”

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The College of Social Work publishes new CPD resource for Approved Mental Health Professionals [UK] – 23 September 2013

Posted on September 27, 2013. Filed under: Educ for Hlth Professions, Mental Health Psychi Psychol, Social Work | Tags: , , , |

The College of Social Work publishes new CPD resource for Approved Mental Health Professionals [UK] – 23 September 2013

“The College of Social Work has published a new mapping tool to demonstrate how competencies required by social workers working as Approved Mental Health Professionals (AMHPs) meet professional development requirements for regulatory registration.

The tool is designed to enable social worker AMHPs to map their continuing professional development (CPD) targets within The College’s Professional Capabilities Framework (PCF) to the standards of proficiency they need to meet for registration with the Health and Care Professions Council (HCPC).

The PCF mapping document was devised by members of the AMHP leads network together with TCSW and its own AMHP community of interest.”

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What Does it Take to Ready a Healthcare Workforce for Transformation to a Patient Centered Team-based Care Model? – HealthIT Buzz – 13 September 2013

Posted on September 16, 2013. Filed under: Educ for Hlth Professions, Workforce | Tags: |

What Does it Take to Ready a Healthcare Workforce for Transformation to a Patient Centered Team-based Care Model? – HealthIT Buzz – 13 September 2013

“That’s what we were wondering when we began the development of learning resources to support patient-centered care enabled through health IT way back in the fall of 2012.

Led by the belief that the hard work of transformation to a patient centered team-based care modelwould require new education and training, the project team at Cuyahoga Community College began to map out exactly what that looked like. The end result was an education program that involved:

A robust competency framework designed for specific health care roles and responsibilities
Learning resources mapped to those competencies
e-learning modules
Learning resources mapped to those competencies
Beginning with the end-in-mind, we convened a meeting of early adopters and innovators and asked the question:

“If you were working with a practice that was moving forward towards the implementation of a patient-centered medical home, what additional knowledge, skills and abilities would be required of your workforce?” ”

…. continues on the site

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Ensuring a sustainable supply of pharmacy graduates: Proposals for consultation (first stage) – Higher Education Funding Council for England – September 2013

Posted on September 6, 2013. Filed under: Educ for Hlth Professions, Pharmacy, Workforce |

Ensuring a sustainable supply of pharmacy graduates: Proposals for consultation (first stage) – Higher Education Funding Council for England – September 2013

Proposal

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NMC [UK] launches new quality assurance framework and appoints provider to deliver its operations – 17 June 2013

Posted on June 19, 2013. Filed under: Educ for Hlth Professions, Nursing |

NMC [UK] launches new quality assurance framework and appoints provider to deliver its operations – 17 June 2013

“Following a thorough tendering exercise, the Nursing and Midwifery Council (NMC) has appointed Mott McDonald to operationally deliver quality assurance of nursing and midwifery education and the supervision of midwives.

Quality assurance is an important regulatory function with a key role in public protection. It ensures that education programmes meet the NMC’s Standards of education, that supervision of midwives adheres to the Midwives rules and standards and that risks are managed and minimised effectively.

Quality assurance activities will be carried out within a new framework from September 2013. The framework, which was informed by stakeholder feedback, ensures that quality assurance activities operate effectively. It aims to:

Increase lay involvement through the increased use of reviewers who are neither nurses nor midwives.
Increase the proactive management of emerging risk by ensuring that all relevant institutions have appropriate safeguards in place to protect the public.
Reduce the burden of regulation on well-performing education institutions and Local Supervising Authorities (LSAs) over the three year cycle.
Ensure that quality assurance focuses on outcomes of education and supervision of midwives as opposed to dictating how standards should be met.”

… continues

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Delivering high quality, effective, compassionate care: Developing the right people with the right skills and the right values. A mandate from the government to Health Education England – 28 May 2013

Posted on June 6, 2013. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Delivering high quality, effective, compassionate care: Developing the right people with the right skills and the right values. A mandate from the government to Health Education England – 28 May 2013

“This mandate provides details of the strategic objectives in the areas of:

workforce planning
health education
training and development

It aligns with the mandate for NHS England and the government’s response to the Francis report.

The Secretary of State for Health has a statutory duty to ensure that an effective education and training system is in place for the NHS and public health system. Health Education England has been established to support that duty. Health Education England, with the networks of employers working through Local Education and Training Boards, will ensure a nationally coherent system is in place to develop the right people with the right skills and the right values.”

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Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary – Institute of Medicine – 2013

Posted on May 15, 2013. Filed under: Educ for Hlth Professions | Tags: , |

Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary – Institute of Medicine – 2013

“Every year, the Global Forum undertakes two workshops whose topics are selected by the more than 55 members of the Forum. It was decided in this first year of the Forum’s existence that the workshops should lay the foundation for future work of the Forum and the topic that could best provide this base of understanding was “interprofessional education.” The first workshop took place August 29-30, 2012, and the second was on November 29-30, 2012. Both workshops focused on linkages between interprofessional education (IPE) and collaborative practice. The difference between them was that Workshop 1 set the stage for defining and understanding IPE while Workshop 2 brought in speakers from around the world to provide living histories of their experience working in and between interprofessional education and interprofessional or collaborative practice.

A committee of health professional education experts planned, organized, and conducted a 2-day, interactive public workshop exploring issues related to innovations in health professions education (HPE). The committee involved educators and other innovators of curriculum development and pedagogy and will be drawn from at least four health disciplines. The workshop followed a high-level framework and established an orientation for the future work of the Global Forum on Innovations in Health Professional Education. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice summarizes the presentations and small group discussions that focused on innovations in five areas of HPE:

1. Curricular innovations – Concentrates on what is being taught to health professions’ learners to meet evolving domestic and international needs;
2. Pedagogic innovations – Looks at how the information can be better taught to students and WHERE education can takes place;
3. Cultural elements – Addresses who is being taught by whom as a means of enhancing the effectiveness of the design, development and implementation of interprofessional HPE;
4. Human resources for health – Focuses on how capacity can be innovatively expanded to better ensure an adequate supply and mix of educated health workers based on local needs; and
5. Metrics – Addresses how one measures whether learner assessment and evaluation of educational impact and care delivery systems influence individual and population health.”

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Guidance on CPD – General Medical Council [UK] – 15 April 2013

Posted on April 17, 2013. Filed under: Educ for Hlth Professions, Medicine | Tags: , , |

Guidance on CPD – General Medical Council [UK] – 15 April 2013

“This GMC guidance – Continuing professional development: guidance for all doctors has been developed in co-operation with doctors, medical Royal Colleges, employers, patients and the public, and follows widespread public consultation earlier this year.

We hope doctors will use it to reflect on how their learning and development improves the quality of care they provide to patients and for the service in which they work.

The guidance describes:

how doctors should plan, carry out and evaluate their CPD activities
the importance of taking account of the needs of patients and of the healthcare team when doctors consider their own learning needs
how doctors should reflect on the Good Medical Practice domains when evaluating their CPD needs
the relationship between CPD and revalidation
the use of appraisal, job planning and personal development plans in managing CPD and how to record CPD activities
the responsibilities of others, such as employers and Colleges, in supporting doctors’ CPD.”

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Assessing the impact of continuing professional development (CPD) on doctors’ performance and patient / service outcomes – General Medical Council [UK] – 15 April 2013

Posted on April 16, 2013. Filed under: Educ for Hlth Professions | Tags: |

Assessing the impact of continuing professional development (CPD) on doctors’ performance and patient / service outcomes – General Medical Council [UK] – 15 April 2013

“Synopsis

The introduction of revalidation has placed greater emphasis on doctors’ CPD activity as a requirement for demonstrating that doctors’ remain up to date and fit to practise throughout their careers.

To date, no significant work has considered how CPD impacts on the performance of doctors and therefore on patient or service improvements.

To help bridge this gap, the GMC commissioned the University of Sheffield, in collaboration with Capita Health, to undertake research into the impact of CPD, including the barriers to its effective uptake and implementation, as well as how these might be overcome.

Demonstrating the impact of a complex intervention such as CPD within a real world setting remains a significant challenge, and as such, the evidence of impact presented in this study typically draws on changes to perceptions and attitudes following each learning activity.”

… continues on the site

Final report
Assessing the Impact of CPD (full report) (pdf)

Case studies
Assessing the Impact of CPD (case studies) (pdf)

 

 

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Education outcomes framework for healthcare workforce – Department of Health England – 28 March 2013

Posted on April 3, 2013. Filed under: Educ for Hlth Professions, Workforce |

Education outcomes framework for healthcare workforce – Department of Health England – 28 March 2013

“This document describes the Education Outcome Framework, its domains, their definition and expected outcomes. These outcomes will be delivered through partnership working by a range of stakeholders across the health and education system with Health Education England and the Local Education and Training Boards playing leading roles.”

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Code of Conduct and National Minimum Training Standards launched – Centre for Workforce Intelligence – 26 March 2013

Posted on April 3, 2013. Filed under: Educ for Hlth Professions, Workforce | Tags: , , , |

Code of Conduct and National Minimum Training Standards launched – Centre for Workforce Intelligence – 26 March 2013

“On 26 March 2013 the CfWI’s partner organisations Skills for Health and Skills for Care launched guidelines for healthcare support workers who report to nurses or midwives and adult social care workers in England.

The Code describes the standards of conduct, behaviour and attitudes that the public should expect of healthcare support workers. It is based on the principles of protecting the public by promoting best practice.

The National Minimum Training Standards define the minimum knowledge health and care workers must have, irrespective of individual job role. They focus on 10 key knowledge areas and set out what should be covered during a period of induction in the first weeks of employment:

the roles of the healthcare support worker and adult social care worker
your personal development
effective communication
equality, diversity and inclusion
duty of care
safeguarding
person-centred care and support
health and safety
handling information
infection prevention and control.

Care and Support Minister, Norman Lamb, said:

People who use these services expect the staff looking after them to provide safe and compassionate care and this is yet another step towards the better standards everyone expects.

To find out more and to download the associated documents visit the Skills for Care website.”

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Details of implementation of tariffs for education and training announced [UK] – 2 February, 2013

Posted on February 25, 2013. Filed under: Educ for Hlth Professions, Health Economics | Tags: , |

Details of implementation of tariffs for education and training announced [UK] – 2 February, 2013

“The details for the implementation of tariffs for education and training have been announced. Moving to a tariff based system for education and training will enable a national approach to the funding of all clinical placements (both medical and non medical) and postgraduate medical programmes to support a level playing field between providers.

The Department of Health (DH) has been working with stakeholders since 2008 to develop the tariffs and this included a sample costing exercise to inform the level of tariff.

Having assessed the impact, it has been agreed that the following will be implemented:

■tariffs for non medical placements and undergraduate medical placements in secondary care from 1 April 2013
■tariffs for postgraduate medical training in secondary care from 1 April 2014

In order to avoid destabilisation, transition principles have been agreed that limit the losses on providers. Those gaining funding through the introduction of the tariffs will do so in a phased way. Strategic health authorities (SHAs) have shared the transition plans for the non medical and undergraduate medical tariffs with providers so they are aware of the impact on their income in 2013-14.

SHAs and local education and training boards (LETBs) will share the proposed 2014-15 transition plans with providers so they can plan for the additional changes in income associated with the postgraduate medical tariffs. DH and Health Education England will give final approval of the transition plans for 2014-15 later in the year once SHAs and LETBs have had these discussions.”

Introduction of tariffs for education and training impact assessment

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Big picture challenges for health and social care Implications for workforce planning, education, training and development – Centre for Workforce Intelligence [UK] – February 2013

Posted on February 22, 2013. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Big picture challenges for health and social care Implications for workforce planning, education, training and development – Centre for Workforce Intelligence [UK] – February 2013

“As part of our horizon scanning programme, the CfWI has a project to identify the big picture challenges facing health, social care and public health and draw out their workforce implications. The aim of this work is to create hard-hitting reports to stimulate thinking in the sector and demonstrate the need for change. The project offers the opportunity to move away from professional silo thinking about workforce planning by looking at these overarching challenges in the context of the whole workforce.

In this report, we used the five domains of the Education Outcomes Framework (EOF) as a template to put forward thought-provoking questions to encourage readers to consider how Health Education England (HEE) and partners could help to address these challenges.”

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Acute care toolkit 5: teaching on the acute medical unit – Royal College of Physicians – 27 November 2012

Posted on November 28, 2012. Filed under: Acute Care, Educ for Hlth Professions, Medicine | Tags: |

Acute care toolkit 5: teaching on the acute medical unit – Royal College of Physicians – 27 November 2012

Media release: New toolkit ensures high quality care by injecting education back into the acute take.

This toolkit helps clinicians and trainees ensure there is a focus on quality education as well as delivering essential care. It focuses on maximising opportunities for teaching and learning, and includes technical tips and examples for weaving teaching and learning into the daily work of an acute unit.

 

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TeamSTEPPS® Long-Term Care Version – AHRQ – 2012

Posted on November 20, 2012. Filed under: Aged Care / Geriatrics, Educ for Hlth Professions | Tags: |

TeamSTEPPS® Long-Term Care Version – AHRQ – 2012

AHRQ = US Agency for Healthcare Research and Quality

“The Long-Term Care version of TeamSTEPPS adapts the core concepts of the TeamSTEPPS program to reflect the environment of nursing homes and other other long-term care settings such as assisted living and continuing care retirement communities. The examples, discussions, and exercises below are tailored to the long-term care environment.”

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Cost benefit and equality analysis for medical revalidation published – Dept of Health [England] – 6 November 2012

Posted on November 12, 2012. Filed under: Educ for Hlth Professions, Medicine | Tags: , |

Cost benefit and equality analysis for medical revalidation published – Dept of Health [England] – 6 November 2012

“The Department of Health’s analysis of the anticipated costs and benefits of medical revalidation and the equality impacts is published.

On 19 October 2012, the Secretary of State for health announced that medical revalidation will be introduced to strengthen the regulation of licensed doctors in the UK. Revalidation will be a five-yearly process, giving doctors a clear framework to reflect on and improve their quality of care, as well as providing assurance to patients and the public that doctors are keeping up to date and remain fit to practise.”

… continues

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European Science Foundation – recent publications

Posted on October 26, 2012. Filed under: Educ for Hlth Professions, Knowledge Translation, Research | Tags: |

Europeran Science Foundation recent publications on research and knowledge translation

Pan-European Clinical Trials (ECT) – Final Report – 20 October 2012
or  http://bit.ly/RZiYAD

Open Access in Biomedical Research – 19 October 2012
or  http://bit.ly/SC68Jq

Medical Research Education in Europe – 29 September 2012
or  http://bitly.com/SC63ph

Implementation of Medical Research in Clinical Practice – 28 September 2012
or  http://bit.ly/VscHP1

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A pan-European professional development framework for researchers – A feasibility study by the ESF Member Organisation Forum, European Alliance on Research Career Development – 24 August 2012

Posted on October 24, 2012. Filed under: Educ for Hlth Professions, Research, Workforce | Tags: |

A pan-European professional development framework for researchers – A feasibility study by the ESF Member Organisation Forum, European Alliance on Research Career Development – 24 August 2012

Author: Janet Metcalfe

“Introduction

The European Science Foundation Member Organisation Forum ‘European Alliance on Research Career Development’1 (MOF) was set up in 2010 following publication of the ‘EUROHORCs and ESF Vision on a Globally Competitive ERA and their Road Map for Actions’ report2 in July 2009. It consists of 21 ESF member organisations (research funding and performing organisations) from 17 European countries and active observers from the European Commission (EC), European Research Council (ERC), European Universities Association (EUA), League of European Research Universities (LERU), European Federation of National Academies of Science and Humanities (ALLEA) and Vitae. The Forum’s mission is to make sound and implementable recommendations in order to make Europe an attractive place to work as a researcher.

One of the Working Groups within the Forum is exploring researcher skills. It aims to work towards a shared definition of researchers’ professional profiles and provide guidance to encourage continuous professional development of researchers, thereby enhancing their chances of employment inside and outside academia. Part of this work stream is a Feasibility Study to assess the applicability across Europe of a generic framework for the professional development of researchers based on the Vitae Researcher Development Framework (RDF)3. The ESF hereby addresses an identified need for a structured approach towards continued professional development and the career development of  researchers4. The present report presents the findings and recommendations from the feasibility study.”

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Effective supervision in social work and social care – Social Care Institute for Excellence – October 2012

Posted on October 24, 2012. Filed under: Educ for Hlth Professions, Social Work |

SCIE Research briefing 43: Effective supervision in social work and social care – Social Care Institute for Excellence – October 2012

By Professor John Carpenter and Caroline Webb, Bristol University, Dr Lisa Bostock and Caroline Coomber, SCIE

“Key messages

  • Research has demonstrated that good supervision is associated with job satisfaction, commitment to the organisation and retention.
  • Supervision appears to help reduce staff turnover and is significantly linked to employees’ perceptions of the support they receive from the organisation.
  • Good supervision is correlated with perceived worker effectiveness. There is some evidence that group supervision can increase critical thinking.
  • Supervision works best when it pays attention to task assistance, social and emotional support and that workers have a positive relationship with supervisors.
  • The emotionally charged nature of the work can place particular demands on people in the field. It is important to provide opportunities for reflective supervision.
  • In an inter-professional context, workers relate job satisfaction and professional development to their supervisor’s expert knowledge, regardless of whether respondents shared the same professional background.
  • The impact of supervision on outcomes for service users and carers has rarely been investigated. Anecdotal evidence suggests that supervision may promote empowerment, fewer complaints and more positive feedback.
  • Overall, the empirical basis for supervision in social work and social care in the UK is weak. Most of the evidence is correlational and derives from child welfare services in the US.”
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Quality improvement training for healthcare professionals – The Health Foundation – August 2012

Posted on September 21, 2012. Filed under: Clin Governance / Risk Mgmt / Quality, Educ for Hlth Professions | Tags: |

Quality improvement training for healthcare professionals – The Health Foundation – August 2012

“There is an increasing focus on improving healthcare in order to ensure higher quality. Training programmes have been developed to teach health professionals and students formal quality improvement methods.

This evidence scan explores the following questions:

What types of training about formal quality improvement techniques are available for health professionals?

What evidence is there about the most effective methods for training clinicians in quality improvement?

The scan looks at the content of training and the impact it is shown to have, as well as the effectiveness of different methods.

This is an essential area for further exploration and the scan shows that a great deal remains uncertain about training in quality improvement. This includes: the most appropriate content; how training can best be delivered to improve processes and patient outcomes; how to measure and ensure quality within training.”

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The state of medical education and practice in the UK report: 2012 – General Medical Council

Posted on September 21, 2012. Filed under: Educ for Hlth Professions, Medicine | Tags: |

The state of medical education and practice in the UK report: 2012 – General Medical Council

“This is our second annual report on the state of medical education and practice in the UK.

It sets out much of what we know about the medical profession and the challenges it faces, drawing on our own data and, where appropriate, data from other sources.

Our aim in publishing this is to promote discussion and debate on issues and trends that require attention or further analysis, to improve standards of medical practice.

This year our report is accompanied by an online data app, which allows you to conduct your own analysis on some of the data from the report.”

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Best Care at Lower Cost: The Path to Continuously Learning Health Care in America – Institute of Medicine – 6 September 2012

Posted on September 7, 2012. Filed under: Clin Governance / Risk Mgmt / Quality, Educ for Hlth Professions, Health Informatics, Patient Participation | Tags: |

Best Care at Lower Cost: The Path to Continuously Learning Health Care in America – Institute of Medicine – 6 September 2012

Full text

“… IOM convened the Committee on the Learning Health Care System in America to explore these central challenges to health care today. The product of the committee’s deliberations, Best Care at Lower Cost, identifies three major imperatives for change: the rising complexity of modern health care, unsustainable cost increases, and outcomes below the system’s potential. But it also points out that emerging tools like computing power, connectivity, team-based care, and systems engineering techniques—tools that were previously unavailable—make the envisioned transition possible, and are already being put to successful use in pioneering health care organizations. Applying these new strategies can support the transition to a continuously learning health system, one that aligns science and informatics, patient-clinician partnerships, incentives, and a culture of continuous improvement to produce the best care at lower cost. The report’s recommendations speak to the many stakeholders in the health care system and outline the concerted actions necessary across all sectors to achieve the needed transformation.”

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National early warning score. Standardising the assessment of acute illness severity in the NHS – Royal College of Physicians – July 2012

Posted on August 1, 2012. Filed under: Acute Care, Educ for Hlth Professions | Tags: |

National early warning score. Standardising the assessment of acute illness severity in the NHS – Royal College of Physicians – July 2012

ISBN 978-1-86016-471-2
eISBN 978-1-86016-472-9

“Executive summary

Background

Early detection, timeliness and competency of clinical response are a triad of determinants of clinical outcome in people with acute illness. Numerous recent national reports on acute clinical care have advocated the use of so-called ‘early warning scores’ (EWS), ie ‘track-and-trigger systems’ to efficiently identify and respond to patients who present with or develop acute illness. A number of EWS systems are currently in use across the NHS, however, the approach is not standardised. This variation in methodology and approach can result in a lack of familiarity with local systems when staff move between clinical areas/hospitals – the various EWS systems are not necessarily equivalent or interchangeable. Put simply, when assessing acutely ill patients using these various scores, we are not speaking the same language and this can lead to a lack of consistency in the approach to detection and response to acute illness. This lack of standardisation also bedevils attempts to embed a culture of training and education in the assessment and response to acute illness for all grades of healthcare professionals across the NHS. Building upon recommendations in the RCP’s Acute Medicine Task Force report Acute medical care: the right person, in the right setting – first  time, published in 2007, the RCP commissioned a multidisciplinary group to develop a National Early Warning Score (NEWS).”

… continues

National Early Warning Score (NEWS) online training resource

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Launch of the [UK] Health Informatics Apprenticeship Framework – 4 July 2012

Posted on July 6, 2012. Filed under: Educ for Hlth Professions, Health Informatics |

Launch of the [UK] Health Informatics Apprenticeship Framework – 4 July 2012

“The Department of Health Informatics Directorate (DHID) has announced the launch of the Health Informatics Apprenticeship Framework, which has been developed in partnership with NHS Wales Informatics Service, Skills for Health and the City & Guilds awarding body.

The framework was approved for funding from May 2012. This means that funding is now available from the National Apprenticeship Service for organisations that provide and support the apprenticeship, which in most cases is a learning provider.

An apprenticeship is not a qualification in itself, but a number of separately-certified qualifications and courses known as a framework. Apprenticeships combine practical and theoretical skills and are designed to help employees reach a high level of competency and performance.

The health informatics framework is underpinned by the Level 2 Extended Certificate in Health Informatics qualification offered by City & Guilds and the units cover topics such as organising and reporting data, data management software and using collaborative technologies. It will provide a springboard into a wide range of roles in, and for, the NHS where information handling is a key responsibility.”

… continues on the site

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A picture of health and education – Universities UK – 5 July 2012

Posted on July 6, 2012. Filed under: Educ for Hlth Professions, Workforce | Tags: |

A picture of health and education – Universities UK – July 2012

ISBN: 9781840362725

“Description

Our universities are an indispensible part of the UK’s healthcare system.

This publication is the first in a series of Universities UK reports depicting the vital connections between higher education and healthcare. It illustrates the virtuous partnership between health providers and universities in supplying and developing the healthcare workforce. It also summarises the education of healthcare staff in terms of demand, supply, and funding and commissioning landscapes.

Subsequent UUK publications will focus on research and innovation, and workforce planning.”

Media release

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Introducing Health Education England published – 22 June 2012

Posted on June 26, 2012. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Introducing Health Education England published – 22 June 2012

World class education and training, for world class healthcare

“Introducing Health Education England developed by the Health Education England Transition Team aims to raise awareness of the role of Health Education England (HEE) and Local Education and Training Boards. It provides a basis for implementing the policy set out in Liberating the NHS: Developing the healthcare workforce – from delivery to design.

Introducing Health Education England sets out the role of the new organisation for NHS chief executives, directors of HR, all staff in HEE sender organisations and trade unions. It outlines the vision and purpose,  values and culture and the proposed advisory structure.”

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Lessons from Health Innovation and Education Clusters – NHS Confederation – 19 June 2012

Posted on June 20, 2012. Filed under: Educ for Hlth Professions, Health Systems Improvement, Knowledge Translation | Tags: , |

Lessons from Health Innovation and Education Clusters – NHS Confederation – 19 June 2012

“The Health Innovation and Education Clusters (HIECs) initiative was launched in 2009/10 as an attempt to promote innovation in the NHS by combining the expertise of industry, health and education at a local level.

The initial funding for most of the 17 HIECs set up across England is due to finish this year, although most have secured continuing funds to manage the transition to new structures. Following research and interviews with all of the HIECs, this Briefing looks at their work to date, what impact it has made and what lessons can be learned from their experience of trying to spread innovation through partnerships.”

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Continuing professional development: guidance for all doctors – General Medical Council [UK] – 18 June 2012

Posted on June 19, 2012. Filed under: Educ for Hlth Professions, Health Professions, Medicine, Workforce | Tags: , , |

Continuing professional development: guidance for all doctors – General Medical Council [UK] – 18 June 2012

“This GMC guidance – Continuing professional development: guidance for all doctors (pdf) has been developed in co-operation with doctors, medical Royal Colleges, employers, patients and the public, and follows widespread public consultation earlier this year.

We hope doctors will use it to reflect on how their learning and development improves the quality of care they provide to patients and for the service in which they work.

The guidance describes:

how doctors should plan, carry out and evaluate their CPD activities
the importance of taking account of the needs of patients and of the healthcare team when doctors consider their own learning needs
how doctors should reflect on the Good Medical Practice domains when evaluating their CPD needs
the relationship between CPD and revalidation
the use of appraisal, job planning and personal development plans in managing CPD and how to record CPD activities
the responsibilities of others, such as employers and Colleges, in supporting doctors’ CPD.”

Press Release. New guidance to help doctors with lifelong learning

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Professional development vital for CCIOs – eHealth Insider – 31 May 2012

Posted on June 1, 2012. Filed under: Educ for Hlth Professions, Health Informatics, Workforce |

Professional development vital for CCIOs – eHealth Insider – 31 May 2012

by  Jon Hoeksma

“The development of chief clinical information officers has got off to a flying start, but future clinical information leaders need in-depth support and career development to fully realise their potential.

That was one of the messages at the first, joint EHI / BCS CCIO Symposium, which was held in may in support of the CCIO Leaders Network that was been launched to extend the goals of the EHI CCIO Campaign.

“I’m glad this campaign has started. It does feel like a real movement,” Di Millen, head of workforce development and professionalism, told the event.

Millen went on to compare the move to get more clinicians involved in information leadership to the move to involve more clinicians in health management that has taken place over the past 15 years.

She also said it was part of a move to get doctors, nurses and other clinicians to take a more “holistic approach” to patient data, focusing on analysing data on outcomes, identifying at risk patients, and population-level health.

“Clinicians have got to be able to analyse data and they need to be trained in data management and analysis,” said Millen.

She also told the event that a rich vein of training and professional development is available to CCIOs, if they tap into the development resources created for health informatics professionals over the past decade.

However, she acknowledged that the DH’s support for developing informatics professionals faced an uncertain future.

The latest development is the new Health Informatics Career Framework. HICF includes 95 different health informatics roles, with associated listings of competencies, core functions and individual job descriptions.”

… continues

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Education, training and workforce planning – House of Commons Select Committee, UK Parliament – 15 May 2012 (released 23 May 2012)

Posted on May 23, 2012. Filed under: Educ for Hlth Professions, Workforce |

Education, training and workforce planning – House of Commons Select Committee, UK Parliament – 15 May 2012 (released 23 May 2012)

Committee Chair, Rt Hon Stephen Dorrell

First report, volume 1

volume 2 

volume 3 Written Evidence

Centre for Workforce Intelligence response

Contents

Terms of Reference
Summary
1  Introduction
2  The challenge of workforce planning
The Centre for Workforce Intelligence
Changing skill mix
Changing medical specialism
Junior doctor training
Different approaches to treatment
Overseas-educated staff
Locum and agency staff
3  Organisation of education, training and workforce planning
The Secretary of State
Health Education England
Local Education and Training Boards
Status, composition, governance and size
Postgraduate deaneries
Innovation bodies
4  Funding education and training
The proposed tariff
The proposed levy
Funding in the transition period
“Budget raiding”
Conclusions and recommendations
Annex A: Terms of reference
Annex B: Glossary
Formal Minutes
Witnesses
List of printed written evidence
List of additional written evidence
List of Reports from the Committee during the current Parliament

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Impact Assessment A new system for workforce planning education and training – Department of Health [UK] – 18 May 2012

Posted on May 22, 2012. Filed under: Educ for Hlth Professions, Workforce |

Impact Assessment A new system for workforce planning education and training – Department of Health [UK] – 18 May 2012

“A new system for Workforce planning education and training (IA No:8008)

This Impact Assessment has been carried out to test the impact of the Government’s policy for a new system for planning and developing the healthcare workforce as set out in Liberating the NHS: Developing the Healthcare Workforce – From Design to Delivery published in January 2012.

It will be of particlar relevance to all stakeholders with an interest in workforce planning and education and training of the healthcare workforce.”

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New eHealth “learning centre” goes live – 11 May 2012

Posted on May 11, 2012. Filed under: Educ for Hlth Professions, Health Informatics | Tags: , |

New eHealth “learning centre” goes live – 11 May 2012

“Health Minister Tanya Plibersek today launched an online “learning centre” which details how the Gillard Government’s new electronic health record system will work for patients and practitioners.

Ms Plibersek said the launch of the website came after the Government made a $233.7 million investment in the Budget to continue the rollout of the eHealth record system, which is being designed to modernise the way health services are delivered, making them safer and more efficient.
“eHealth will deliver benefits to Australian patients as it will ensure health practitioners are able to access their medical histories in one convenient location, reducing errors and making diagnosis and treatment quicker and easier,” said Ms Plibersek.

From 1 July 2012, interested Australians will be able to register to create a personal eHealth record. The website explains how eHealth will be further developed over time.

Ms Plibersek said the new learning centre will inform and educate the public and healthcare professionals about eHealth and the personally controlled electronic health record system in the lead up to the July launch.

“This website will help people discover how eHealth can help streamline their interactions with the health system, as well as assist doctors and nurses learn about the new system, saving them time and effort once it is up and running.”

“The learning centre includes click-through modules tailored for the public and healthcare professionals, and case studies illustrating how eHealth records will benefit people in a variety of settings.”

Ms Plibersek said content will progressively be added to the site and encouraged patients and practitioners to continue to check for updates.

“Patients and practitioners can also register via the site to be kept up to date on all the eHealth news.”

Go to http://www.ehealth.gov.au and follow the link to the learning centre.

For all media inquiries, please contact Simon Crittle on 0466 773 531″

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The supply of social work practice placements: Employers’ views – General Social Care Council [UK] – 2 May 2012

Posted on May 8, 2012. Filed under: Educ for Hlth Professions, Social Work |

The supply of social work practice placements: Employers’ views – General Social Care Council [UK] – 2 May 2012

“The General Social Care Council (GSCC) today launched its new report, The supply of social work practice placements: Employers’ views, which analyses the views of employers on the provision of practice placements for social work students.”

… continues on the site

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Online Training Available for Suicide Prevention Professionals – 3 May 2012

Posted on May 3, 2012. Filed under: Educ for Hlth Professions, Mental Health Psychi Psychol | Tags: , |

Online Training Available for Suicide Prevention Professionals – 3 May 2012

“Australians who have attempted or are at risk of suicide or self-harm will benefit from an updated and expanded online training package [for health professionals] produced as part of the Australian Government efforts to tackle suicide.”

“The revised training is now available online and can be accessed through the Australian Psychological Society (APS), which developed the original version of the package in 2008 and oversaw its recent revision.”

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Training in interprofessional collaboration. Pedagogic innovation in family medicine units – Canadian Family Physician – April 2012

Posted on April 24, 2012. Filed under: Educ for Hlth Professions, Multidisciplinary Care, Primary Hlth Care | Tags: |

Training in interprofessional collaboration. Pedagogic innovation in family medicine units – Canadian Family Physician – April 2012

“Abstract

Problem addressed
A number of agencies that accredit university health sciences programs recently added standards for the acquisition of knowledge and skills with respect to interprofessional collaboration. Within primary care settings there are no practical training programs that allow students from different disciplines to develop competencies in this area.

Objective of the program
The training program was developed within family medicine units affi liated with Université Laval in Quebec for family medicine residents and trainees from various disciplines to develop competencies in patient-centred, interprofessional collaborative practice in primary care.

Program description
Based on adult learning theories, the program was divided into 3 phases—preparing family medicine unit  professionals, training preceptors, and training the residents and trainees. The program’s pedagogic strategies allowed participants to learn with, from, and about one another while preparing them to engage in contemporary primary care practices. A combination of quantitative and qualitative methods was used to evaluate the implementation process and the immediate results of the training  program.

Conclusion
The training program had a positive effect on both the clinical settings and the students. Preparation of clinical settings is
an important issue that must be considered when planning practical interprofessional training.”

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Supervision and assessment of hospital based postgraduate medical trainees – 2012 – AMA – March 2012

Posted on April 5, 2012. Filed under: Educ for Hlth Professions, Medicine | Tags: |

Supervision and assessment of hospital based postgraduate medical trainees – 2012 – AMA – March 2012

“The AMA has developed a position statement on Supervision and assessment of hospital based postgraduate medical trainees (2012) to ensure that appropriate policy, processes and infrastructure exists to support high quality supervision and assessment of hospital based postgraduate medical trainees.

The AMA’s position covers:

Structures supporting effective supervision and assessment;
Supervision;
Assessment; and
Resourcing effective supervision and assessment.

It reflects what trainees need to navigate and be supported in their training as well as what supervisors need in terms of support, time and payment to provide training.”

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Position statement on the education and training of health care assistants (HCAs) – Royal College of Nursing – 28 March 2012

Posted on March 30, 2012. Filed under: Educ for Hlth Professions, Nursing, Workforce | Tags: |

Position statement on the education and training of health care assistants (HCAs) – Royal College of Nursing – 28 March 2012

Media release

“The Royal College of Nursing has warned that nationally recognised training for health care assistants (HCAs) is essential to deliver high quality patient care.

Launching new guidance for commissioners and employers of HCAs, Position Statement on the Education and Training of Health Care Assistants, the RCN reiterated its call for HCAs to be regulated.”

… continues

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The future of medical education in Canada Postgraduate Project – March 2012

Posted on March 30, 2012. Filed under: Educ for Hlth Professions, Medicine, Workforce |

The future of medical education in Canada Postgraduate Project – Association of Faculties of Medicine of Canada (AFMC), le Collège des Médecins du Québec (CMQ), the College of Family Physicians of Canada (CFPC), and the Royal College of Physicians and Surgeons of Canada (RCPSC) – March 2012

“The Future of Medical Education in Canada Postgraduate (FMEC PG) Project sets out a vision for educating the kind of doctors Canada needs – today and in the future. Part of this vision is for all physicians, by the end of their training, to possess the clinical expertise necessary to practice medicine based on the principles of quality, safety, professionalism, and patient-centred and team-based care.”

… continues

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COPD Online, an interactive training program for primary care nurses – Australian Lung Foundation – 22 March 2012

Posted on March 22, 2012. Filed under: Chronic Disease Mgmt, Educ for Hlth Professions, Nursing, Respiratory Medicine | Tags: , |

COPD Online, an interactive training program for primary care nurses – Australian Lung Foundation – 22 March 2012

New online training on COPD – Now available

“In an Australian first, primary care nurses now have access to Chronic Obstructive Pulmonary Disease (COPD) training, regardless of where they live. COPD Online is a new web-based interactive training program developed by The Australian Lung Foundation (Lung Foundation) especially for primary care nurses which teaches participants about COPD, how to identify and manage patients with COPD, and develop self-management plans with patients.

COPD Online has been 18 months in the making and The Lung Foundation’s Director of the COPD National Program, Heather Allan, said the training was developed for a number of reasons. “Primary care nurses have a pivotal role in driving disease management programs at general practice.  Until now, there was very little training to support that important role.  This unique ten module intensive program will support the nurse’s role in identification, diagnosis and evidence based management of their patients with COPD,” Mrs Allan said.”

COPD Online is available on The Australian Lung Foundation’s website for $250.

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Lost in the Labyrinth: Report on the inquiry into registration process and support for overseas trained doctors – House of Representatives, House Standing Committee on Health and Ageing – 19 March 2012

Posted on March 20, 2012. Filed under: Educ for Hlth Professions, Medicine | Tags: |

Lost in the Labyrinth: Report on the inquiry into registration process and support for overseas trained doctors – House of Representatives, House Standing Committee on Health and Ageing – 19 March 2012

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Use of outcome metrics to measure quality in education and training of healthcare professionals: a scoping review of international experiences – RAND – 2012

Posted on March 13, 2012. Filed under: Educ for Hlth Professions | Tags: |

Use of outcome metrics to measure quality in education and training of healthcare professionals: a scoping review of international experiences – RAND – 2012

by Ellen Nolte et al

“This brief report provides a rapid review of the published evidence on initiatives undertaken at international and national levels that may inform the further development of the proposed outcomes framework. It is designed as an exploratory review, with a focus on the use of quality indicators to assess and monitor the delivery of healthcare education and training in international settings.”

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Paving the Way. A closer look at what the changing policy landscape means for public health improvement, education and learning – Royal Society for Public Health – January 2012 released 7 March 2012

Posted on March 13, 2012. Filed under: Educ for Hlth Professions, Public Hlth & Hlth Promotion, Workforce |

Paving the Way. A closer look at what the changing policy landscape means for public health improvement, education and learning  – Royal Society for Public Health – January 2012 released 7 March 2012

Extract from the media release

“The Royal Society for Public Health has commissioned an in-depth report into the future learning and development landscape for the wider public health workforce.

Although the broad context for health improvement is well established, its architecture is undergoing a radical shift, from a health led service towards a public health system that is local authority led.

The report is based on interviews with people in a wide range of public health roles; in both practice and learning settings, Local Authorities, the NHS, and the third and the independent sectors.

The findings highlight the complexity of developing effective education and learning to support health improvement and the changes that will be needed to ensure that the workforce can operate effectively in the new environment. In particular:”

… continues

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Management Induction Standards: 2012 refresh – Skills for Care [UK] – 2012

Posted on March 9, 2012. Filed under: Educ for Hlth Professions, Workforce | Tags: , |

Management Induction Standards:  2012 refresh – Skills for Care [UK] – 2012

“The Skills for Care adult social care Manager Induction Standards (MIS) were initially launched in 2008.

However, times are changing rapidly in social care and it is important that these standards remain fit for purpose.

The ‘refresh’ of the original 2008 Manager Induction Standards brings them up to date with increased personalisation in social care and with new qualifications, and is the result of extensive consultation across the sector.”

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Ambulatory HIE Toolkit – Health Information Exchange – US

Posted on March 2, 2012. Filed under: Educ for Hlth Professions, Health Informatics |

Ambulatory HIE Toolkit

“Your Official Source for Ambulatory HIE Education!

The Ambulatory HIE Toolkit provides comprehensive Health Information Exchange (HIE) education for ambulatory and physician office practice professionals, including physicians, physician executives, practice administrators and practice IT support. Find relevant resources for all ambulatory practices, as well as for hospitals and health systems looking to educate their affiliated ambulatory practices about HIE.

The toolkit provides a comprehensive overview of HIE, ranging from HIE introductory information to more advanced resources and valuable HIE business tools. Check back often for updates! HIMSS frequently adds new resources to support ambulatory providers’ efforts to keep current with HIE developments.

Please Note: This HIE toolkit does not address Meaningful Use (MU) compliance criteria, how to set up an Electronic Health Record (EHR), or how a patient visit may change with the addition of data from a health information exchange organization.

Visit HIMSS Topics & Tools section for additional resources!”

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Changes to nursing education: sharing local experiences – NHS Employers – 13 February 2012

Posted on February 17, 2012. Filed under: Educ for Hlth Professions, Nursing | Tags: |

Changes to nursing education: sharing local experiences – NHS Employers – 13 February 2012

“In September 2010, the Nursing and Midwifery Council published new Standards for pre-registration nursing education, which provide the framework for nursing education programmes and are central to how nurses will be trained. To support employers, we have conducted some research with trusts who are implementing the new standard so that others can learn from their experiences.

The NHS Employers organisation conducted interviews with a number of employers throughout autumn 2011 to indentify how they had approached the introduction of the changes to nursing education. This brochure compiles the results of those interviews, identifying common trends and brings together local experiences and offers advice to help other employers implement the changes.”

Getting started guide –  NHS Employers – 9 February 2012

“The Nursing and Midwifery Council launched new Standards for pre-registration nursing education in September 2010. The size of the change required means it has been necessary to undertake a phased approach to implementation.”

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Using clusters and collective learning for innovation. Evidence briefing – Economic and Social Research Council ESRC – 10 January 2012

Posted on February 17, 2012. Filed under: Educ for Hlth Professions | Tags: |

Using clusters and collective learning for innovation. Evidence briefing – Economic and Social Research Council ESRC – 10 January 2012

“To achieve an innovation and knowledge-based economy in the UK, policymakers must move beyond the exclusive focus on individual qualifications and adopt a wider concept of learning, including research on regional clusters and collective learning”

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A strategic review of the future healthcare workforce: informing medical and dental student intakes – Centre for Workforce Intelligence [UK] – January 2012

Posted on February 3, 2012. Filed under: Educ for Hlth Professions, Workforce | Tags: |

A strategic review of the future healthcare workforce: informing medical and dental student intakes – Centre for Workforce Intelligence [UK] – January 2012

“During December 2011 and January 2012, we interviewed 30 medical stakeholders by telephone to identify the driving forces that may impact the number of medical and dental students that should enter the system in future. The list of interviewed stakeholders can be found on page 56 of this report.

Specifically, we asked the stakeholders to consider the possible technological, economic, environmental, political, social and ethical (TEEPSE) influences of the following question:

‘Thinking up to the year 2040, what factors will influence:
requirements of the future medical workforce?
future medical workforce numbers and proportions?’

Our team collated the factors identified – including ‘maverick’ views – and this report contains the outputs of the interview activity.

This horizon scanning work will then feed into the scenario generation and modelling phases of the project. An interim report for the whole project will be available at the end of June 2012 and a final report in the autumn.”

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Health Service Journal supplement – roundtable: education and training – 26 January 2012

Posted on February 3, 2012. Filed under: Educ for Hlth Professions |

Health Service Journal supplement – roundtable: education and training – 26 January 2012

“Will the government’s bold restructuring of NHS education and training deliver what is needed? And does it address the training and education needs of all NHS staff – including those without professional qualifications? With £4bn-£5bn being spent on education each year, a great deal is at stake.

An HSJ roundtable, sponsored by law firm Capsticks, brought together leading figures in healthcare education for a lively debate about the new education system and what it should aim to achieve.”

… continues

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AMA Releases Health IT Tutorials for Physician Practices – American Medical Association – 17 January 2012

Posted on January 18, 2012. Filed under: Educ for Hlth Professions, Health Informatics |

AMA Releases Health IT Tutorials for Physician Practices – American Medical Association – 17 January 2012

“Chicago –The American Medical Association (AMA) released three online educational tutorials today to help physician practices better implement health information technology (health IT).

“Physician practices may need to redesign and reorganize their office routines so that they can successfully and efficiently adopt health IT,” said AMA President Peter W. Carmel, M.D. “The AMA created these tutorials to help physicians understand how to best implement new technologies, such as ePrescribing, into their practices.”

This series of short video tutorials feature downloadable tools and best practices about health IT for physician practices. The tutorials will provide physicians with guidance on how they might better use health IT in their practices.

The three tutorials cover ePrescribing, pre-visit planning and point-of-care documentation. The first tutorial explains the value of ePrescribing and the quality, safety, and efficiency of ePrescribing compared to handwritten prescriptions. The tutorial also allows physicians to identify opportunities for medication management improvement while enhancing physician and patient convenience.

The pre-visit planning tutorial will help physician practices to establish a pre-visit planning structure that provides full patient information to the physician before the patient arrives. This can create new efficiencies that will allow more time for patient-physician interaction and shorter patient wait times. The point-of-care documentation tutorial addresses decisions regarding the type of hardware used during an office visit. The tutorial also helps physician practices understand the type and format of information that should be entered during a visit.

These activities have been certified for AMA PRA Category 1 Credit™. To view the tutorials, visit www.ama-cmeonline.com/health_it_workflow.”

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Liberating the NHS: Developing the Healthcare Workforce – From Design to Delivery – 10 January 2012

Posted on January 11, 2012. Filed under: Educ for Hlth Professions, Workforce |

Liberating the NHS: Developing the Healthcare Workforce – From Design to Delivery – 10 January 2012

About this:  New approach to education and training published 

“The policy framework for a new approach to workforce planning and the education and training of the health workforce is published today.

It puts employers and professionals in the driving seat and gives them the national support they need to identify and anticipate the key workforce challenges, and to be flexible and responsive in planning and developing their workforce. The Department of Health believes these provider-led arrangements offer the best assurance for future-proofing the way the health and public health workforce is developed.

Liberating the NHS: Developing the Healthcare Workforce builds on responses to earlier public consultations and the advice of the NHS Future Forum.

There are two central planks to the new system – Health Education England (HEE) and the Local Education and Training Boards (LETBs).”

… continues on the site

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Improving Access to Psychological Therapies (IAPT) – accreditation of the IAPT workforce – January 2012

Posted on January 9, 2012. Filed under: Educ for Hlth Professions, Mental Health Psychi Psychol, Workforce |

Improving Access to Psychological Therapies (IAPT) – accreditation of the IAPT workforce – January 2012

“Formal accreditation procedures and standards are the primary means for ensuring the IAPT workforce is capable of delivering NICE approved therapies appropriately and effectively. Advice has been produced which identifies the relevant professional bodies involved in the accreditation of IAPT approved therapies and summarises their accreditation requirements.

The advice is intended primarily for commissioners of either psychological therapy services or education and training programmes. It should be read in conjunction with the ‘Guidance for Commissioning IAPT Training 2011/12 – 2014/15′ (available at http://www.iapt.nhs.uk/workforce/iapt-education-training-and-development/) which outlines the role of Multi Professional Education and Training (MPET) funding in relation to IAPT. The information should also be of use to HEIs and individual practitioners and therapists. Similarly, mental health charities and individual patients or clients might also find the information helpful in identifying therapists who have been trained on an IAPT commissioned course and whether they have joined a voluntary register indicating the nature of their training and possibly, in some cases, fitness to practice.”

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Recognising and Approving Trainers: a consultation – General Medical Council [UK] – 6 January 2012

Posted on January 9, 2012. Filed under: Educ for Hlth Professions, Medicine | Tags: |

Recognising and Approving Trainers: a consultation – General Medical Council – 6 January 2012

Start: Jan 6, 2012 End: Mar 30, 2012 Results Published: Jun 30, 2012

“Consultation summary:
 
The General Medical Council (GMC) is proposing new arrangements for recognising and approving trainers and in particular:

a.  named educational supervisors
b.  named clinical supervisors
c.  lead coordinators of undergraduate training
d.  doctors responsible for overseeing students’ educational progress.

We will use our existing standards structured into seven areas. Local education providers such as hospitals and general practices would use the seven areas to show how they identify, train and appraise these trainers. Postgraduate deaneries and medical schools would then use that information to show the GMC what local arrangements are in place to meet our standards.

Why the consultation should matter to you”

… continues on the site

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Sicily statement on classification and development of evidence-based practice learning assessment tools – December 2011

Posted on December 6, 2011. Filed under: Educ for Hlth Professions, Evidence Based Practice |

Sicily statement on classification and development of evidence-based practice learning assessment tools
Julie K Tilson et al
BMC Medical Education 2011, 11:78 doi:10.1186/1472-6920-11-78

“Background
Teaching the steps of evidence-based practice (EBP) has become standard curriculum for health professions at both student and professional levels. Determining the best methods for evaluating EBP learning is hampered by a dearth of valid and practical assessment tools and by the absence of guidelines for classifying the purpose of those that exist. Conceived and developed by delegates of the Fifth International Conference of Evidence-Based Health Care Teachers and Developers, the aim of this statement is to provide guidance for purposeful classification and development of tools to assess EBP learning.

Discussion
This paper identifies key principles for designing EBP learning assessment tools, recommends a common taxonomy for new and existing tools, and presents the Classification Rubric for EBP Assessment Tools in Education (CREATE) framework for classifying such tools. Recommendations are provided for developers of EBP learning assessments and priorities are suggested for the types of assessments that are needed. Examples place existing EBP assessments into the CREATE framework to demonstrate how a common taxonomy might facilitate purposeful development and use of EBP learning assessment tools.

Summary
The widespread adoption of EBP into professional education requires valid and reliable measures of learning. Limited tools exist with established psychometrics. This international consensus statement strives to provide direction for developers of new EBP learning assessment tools and a framework for classifying the purposes of such tools.”

 

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A Process for rapid learning: sharing experience when things go wrong in out of hours services. Reflections one year on – NHS Alliance – 29 November 2011

Posted on November 30, 2011. Filed under: Educ for Hlth Professions, Patient Safety | Tags: , |

A Process for rapid learning: sharing experience when things go wrong in out of hours services. Reflections one year on – NHS Alliance – 29 November 2011

“Summary
Over the last year, ten out of hours providers have worked together to share experiences when things go wrong by logging reports on a website and developing ways of accelerating learning across organisations. This paper highlights how this initiative has developed, some of the key issues, the benefits we have observed so far and potential future developments.”

Media release: Rapid learning: driving up patients’ safety across out-of-hours services

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Medical revalidation: what employers need to know and do – NHS Employers – 15 November 2011

Posted on November 22, 2011. Filed under: Educ for Hlth Professions, Medicine, Workforce | Tags: |

Medical revalidation: what employers need to know and do  – NHS Employers – 15 November 2011

“Medical revalidation is the process by which all doctors with a licence to practise in the UK will need to satisfy the General Medical Council (GMC), at regular intervals that they are fit to practise and should retain that licence.

This Briefing ‘Medical revalidation: what employers need to know and do’provides a timeline of activity so far, a checklist of actions that organisations need to carry out if they are to be ready for the introduction of revalidation ready and a list of the key milestones ahead. It also provides an update on the following key areas:

the role and training of responsible officers
appraisal and appraiser capacity
portfolios of supporting information and information management
working across organisational boundaries
changes in NHS organisations and structure
handling and responding to concerns.”

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A framework for technology enhanced learning – NHS – 11 November 2011

Posted on November 14, 2011. Filed under: Educ for Hlth Professions, Workforce | Tags: |

A framework for technology enhanced learning – NHS – 11 November 2011

“This framework provides guidance to help commissioners and providers of health and social care deliver high quality, cost effective education, training and continuous development to the workforce for the benefit of patients through the effective use of technology as part of a blended learning process.”

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Consultation on student fitness to practise and registration – HPC Health Professions Council [UK] – 1 November 2011

Posted on November 2, 2011. Filed under: Allied Health, Educ for Hlth Professions, Health Professions, Social Work | Tags: , , |

Consultation on student fitness to practise and registration – HPC Health Professions Council [UK] – 1 November 2011

“We are seeking the views of all of our stakeholders on the most effective way of assuring the fitness to practise of students. This includes seeking views about the voluntary registration of student social workers in England

In 2012, the General Social Care Council (GSCC) is due to be abolished and the regulation of social workers in England transferred to the HPC. The GSCC currently registers social work students. The HPC does not register students.

The Health and Social Care Bill 2011, currently before parliament, would also allow the HPC to set up voluntary registers of students studying on programmes which lead to registration. Opening a voluntary register would be subject to undertaking an assessment of the likely impact of setting up the register and holding a public consultation.

In light of the above, we are seeking the views of all of our stakeholders on the most effective way of assuring the fitness to practise of students. This includes seeking views about the voluntary registration of student social workers in England.
In the consultation we do not make any specific proposals – for example, we are not proposing that students should or should not be registered in any of the professions, including social work. However, the responses to the consultation will inform our decisions about student fitness to practise and registration, including whether:

•the HPC’s current approach to student fitness to practise should be maintained across the Register; or
•the HPC should maintain a voluntary register of social work students in England; and/or
•the HPC should establish any voluntary registers of students for some or all of the existing HPC regulated professions.”

… continues on the site

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Genetics/Genomics in Nursing and Midwifery – Genetics in Nursing & Midwifery Task and Finish Group – 2011

Posted on October 26, 2011. Filed under: Educ for Hlth Professions, Genomics, Nursing |

Genetics/Genomics in Nursing and Midwifery – Genetics in Nursing & Midwifery Task and Finish Group – 2011

“Summary
A task and finish group comprising ten senior nurses and midwives with interest and/or expertise in genetics/genomics was set up to consider the future of genetics/genomics in relation to nursing and midwifery. The purpose of the task and finish group was to identify key issues and potential solutions concerning the future of genetics/genomics in relation to nursing and midwifery and to provide a report to the Nursing and Midwifery Professional Advisory Board to consider and use to inform its responses and future actions.”

NHS National Genetics Education and Development Centre

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GMC consults on two future pillars of medical professionalism: CPD guidance and revalidation regulations – General Medical Council – 17 October 2011

Posted on October 26, 2011. Filed under: Educ for Hlth Professions, Health Professions, Medicine | Tags: , |

GMC consults on two future pillars of medical professionalism: continuing professional development guidance and revalidation regulations – General Medical Council – 17 October 2011

“Press Release”

The GMC has set out new proposals for how it will support doctors’ professional development, and what will be expected of doctors themselves, in two consultations launched today.

Doctors have a duty to keep their knowledge and skills up-to-date and, for most doctors, this is an integral part of their professionalism and desire to provide better care for patients. However, with the introduction of revalidation from late 2012, all doctors will for the first time have to show they are up-to-date with their practice on a regular basis.
 
The first consultation launched today asks for feedback on what doctors and employers should be doing on CPD and how the GMC can support doctors in keeping up-to-date, as CPD will play an important role in doctors’ revalidation.

The second consultation seeks views on the supporting regulations that will set out the legal powers, rights and responsibilities which underpin the revalidation process.”

… continues on the site

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The Correlation of Training Duration With EHR Usability and Satisfaction: Implications For Meaningful Use – AmericanEHR Partners – 20 October 2011

Posted on October 25, 2011. Filed under: Educ for Hlth Professions, Health Informatics, Medical Records | Tags: |

The Correlation of Training Duration With EHR Usability and Satisfaction: Implications For Meaningful Use – AmericanEHR Partners – 20 October 2011

“New Report Highlights Relationship Between EHR Training and Satisfaction As well as the Usability of Features Important for Achieving Meaningful Use

Washington –  A report released today by AmericanEHR Partners highlights physicians’ experiences with the usability of EHRs to achieve some Meaningful Use requirements. The survey data, from more than 2,300 physicians, was collected from April 2010 to July 2011 on satisfaction with their use of EHR systems.  It also provides strong evidence that clinicians do not receive adequate training to effectively use their EHRs. 

The survey was conducted collaboratively with the American Academy of Allergy Asthma & Immunology, the American College of Physicians, the American Osteopathic Association of Medical Informatics, the Infectious Disease Society of America, and the Renal Physicians Association. Key findings from the report include:”

… continues on the site

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Training Needs Analysis questionnaires [from the NHS National End of Life Care Programme]

Posted on October 18, 2011. Filed under: Educ for Hlth Professions, Palliative Care | Tags: |

Training Needs Analysis questionnaires [from the NHS National End of Life Care Programme]

“A Training Needs Analysis (TNA) provides a means to a needs-based approach for training and education. The TNA identifies the competences that staff require for their role, any gaps in the existing workforce skills, knowledge and attitudes and the range of training and education currently available.

To do this, analysis of this information is matched against the organisation’s demands for these skills now and in the future. This enables an education and training plan to be developed that will ensure existing and new workers are provided with opportunities to attain the skills and knowledge required.

An end of life care TNA can be used to survey all workers in health and social care – regardless of discipline, grade, role, responsibility or setting – whose work includes care and support for people approaching and at the end of their lives.

The TNA tools consist of guidance on carrying out a TNA together with three questionnaires which address key end of life care competence areas.”

… continues

Guidance for using the End of Life Care (EoLC) Training Needs Analysis (TNA) Tools 

Self Assessment Questionnaire

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Are certifications less crucial for healthcare IT jobs? – Computerworld 20 September 2011

Posted on September 27, 2011. Filed under: Educ for Hlth Professions, Health Informatics, Workforce |

Are certifications less crucial for healthcare IT jobs? – Computerworld – 20 September 2011

By Lucas Mearian

“Some certifications can be baseline requirements for healthcare organizations

Timothy Stettheimer, CIO for St. Vincent’s Health System in Birmingham, Ala., has more confidence in IT certifications than in referrals and in-person interviews when it comes to hiring.

“How do you know you’re hiring a good person? You can get a referral, but so what? Someone can interview well, but so what? How do you really know?” Stettheimer said. “But when you can say, ‘I’ve hit these [IT education] targets,’ that shows a commitment to advancement.”

He admits that some certifications get a bad rap, and are seen as useless or too granular. “I mean, how many Cisco certifications are there out there? I’ve lost count now. It’s great for a technology-specialist-level profession, but for a leadership profession, it’s not so helpful,” he said. But Stettheimer believes that if you’re not growing professionally, you’re not doing your job.

Flush with federal funds and under the gun of federal regulatory deadlines, the healthcare industry is leading the market in IT jobs creation, according to the U.S. Bureau of Labor Statistics’ job placement services.

The bureau projects that IT jobs in healthcare are expected to grow by 20% per year through 2018, “much faster than average.” There are currently 176,090 IT jobs in healthcare, according to the agency.

Since November 2009, the number of healthcare IT positions has increased by 67%, according to online job-search engine SimplyHired.com, which lists 7,200 open healthcare IT positions out of 4.9 million jobs on its website.

Continuing IT education is a passion for Stettheimer, who is a fellow with professional organizations such as the American College of Healthcare Executives (ACHE) and the College of Healthcare Information Management Executives (CHIME). He is also certified through the Healthcare Information and Management Systems Society (HIMSS).

Stettheimer refers to CHIME as the “scalpel” of healthcare executive organizations because it focuses on specific skill sets for healthcare CIOs. CHIME offers training in 13 key skill sets developed by 50 CIOs.”

… continues on the Computerworld site

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Clinical informatics becomes a board-certified medical subspecialty. American Board of Medical Specialties (ABMS) – 23 September 2011

Posted on September 27, 2011. Filed under: Educ for Hlth Professions, Health Informatics, Medicine |

Clinical informatics becomes a board-certified medical subspecialty.  American Board of Medical Specialties (ABMS) – 23 September 2011

Diana Manos, Senior Editor – Information copied from Healthcare IT News.

“WASHINGTON – The American Board of Medical Specialties (ABMS) has now recognized clinical informatics as a subspecialty, according to the American Medical Informatics Association (AMIA).

AMIA officials announced the news Thursday following what they called “a multi-year initiative” to elevate clinical informatics to an ABMS subspecialty.

According to AMIA, the certification will be available to physicians who have primary specialty certification through ABMS.

Clinical informatics (CI) certification will be based on “a rigorous set of core competencies,” developed by AMIA and its members. AMIA said many of its members have pioneered the field and supported CI’s new status as an ABMS-recognized area of clinical expertise.

AMIA anticipates the first CI board exam to be available next fall, with the first certificates awarded early in 2013. To prepare physicians who wish to sit for this examination, AMIA is developing preparatory materials both as online and in-person courses starting in spring 2012.”

… continues on the site

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Assessing 21st Century Skills: Summary of a Workshop – National Research Council [US] – 2011

Posted on September 22, 2011. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Assessing 21st Century Skills: Summary of a Workshop – National Research Council [US] – 2011

Judith Anderson Koenig, Rapporteur

“The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as “21st century skills,” these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one’s work, and to acquire new skills and information on one’s own.

The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below:

Cognitive skills: nonroutine problem solving, critical thinking, systems thinking
Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity
Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning

Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.”

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The state of medical education and practice 2011 – General Medical Council [UK] – 16 September 2011

Posted on September 21, 2011. Filed under: Educ for Hlth Professions, Medicine |

The state of medical education and practice 2011 – General Medical Council [UK] – 16 September 2011

“Doctors entering the UK health service for the first time need better support in order to practise safely, according to a new report published today.

Every year, around 12,000 doctors from the UK, Europe and countries around the world, start working in the UK for the first time (1). The recommendation for an induction programme for all doctors new to the UK health service comes from the first State of Medical Education and Practice report published by the General Medical Council (GMC).

The report uses GMC and other data to provide a picture of the medical profession in the UK and identifies some of the challenges that persist. It concludes more needs to be done to ensure consistency of induction for all doctors, and especially for those coming here to work from outside the UK. This would ensure that they get an early understanding of the ethical and professional standards they will be expected to meet, and become familiar with how medicine is practised across England, Wales, Scotland and Northern Ireland.”

…. continues

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Liberating the NHS: developing the healthcare workforce – a summary of consultation responses – August 2011

Posted on August 23, 2011. Filed under: Educ for Hlth Professions, Health Professions, Workforce |

Liberating the NHS: developing the healthcare workforce – a summary of consultation responses – August 2011

“This document is a summary of the responses received to the Government’s consultation,Liberating the NHS: developing the healthcare workforce, published December 2010.”

“The key topics of discussion during the listening exercise were:

How can we make sure that NHS staff in the future have the right skills to meet changing patient needs? Are the arrangements we have proposed for education and training the best ones to ensure this?

1. Will the proposed changes to the education and training system support the aims of the modernisation process?
2.How can health professionals themselves take greater ownership of the education and training of their own professions, whilst meeting the needs of healthcare employers?
3.How can we ensure that the values of the NHS are placed at the heart of our education and training arrangements?
4.How can we best combine local and national knowledge and expertise to improve staff training and education?

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Building Learning and Development Excellence Competency Framework for Supporting a High Performing Learning and Development Function – NHS – 12 August 2011

Posted on August 18, 2011. Filed under: Educ for Hlth Professions, Workforce |

Building Learning and Development Excellence Competency Framework for Supporting a High Performing Learning and Development Function – NHS – 12 August 2011

NHS North West Strategic Health Authority

“Building Learning & Development Excellence (NHS NW 2010) identifies the attributes of a high performing learning and development function and a competency framework for learning and development leads. Following testing by the Cheshire & Mersey L&D Network the competency framework was reviewed; this paper details the revised framework.”

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Identifying and meeting central government’s skills requirements – National Audit Office [UK] – 13 July 2011

Posted on August 4, 2011. Filed under: Educ for Hlth Professions, Workforce | Tags: |

Identifying and meeting central government’s skills requirements – National Audit Office [UK] – 13 July 2011

“Despite major expenditure by central government departments,weaknesses in departmental strategies and governance arrangements have limited the effectiveness of skills development activities.”

HC: 1276, 2010-2012

ISBN: 9780102969863

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Common core principles for supporting people with dementia: a guide to training the social care and health workforce – Skills for Health – 9 June 2011

Posted on June 30, 2011. Filed under: Aged Care / Geriatrics, Educ for Hlth Professions, Workforce | Tags: , |

Common core principles for supporting people with dementia: a guide to training the social care and health workforce – Skills for Health – 9 June 2011

“The ‘Common core principles for supporting people with dementia’ have been produced jointly by Skills for Care and Skills for Health. They can be used to support workforce development for any member of staff, in any health or social care setting, working with people at any stage of dementia. They can also be used to inform the content of curricula and training courses.”

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COPD and other respiratory diseases – Skills for Health [UK] – June 2011

Posted on June 29, 2011. Filed under: Educ for Hlth Professions, Respiratory Medicine, Workforce | Tags: |

COPD and other respiratory diseases – Skills for Health [UK] – June 2011

“It is estimated that over 3 million people in the UK are living with Chronic Obstructive Pulmonary Disease (COPD) and other related respiratory disease but of those only approximately 835,000 have been diagnosed and are being treated. With better awareness, and clearer pathways to treatment, there will be implications for workforce planning, and commissioning of respiratory care services.

Skills for Health, in collaboration with the Respiratory Programme in the Department of Health, has led on the development of a respiratory disease competence framework that describes the knowledge, skills and attitudes that are required to deliver patient centred respiratory care. Competence frameworks are focused on outcomes and are an indispensible tool for those managing and developing a highly skilled workforce. They inform the development of education and training programmes as well as assessment strategies, all of which are going to be vital in implementing the Respiratory Disease Outcomes Framework.

The purpose of this work is to provide an underpinning framework of National Occupational Standards (NOS) and Units of Learning for the respiratory care workforce, so that people can plan and develop their services more effectively. The NOS and units of learning were identified following much consultation with the members of the development group, and with input from healthcare professionals as well as professional bodies and other national groups.

The suite of resources includes:

Main report – this outlines the rationale and uses for the Units of Learning for COPD
Mapping document – shows how the Units of Learning relate to the COPD Spectrum
Case Studies – demonstrates how services will use the NOS and Units of Learning.
Case study 1
Case study 2
Units of Learning – zipped folder of all 57 units can be downloaded here. (2.48MB)”

… continues on the site

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Health IT workforce curriculum components- Office of the National Coordinator for Health Information Technology (ONC) – June 2011

Posted on June 27, 2011. Filed under: Educ for Hlth Professions, Health Informatics, Workforce | Tags: |

Health IT workforce curriculum components- Office of the National Coordinator for Health Information Technology (ONC) – June 2011

Information copied from an email alert from the ONC

“The Office of the National Coordinator for Health Information Technology (ONC) is pleased to announce that a set of 20 curriculum components is now available to the public at no cost, including all institutions of higher education nationwide and internationally. Funded by the $10 million ONC Curriculum Development Centers Program, these teaching materials have been in use for the past year by the 82 member colleges of the ONC Community College Consortia Program. It is expected that these materials will fill an urgent need in the educational marketplace.

Designed around the six mobile workforce roles identified by ONC, the components are intended to become the building blocks of health IT courses at community colleges and universities. In-service training and continuing education programs at health care institutions and Regional Extension Centers may also benefit from the use of the components. Each component is made up of several units that can be modified and combined to meet the needs of instructors as they design their courses. The components include slide-based lectures with audio narration and transcripts, learning activities, self-assessment questions with answer keys, and instructor manuals.

The components cover topics such as workflow process redesign, technical support, networking, usability, and project management, among others. Three of the components offer a hands-on lab experience for students supported by the VistA for Education electronic health record software package, also available at no cost. 

Totaling over seven gigabytes of information across more than 200 units, these innovative teaching materials offer a robust new set of tools for health IT instructors.”

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