Developing and Recognising Undergraduate Medical Educators in a UK Medical School - A Case Study

Abstract

The UK General Medical Council (GMC) requires all UK Medical Schools to formally recognise trainers performing 'named roles' in undergraduate medical education. A staff development programme has been designed and implemented by the School of Medicine, University of Dundee. The programme has been made available to staff working within the School of Medicine and its partner organisations. Lessons learned through the process include, a need for: face-to-face interaction and dialogue with educators, readily available and accessible local CPD opportunities, establishment of local communities of practice, and a clear message to educators that the complexity of the 'Recognition of Trainers' process is at the organisational (rather than the individual) level.

What capabilities are required for facilitators to support student pharmacists effectively during experiential learning (EL) in Scotland? – Part 2

“…Future applications include using the framework to recognise facilitators who have demonstrated capabilities, in line with a similar process for recognising medical trainers in undergraduate medical education through evidence mapped against aspects of the Academy of Medical Educator (AOME) competency framework (Napier & Khogali, 2019). This utilisation would allow the production of an approved list of competent EL facilitators in Scotland, with formal recognition of their input into the development of student pharmacists.…”

Valoración del profesorado en Ciencias de la Salud

“…Para orientar la formación y los programas de desarrollo del personal docente, desde 2010 el GMC adoptó el marco de siete competencias de la Academia de Educadores Médicos (AoME): (1) Garantizar una atención al paciente segura y eficaz mediante la formación; (2) Establecer un entorno de aprendizaje eficaz; (3) Enseñar y facilitar el aprendizaje; (4) Mejorar el aprendizaje a través de la evaluación; (5) Apoyar y monitorear el progreso educativo; (6) Tutorizar el desarrollo personal y profesional; (7) Fomentar el desarrollo profesional continuo como educador. A partir de 2016, el GMC 1 requiere a todas las facultades de medicina del Reino Unido que todos los formadores que desempeñan dos 'roles' en la educación médica de pregrado tengan reconocido formalmente dicho marco competencial: (1) 'Coordinadores principales de formación de pregrado' y (2) 'Supervisores del progreso educativo de los estudiantes' (Napier y Khogali, 2019). En respuesta a estos requisitos de 'Reconocimiento de formadores' del GMC, las cinco facultades de medicina escocesas (Aberdeen, Dundee, Edimburgo, Glasgow y St Andrews) 2 y NHS Education Scotland (NES), acordaron un conjunto de criterios para todos los "docentes médicos" de pregrado y posgrado en Escocia, organizados en 3 ámbitos: gobernanza educativa, competencias específicas de la función docente médica y competencias genéricas de docencia.…”

“…'Recognition and Approval of Trainers'. Scotland Deanery: http://www.scotlanddeanery.nhs.scot/trainer-information/medical-act/recognition-and-approval-of-trainers/ presencial con educadores, oportunidades de DPD continuo a nivel local fácilmente disponibles y establecimiento de redes de buenas prácticas (Napier y Khogali, 2019).…”