acsrd ann shearer 2008 (powerpoint)
TRANSCRIPT
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The Future of SpR training
SAC, SDEB, PMETB and other useful abbreviations
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Who?
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The Accord
• General Dental Council
• Dental Faculties of Surgical Royal Colleges
• Other educational bodies (CHDDS, COPDEND, JCSTD)
• May 1996– Updated 2007 and submitted to GDC
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Postgraduate Medical Education and Training Board (PMETB)
• Independent regulatory body responsible for postgraduate medical education and training
• Established to develop a single, unifying framework for postgraduate medical education and training
• Began operations on 30 September 2005• Role:
– Set and secure standards for postgraduate medical education and training
– Certify doctors for GP and specialist registers– Lead on developing and promoting postgraduate
medical education and training
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General Dental Council
• “Sole competent authority” for arrangements for training and listing of dental specialties
• Overall supervisory responsibility for courses of training
• Ultimate responsibility for decisions on award of CCST
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Specialist Dental Education Board (SDEB)
• Set up following GDC Specialist List Review Group report
• Reports to GDC Education Committee• First met in July 2007• Chair: Prof Kevin O’Brien• Six members
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Specialist Dental Education Board (SDEB)
• Develop a generic curricula framework• Approve individual curricula for each specialty• Set guidelines for approval of specialist training posts• Establish guidelines for recognition of previous
training, experience and qualifications • Set the framework for assessment of equivalence of
non-UK specialist training and approve outcomes of such assessments by Dental Faculties
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Dental Faculties
• Developing curricula
• Assessment and examinations
• Equivalence assessments
• Entry qualifications
• Length and quality of training
• Recognition of previous training
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Specialist Advisory Committee (SAC) in Restorative Dentistry
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Specialist Advisory Committees (SACs)
• Focus and location for aspects of work of Dental faculties
• Keep national register (start and completion dates and progress)
• Annual survey of trainees• Provide advice to GDC, SDEB on
practical aspects of training• Alert GDC, SDEB to changes in practice
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Stage we are at now
• SACs to develop curricula and submit to SDEB for approval
• To follow Gold Guide
• PG deans to deliver and quality manage curricula locally
• GDC should quality assure system nationally
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A Guide to Postgraduate Specialty Training in the UK
(aka The Gold Guide)-available on MMC websites
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Information to be provided:
• Criteria for entry to specialist training• The curriculum for the training
programme • Clear statement on measurable
outcomes of training • Criteria for the assessment of training,
with emphasis on how outcome of training is to be assessed
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Standards for curricula
• Rationale• Content of learning• Models of learning• Learning
experiences• Supervision and
feedback
• Managing curriculum implementation
• Curriculum review and updating
• Equality and diversity
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Example curriculum:Dermatology
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Example assessment:Dermatology
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Medical model
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Dental model
Hospitals, Practices
Deaneries
SDEB
GDC
Quality Assure
Quality Manage
SA
Cs,
Co
lleg
es, F
acu
ltie
s,S
pec
ialis
t So
cie
ties
Quality Control
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Acknowledgements: Photographs
• GDC• BDA• NES: Organogram• COPDEND• Universities of London, Dundee• Royal Colleges• PMETB