Establishing a Training Centre for Courses

Global Health Toolkit No. 3

Author: Dr Alison WrightContributors: Fred Emden and Rakhi Shah

TRAINING CENTRES

2

CONTENTS

1. Introduction

3

2. Identify the need

4

3. Establishing an RCOG Partnered Training Centre STEP 1 – The Management Team STEP 2 – Setting up the training centre STEP 3 – Prepare the faculty STEP 4 – Recruit the delegates STEP 5 – Evaluate outcomes and plan future strategy RCOG Specific Requirements A – Submit proposal with supporting documents B – Ensure quality assurance (QA) C – Consider finance and risk

4

4. Establishing a local Training Centre STEP 1 – Forming the personnel STEP 2 – Setting up the training centre STEP 3 – Prepare the faculty STEP 4 – Recruit the delegates STEP 5 – Evaluate outcomes and plan future strategy

13

Appendices: A. Franchising Policy B. RCOG Educational Excellence Programme

https://www.rcog.org.uk/en/about-us/get-involved-with-our-work/set-up-an-mrcog-examination-and-education-centre/

C. Enhanced Revision Programme, local moderator role profile

D. Training Course Brochure https://www.rcog.org.uk/en/about-us/get-involved-with-our-work/franchise-an-rcog-course/

E. RCOG Equal Opportunities Policy F. RCOG Diversity Guidance

18- 28

TRAINING CENTRES

3

1. Introduction

The RCOG is increasingly being asked for support by organisations in different countries with a keen

desire to set up local training centres in obstetrics and gynaecology.

This ‘toolkit’ is developed to provide a ‘step-by-step’ guide to setting up such centres in a

standardised manner using RCOG best practice. The training centre can be either:

a) working in partnership with the RCOG, who will assist in setting it up and quality assure the

centre – “RCOG Partnered Training Centre”

or

b) set up locally by using the guidance in this toolkit – “Local Training Centre”

An RCOG training centre provides training in obstetrics and gynaecology to a standard approved by

the RCOG. It may include preparing candidates for the Part 1 and 2 MRCOG examinations, and may

also have a wider remit of providing multidisciplinary training for others involved in women’s

healthcare.

A centre, set up in partnership with the RCOG, will be entitled to use an appropriate level of RCOG

branding, and will be subject to audit and quality assurance by the RCOG.

Local training centres can be set up using a similar process to RCOG -partnered centres, but may

have a more varied scope and are not audited or quality assured by the RCOG.

Functions of a RCOG Partnered Training Centre

The centre may have one or multiple functions, from preparing O&G trainees for the MRCOG

examinations (see Appendix G (toolkit for Examination Preparation) and delivering on-going

Continuing Professional Development (CPD) and Continuing Medical Education (CME), through to

more practical multidisciplinary life saving skills and ‘PROMPT’ training.

The centre may also act as a beacon/catalyst to improve standards in the rest of the training sector

and act as a ‘hub’ of best practice.

‘REEP’ is a twin track structured approach, which is a model developed for established medical

education centres/universities that wish to become an official MRCOG examination and training

centre. (see appendix B).

Functions of Local Training Centre

These may include multidisciplinary life savings skills courses, continuing medical education (CME)

and courses targeted at specific non - medical groups such as midwives, traditional birth attendants

and health workers.

The centre may also act as a beacon/catalyst to improve standards in the rest of the training sector

and act as a ‘hub’ of best practice.

TRAINING CENTRES

4

2. Identify the need

A needs assessment process, using the RCOG template (or reasonable alternative) should first be

carried out (See the RCOG’ website).

This needs assessment should cover:

What are the local learning needs?

Why is a training centre the appropriate approach?

Should this centre be partnered and quality assured by the RCOG, or set up independently

using RCOG guidance?

How would the proposed centre meet the local need?

Where will it be located?

Is the appropriate learning environment available?

Is there an identified appropriate and motivated individual to be the centre convenor?

Is there support from appropriate authorities – ministry of health, local (national) O&G

society?

3. Establishing RCOG Partnered Training Centre

STEP 1 – The Management Team

A centre will require identified individuals who will take responsibility for overseeing the project.

This should include:

Convenor

The convenor is the individual who organises the course(s), decides on the number of courses to run per year and ensures courses are delivered to the RCOG standards.

He/she will chair the steering group, which appoints course leads and advises on faculty.

The convenor should be a Fellow or Member of the RCOG.

The convenor bears the ultimate responsibility of ensuring RCOG policies are met, guidelines are followed and revenue is collected (with assistance from the centre manager).

Centre manager The centre manager need not be qualified in Obstetrics and Gynaecology, but should have skills, which equip him/her to support the convenor in all administrative aspects of running the training centre.

Steering Group

The steering group may include Fellows and Members from the UK, and local members who may be

senior Obstetricians and Gynaecologists from the local society or international liaison group, and/or

representatives from the ministry of health or government

TRAINING CENTRES

5

STEP 2 – Set up the training centre

Target market/trainees

This will depend on the scope of planned training centre activities as derived from the initial needs

assessment.

In RCOG partnered training centres these will generally be trainee doctors in Obstetrics and

Gynaecology, although in some cases the courses may be multidisciplinary, as discussed by the

convenor and steering group.

The steering group will need to consider realistic catchment areas and this will probably vary

depending upon the level/seniority/income of the trainees themselves and the quality of transport

infrastructure serving the centre as well as local and regional ‘competitor’ centres.

Infrastructure requirements, administration and marketing

This will vary widely depending on the scale and scope of centre activities and the resources

available locally. The basic prerequisite is that staff and trainees should be able to work in a safe

environment and local health and safety, building regulations and fire protection standards should

be adhered to.

In addition the centre will need office accommodation and a training area. It is essential that the

centre has adequate IT and administrative infrastructure. Administrative, finance and marketing

skills will be required by the centre manager. For a guide to the specific requirements recommended

for each course visit https://www.rcog.org.uk/en/about-us/get-involved-with-our-work/franchise-

an-rcog-course/

The RCOG will provide necessary course and teaching materials as well as marketing support – see

appendix A for details of the administration and marketing support a centre can expect.

Financial planning and management

The centre will be required to submit a proposed business and financial plan, as part of the initial

application, demonstrating sources of income and key expenditure. Managing cash flow is likely to

present day-to-day financial challenges, so it is crucial that fees are set at viable levels in order to

secure the required number of trainees/delegates to maximise yield.

Ensuring delegates pay before the course begins is recommended and will make cash flow

management much more straightforward.

It is recommended that ‘not-for-profit’ centres still aim to make a small surplus of approximately 5%

to provide for reinvestment in the centre’s facilities and teaching services, and this should be

reflected in the business and financial plan.

Fees

Centres are responsible for collecting fees in order to obtain and retain RCOG partnered centre

status.

TRAINING CENTRES

6

Trainees and delegates’ fees will vary and the exact amounts will be negotiated, depending on the

centre and the resources of the delegates.

In any case, the centre should set fees so that they at least cover centre costs and the RCOG

candidate/commission –– see appendix A for more details.

Collection of examination fees is arranged directly with the RCOG (see Appendix G Examination

Preparation toolkit).

Confidentiality and security

Training centres will be organising a variety of activities, including courses, practical skills,

examinations and interviews. It is important to consider the local patient confidentiality and

information security protocols, as well as RCOG policies. In addition RCOG examination centres must

have minimum standards in place to ensure the security of examination questions and examination

scripts (see Appendix G Examination Preparation toolkit) .

Equality and diversity

RCOG requires partnered centres to operate equality and diversity policies to ensure that candidate

profiles and balance reflect the general population.

The centre should provide provision for breastfeeding and infant changing facilities and should make

every reasonable effort to provide disabled access into and within the venue.

A guide to the RCOG equality and diversity best practice can be found in Appendices E and

STEP 3 – Prepare the faculty

The convenor and steering group will establish a local faculty.

Below are some basic requirements in developing the local faculty. Individual faculty requirements

will be determined by activity and local need.

Requirements of local faculty

Course lead(s)

The course lead should be an experienced trainer who has taught a significant number of training courses

Each course lead will be responsible for organising and teaching on at least one course held at the RCOG training centre per year

The lead will ensure faculty are allocated to each topic and the day-to-day running of the course goes smoothly

He/She will be required to attend the recommended RCOG ‘training the trainers’ (TTT) programme.

TRAINING CENTRES

7

Course faculty(s)

The faculty will be recruited by the course lead (supported by the convenor/steering group) and will be required to teach on a minimum of one course held at the RCOG training centre per year

Members of the faculty will be required to attend the recommended RCOG ‘training the trainers (TTT)’ programme, although this may be provided locally where logistically necessary, (provided that the local TTT course has been quality assured).

Requirements of local faculty organising examinations

All new centres, which wish to hold exams, must have the support of the RCOG International

Representative Committee (where such exists), and have a nominated examination centre convenor.

This convenor will ensure that the centre has the required administrative infrastructure, has suitable

accommodation and staff able to answer queries from local candidates.

(See also toolkit for Examination Preparation www.rcog.org.uk/globalhealthtoolkits)

Local invigilators

Local Invigilators must be carefully selected by the examination centre convenor and they must have

read and signed the 'Security Procedures' produced by the RCOG Examinations Department. The

centre convener must ensure that all staff follow these procedures strictly.

It is essential that unauthorised persons do not have access to confidential examination material.

Invigilators must familiarise themselves with the ‘Instructions to Invigilators’ and ‘Instructions to

Candidates’ produced by the Examination Department. All staff must strictly enforce these

instructions. It is essential that there are neither too many nor too few invigilators for the number of

candidates (1 invigilator per 30 candidates).

(See toolkit for Examination Preparation on the RCOG website

www.rcog.org.uk/globalhealthtoolkits)

Local faculty supported virtual teaching

The RCOG has developed an online MRCOG Part 2 distance-learning programme. Alongside UK

Fellows and Members, local moderators will support, guide and coach prospective candidates for

the Part 2 MRCOG examinations.

Although this role is not based directly at the training centre, a group of core local faculty members

will be required (see Appendix C for the role profile, and Appendix G for the toolkit on Examination

Preparation for more information about the Enhanced Revision Programme).

RCOG faculty supporting resources

It is likely that the initial running of courses will be delivered with the supervision/support of UK based faculty. However, the RCOG seeks to build and develop a local pool of RCOG Faculty, by providing:

TRAINING CENTRES

8

Training the trainers (TTT) RCOG provides a comprehensive programme of training the trainers courses, including MRCOG examinations courses, Practical Skills (Obstetric Emergency Course) and assessing junior doctors ‘on the job’. The centre’s faculty who have undergone relevant TTT training can then be recognised as RCOG faculty. ‘Training the trainers’ courses may be run locally where it is not feasible or appropriate for the faculty to come to the UK for the TTT course, as discussed and agreed in the initial proposal. Mentoring trainers RCOG can support mentoring of international RCOG Faculty members with a UK equivalent and it

may be possible for the training centre convenor to be supported by a UK based mentor.

STEP 4- Recruit the candidates

Training centres can recruit and support trainees through various means, including via local

networks and by advertising the RCOG courses below:

Practical courses

The RCOG practical skills courses use a 'train the trainers' model that equips delegates to teach safe

techniques to colleagues and future doctors, with the aim of promoting safer childbirth and

improving safety and quality in women’s health.

Basic Practical Skills in Obstetrics and Gynaecology

PROMPT (PRactical Obstetric Multi-Professional Training)

MRCOG Final Preparation series

The MRCOG Final Preparation series of courses focus purely on exam techniques and practice papers

and offer insights into the practice of O&G in the NHS. All courses aim to polish the candidate’s exam

techniques to improve their chances of passing. There are 5 courses:

Part 1 Preparatory

Part 1 Revision

Part 2 Written

Part 2 Written and OSCE Combined

Part 2 Written and OSCE Consecutive

TRAINING CENTRES

9

Online distance learning programmes

The Enhanced Revision Programme is a new online learning experience that supports candidates

sitting the Part 2 MRCOG written exam. This 15-week programme is taught by expert RCOG Fellows

and Members with extensive knowledge of the exams:

Provides a clear understanding of the NHS, consent and patient-centred care

Encourages learning through evidence-based practice by incorporating NICE and Green-top

Guidelines into homework assignments

Coaches candidates on exam techniques and provides individual feedback

Video conferencing of RCOG and other O&G courses

Video conferencing is one of the ways you can provide quality education for those unable to travel

internationally. This offers local Fellows, Members, Trainees and Non-members a chance to attend an

RCOG conference or other O&G courses. Organisations and participants would benefit from:

Hearing the latest advances in the field

Participating in live discussions

Obtaining CPD credits

Reducing travel time and cost, staying in hotels and being away from home

Being eco friendly and improving the environment

For attending a broadcast of an RCOG course, the delegate receives:

Certificate of attendance

Speaker handouts

CPD credits, if they are on the RCOG CPD programme

The local centre would need to provide:

Auditorium/lecture room with video/data projection and PA system

Roving microphones for live discussions

Compatible IP(internet protocol)-based video conferencing unit

Administrative support (prior to and on-day support)

Audio-visual technician (pre-testing and on-day support)

Mentoring trainees

In addition the local centre should nominate, where possible, faculty to provide additional

mentoring advice and support.

eLearning

RCOG provides StratOG free to all registered trainees. International trainees can also access the eFM

learning platform at the special price of £75 saving £25. Alternatively the centre may want to

purchase a bulk licence for its trainees – POA.

TRAINING CENTRES

10

STEP 5 – Evaluate outcomes and plan future strategy

Once initial training programmes and courses have been run, the convenor, with the steering group,

should consider the outcomes. This should take into account measurable outcomes and delegate

feedback from the courses, which has been collected by the convenor.

It may be that the convenor feels that he/she requires more support for the running of future

training programmes, which will require careful discussion with, and potentially support from the

RCOG. Assuming the training centre is running successfully, there may also be plans to develop and

expand it.

RCOG Specific Requirements

A –Submit proposal with supporting documents

The host country should make contact with the Global Health Unit at the RCOG, to request an

application pack (globalhealthtoolkits@rcog.org.uk). The application should then be submitted and

must include documents, which demonstrate that the generic pre-requisites have been met.

Documentation should include the following details:

Legal requirements

A centre convenor should be identified. According to current guidance, this individual should be a

member or fellow of the RCOG.

The centre convenor (with help from his/her steering group (See para. 3) must demonstrate that the

centre will meet all the necessary legal, regulatory and licensing requirements of the local

administration, including medical, educational, financial and health and safety requirements.

A commercial contractual agreement will be negotiated on a ‘case by case’ basis. Organisations can

use the RCOG Franchising Policy (see Appendix A terms and conditions as an initial guide).

Financial arrangements

A gross estimation is that initial authorisation fees will range from £3000 to £6000 per centre (plus

expenses). The RCOG are currently developing an accreditation scheme, to assess this in more detail.

An example of a tariff is:

Course Accreditation Fees

Initial Review/

Processing

Fee

Provisional

Accreditation

(No logo)

Accreditation

Visit

Accreditation

Fee*

Annual

Monitoring

Review Fee**

Not-for-Profit £200 £300 Expenses*** £500 £200

For Profit £1000 N/A £2000 £1500 £500

TRAINING CENTRES

11

Training Centre Accreditation Fees

Number of

Courses

Initial Review/

Processing

Fee

Accreditation

Visit

Accreditation

Fee*

Annual

Monitoring

Review Fee**

2-10 £3000 UK £3000

£4000 £3000 Intl £6000***

* Including Logo usage and listing on RCOG Website and appropriate print and/or electronic RCOG publications

** Including use online evaluation, logo usage and listing on RCOG Website and appropriate print and/or electronic RCOG

publications

*** This will include any travel and accommodation expenses for the visiting panel, which will consist of up to two O&G QA

panel members and one QA staff member. International centre accreditation excludes a £450 fee for each O&G member of the

visiting panel, for each day of the visit, to cover their leave from the hospital.

The course convenor can apply for funding through the RCOG if located in a low resource country,

(especially if it has been designated by RCOG as a development priority country contact Global

Health Unit globalhealthtoolkits@rcog.org.uk).

The RCOG uses the World Bank banding (high, middle and low income countries) to determine the

level of financial support it can offer to a training centre.

Audit process

All RCOG centre regulations should be followed and will be subject to an appropriate audit process.

This process will be discussed and agreed by the convenor, steering group and RCOG as part of the

proposal.

B – Ensure quality assurance (QA)

Quality Assurance provided by the RCOG

This will be overseen by the College’s Education Quality Assurance Committee (EQAC) which will:

Assess details of the initial proposal and documentation against standard criteria

Upon approval of the proposal, arrange an initial QA visit by one or two RCOG QA clinical

member and QA staff to undertake a site audit

The evaluation report will be reviewed and where appropriate approved by EQAC

Once the centre has been accredited, an annual review report must be completed and sent

to EQAC to maintain accreditation.

TRAINING CENTRES

12

Quality Assurance provided by the training centre

The centre will adhere to the requirements of local regulatory bodies. The convenor (guided by the

steering group) will lead the faculty.

In some cases the steering group may need to convene remotely, as its members may come from

the UK as well as the host country.

For each RCOG franchised course, the centre must adhere to the guidance notes produced by the

RCOG, which include venue, equipment and faculty requirements. The centre should develop a

detailed quality control policy and procedures policy, which will form a required part of the annual

submission to ensure quality.

C – Consider finance and risk

The RCOG quality assures the centre in good faith, and if the quality diminishes then there is a reputational risk. The following should be considered: Contractual agreement and legal advice The RCOG and local centre will be bound by a contractual agreement.

The RCOG will take legal advice, where necessary, on misuse of logo and brand, intellectual property and trademark of the RCOG and its sub brands and it will protect validation of financial data.

As well as local certification, delegate feedback and evaluation reports, the RCOG will audit the results of the monitoring of the courses

Should a centre fail to meet the QA requirement then this could result in the loss of the RCOG licence. Reputational risk As part of the initial application process, it is important the local training centre declares any other partnerships and courses that will be organised within the RCOG centre. The partners in question would need to meet the RCOG requirements. Training support Training support should ideally be provided by RCOG Fellows and Members in the host country. However, it may be possible in certain circumstances for the RCOG to partially fund travel expenses of UK doctors who will initially run the courses while the local faculty is trained. UK doctors generally require a period of notice to obtain leave of absence from their clinical work so this must be given consideration. Business and financial plan The local centre is required to submit a business and financial plan, indicating their income and expenditure targets per annum. This should be reviewed on a monthly basis initially by the Centre Manager, to ensure targets are being met.

TRAINING CENTRES

13

Local collection of fees and cancellation policy The local centre will require the centre manager to ensure delegates’ fees are collected before the course, and any expenses (utilities, rent, maintenance, faculty and staff fees) are paid in a timely manner. It is important the local centre has a cancellation policy for all its activities. Customer service and complaints procedures The local centre should prepare a customer service policy and complaints procedure. Data protection The local centre should adhere to local data protection policy.

RCOG Intellectual Property (IP)

The acronym ‘RCOG’ and the College Shield, StratOG, TOG, BJOG and O&G (TOG cover) logos are

registered trademarks of RCOG. All RCOG curricula printed and electronic materials, educational

resources and marketing materials are the copyright and intellectual property of the RCOG and are

used strictly under licence and with the express written permission of the RCOG. Use of RCOG

intellectual property, including the licensing and assignment of rights is permissible by authorised

centres subject to licensing and agreement.

4. Establishing a Local Training Centre (not RCOG Partnered)

Local training centres can be set up using a similar process to RCOG -partnered centres, but may

have a more varied scope and are not audited or quality assured by the RCOG.

STEP 1 - Forming the Personnel

Convenors of local training centres will be senior doctors in Obstetrics and Gynaecology, but not

necessarily members and fellows of the RCOG.

Convenor

The convenor should be a senior doctor in Obstetrics and Gynaecology who oversees organisation of the courses and decides on the number of courses to run per year. He/She will chair the steering group, which appoints course leads and advises on faculty. Centre manager The centre manager may not be qualified in Obstetrics and Gynaecology, but should have skills, which equip him/her to support the convenor in administrative and practical aspects of running the training centre. Steering Group

The steering group may include senior Obstetricians and Gynaecologists and other stakeholders e.g.

representatives from the ministry of health or government or the local Obstetrics and Gynaecology

society.

TRAINING CENTRES

14

STEP 2 – Set up the training centre

Target market/trainees/delegates

This will depend on the scope of planned centre activities derived from the initial needs assessment.

This may range from O&G specialist trainees and consultants seeking CME, to rural health workers in

need of basic obstetric life saving and family planning skills.

The steering group should consider realistic catchment areas and this will probably vary depending

upon the level/seniority/income of the trainees themselves and the quality of transport

infrastructure serving the centre as well as local and regional ‘competitor’ centres.

Infrastructure requirements, administration and marketing

This will vary widely depending on the scale and scope of centre activities and the resources

available locally. The basic prerequisite is that staff and trainees should be able to work in a safe

environment and that local health and safety, building regulations and fire protection standards

should be adhered to.

The centre will need office accommodation and a designated training area. It is essential that the

centre has adequate IT and administrative infrastructure. Administrative, finance and marketing

skills will be required by the centre manager.

A marketing strategy should be developed to allow for maximum exposure, and ideally course

manuals and materials procured or produced (as is locally feasible).

Legal requirements

A centre convenor should be identified. The centre convenor (with help from his/her steering group

see para 12) must demonstrate that the centre will meet all the necessary legal, regulatory and

licensing requirements of the local administration, including medical, educational, financial and

health and safety requirements.

Financial planning/sourcing of funding

It is an essential pre-requisite that a business plan be drawn up showing key expenditure such as

staff salaries and fees, rent, utilities, marketing and course manuals and materials.

This should demonstrate sources of income to cover costs, including the number of courses to be

run and the fee structure for these and the optimum number of trainees. Local income levels will

need to be taken into account. In addition a cash flow forecast should be done to show possible

pitfalls. The standard practice for course fees is that trainees should pay in advance of the course

which should assist with cash flow

It is recommended that all training centres (including ‘not-for-profit’ centres), aim to make a

minimum surplus of 5% to provide for reinvestment in the centre’s facilities and teaching services.

This should be reflected in the business and financial plan.

TRAINING CENTRES

15

Fees

A fee structure should be put in place, linked to the business plan, for each course that is to be run.

This needs to be viable and local income levels will need to be taken into account. Systems for

collecting the fees must also be established.

Confidentiality and security

Training centres will be organising a variety of activities from courses, practical skills, examinations

and interviews. It is important to consider and abide by the local confidentiality and information

security protocols.

Equality and diversity

The Training Centre should operate equal and diversity policies (see appendices E & F for guidance)

to ensure that candidate profiles and balance reflect the general population and are not

discriminatory.

The centre should provide provision for breastfeeding and infant changing facilities and should make

every reasonable effort to provide disabled access into and within the venue.

STEP 3 – Prepare the faculty

The convenor and steering group will establish a local faculty. Individual faculty requirements will be

determined by the activity, local need, purpose and size of the training centre.

Below are some basic requirements.

Course lead(s) Each course lead should be an experienced trainer. and will be responsible for organising and teaching on at least one course held at the training centre per year The lead will ensure faculty are allocated to each topic and the day-to-day running of the course goes smoothly Course faculty(s) The faculty of each course will be recruited by the course leads (supported by the convenor/steering group) and will be required to teach on a minimum of one course held at the training centre per year Members of the faculty will be required to attend the recommended local ‘training the trainers’ course that has been quality assured (as agreed by the steering group).

TRAINING CENTRES

16

STEP 4- Recruit the candidates

It is recommended that training courses are publicised through existing local networks which will be

scoped by the steering group.

Training centres can recruit and support delegates through various means including bespoke locally

developed courses and/or RCOG courses as outlined below.

Practical courses

RCOG practical skills courses use a 'training the trainers' (TTT) model that equips delegates to teach

safe techniques to colleagues, trainees and other health workers, with the aim of promoting safer

childbirth and optimising women’s’ health.

Basic Practical Skills in Obstetrics and Gynaecology

PROMPT (PRactical Obstetric Multi-Professional Training)

Video conferencing of RCOG and other O&G courses

Video conferencing is one of the ways quality education can be provided for those unable to travel

internationally. This offers local Fellows, Members, Trainees and Non-members, the opportunity to

attend an RCOG conference or other O&G courses.

Organisations and participants may benefit from:

Hearing the latest advances in a chosen field

Participating in live discussions

Obtaining CPD credits

Reducing travel time and cost, (staying in hotels and being away from home)

Being eco friendly and improving the environment

Having attended a broadcast of an RCOG course, the delegate will receive:

Certificate of attendance

Speaker handouts

CPD credits, if they are on the RCOG CPD programme

The local centre would need to provide:

Auditorium/lecture room with video/data projection and PA system

Roving microphones for live discussions

Compatible IP(internet protocol)-based video conferencing unit

Administrative support (prior to and on-day support)

Audio-visual technician (pre-testing and on-day support)Bespoke training courses

Especially in low resource settings, the steering group may instruct faculty to develop bespoke

training courses. For example, where traditional birth attendants are conducting deliveries in rural

TRAINING CENTRES

17

areas, the training may be targeted accordingly. These courses can be run with minimal improvised

resources such as doll and pelvis with cardboard cut outs to teach vaginal examinations.

Incentives for the delegates are recommended. Provision of refreshments and official recognition of

the delegates’ role in their village/area can go a long way to encourage engagement.

Mentoring trainees

The local centre should nominate, where possible, faculty to provide additional mentoring advice

and support for trainees and delegates.

STEP 5 – Evaluate outcomes and plan future strategy

Once initial training programmes and courses have been run, the convenor and steering group

should consider the outcomes. This should take into account measurable outcomes and delegate

feedback from the courses. If the training centre is running successfully, it may be possible to

develop and expand it.

In some cases the steering group may wish to consider applying to become an RCOG partnered

training centre.

TRAINING CENTRES

18

Appendix A: RCOG Franchising Policy

Individuals and organisations wishing to hold RCOG-branded courses will now be able to apply to the RCOG for permission to do so. The necessary information to run these courses will be included in an Application Pack, which will be supplied on request by the RCOG Meetings department. Once completed, the application to hold an RCOG-approved course will be assessed by the Meetings department, with appropriate input from other RCOG departments as necessary. The Vice President of Strategic Development in cooperation with the Senior Vice President and Vice President of Education are the Officers of the RCOG with overall responsibility for franchising courses. Principles

All courses must be based on the relevant RCOG Curriculum at the appropriate level.

The franchised organisation, course content and method of delivery must be approved in advance by the RCOG.

The course faculty must consist of RCOG Fellows/Members or Trainers approved by the RCOG.

The RCOG will supply course certificates to the delegates who have attended and all delegates will be required to complete the RCOG feedback questionnaire, which will be sent directly back to the RCOG.

All course materials and documentation to run the course will be provided by the RCOG.

The franchised organisation will be entitled to use RCOG ‘branding’ for the course.

The RCOG will initially inspect courses to ensure adherence to the required standard.

RCOG franchised courses may be advertised free of charge in specific RCOG publications, both online and in print.

It is suggested that the Course Convenor will pay twenty percent of the delegate’ fee to the RCOG, to support the quality assurance process. Alternative funding arrangements may be possible, depending on circumstances and requirements. Applicants should contact the Meetings Department for advice.

Organisation of UK and International courses The following is applicable to all courses, including Basic Practical Skills, Theoretical Courses for Advanced Training Skills Modules and Part 1 and 2 MRCOG Revision Courses.

Convenor

The Convenor is the person who organises the course and is responsible for its running. He/She will choose the course leads and advise on faculty.

The Convenor bears the ultimate responsibility to ensure RCOG policies are met, guidelines are followed and revenue is collected and sent to the RCOG.

The Convenor will be chosen primarily from UK Fellows and Members, though Fellows and Members outside the UK should be encouraged to become course leads and ultimately convenors.

TRAINING CENTRES

19

Course Leads

The Course Lead should be an experienced trainer who has taught on several training courses. CVs may be required.

Each Course Lead would be responsible for organising and teaching on at least one course held at the RCOG and a minimum of one other course held in their local area.

Trainers

The Trainers will be recruited by course leads and will be required to teach a minimum of one course held in their local area and participate at course held at the RCOG if required.

RCOG Courses Held Internationally

International courses should follow UK programmes.

One or occasionally two Convenors/Course Leads should initially attend each international course to establish a group of Trainers and offer advice on preferred methods for course delivery.

International Faculty and convenors will be ‘created’ by:

Running international courses under supervision/assessment by the appropriate UK Convenor/Course Lead.

It may be possible in certain circumstances for the RCOG to partially fund travel expenses of UK Convenors/Course Leads who will initially run the international course.

Alternatively international Course Leads will have the opportunity to apply for funding, in the form of travel expenses, to attend a “Training the Trainers” course to be held at the RCOG.

In time, local people, Fellows and Members, will run local RCOG courses. Where there are concerns about a course, its organiser may be asked to participate in an RCOG course in the UK. Guidelines for running courses Curriculum Courses must be based on the current RCOG curricula and examinations syllabi, as detailed on the RCOG website. Host organisation and venue Organisations wishing to run RCOG franchised courses should complete the RCOG course application pack giving full details of the proposed course, venue, faculty and contacts. Trainers The convenor and course lead must approve all trainers for RCOG franchised courses. A full list of trainers running the course should be submitted with the application. It is important that UK convenors and course leads should teach at least one course per year held at the RCOG, to keep up to date with any developments.

TRAINING CENTRES

20

An RCOG inspector may attend a course periodically to ensure that standards are maintained. If feedback indicates that a course is not delivered to standard, the College will attend and evaluate the course in question. The Course Package Once an organisation/hospital has been approved a course pack will be provided with the following information: Branding Branding includes use of all RCOG templates and the words ‘RCOG’ in the course title. Course certificates will be issued by the RCOG. Course materials Course materials, such as participant’ manuals, will be provided by RCOG either in print or as electronic files, so that local printing arrangements can be made, if preferred. The cost of materials will be included in the delegate fee. All material is RCOG copyright protected and should be used only for the duration of the organised course. All convenors will be expected to sign a statement adhering to the RCOG terms and conditions of copyright. Improper use of RCOG course materials without application will be investigated by RCOG. Training materials Complete CD-ROM with lecture presentations, videos and additional course requirements will be provided. Marketing RCOG franchised courses will be entitled to use specified College marketing opportunities at no charge. Advertisements will include date, venue, course leader and administrative contact on a selection of RCOG publications, both online and in print. Should extra words and display advertisements be required, these will be charged at an agreed rate. Booking arrangements The convenors will be expected to inform the RCOG of the minimum number of delegates attending each course. Appropriate payment must be made 8 weeks prior to the course. Payment for additional delegates can be made to the RCOG following the course and all certificates will be issued following full payment for the course. If minimum numbers are not reached by the above deadline, then you will need to consider cancelling the course.

Appendix C: Enhanced Revision Programme, local moderator role profile

Part 2 MRCOG Enhanced Revision Programme Moderator – Educational Role (Locally based) The RCOG is keen to recruit Members and Fellows working overseas to be the local organisers for the Enhanced Revision Programme (ERP). The local organisers will work with UK based moderators to deliver a unique virtual learning and examination coaching course which aims to improve the chances of an international candidate, who hasn’t worked in the NHS, to pass the Part 2 MRCOG examination.

Roles and responsibilities

TRAINING CENTRES

21

Work in partnership with other local organisers in order to oversee the delivery of the ERP

Recruit trainees to participate in the ERP

Administer the franchised programme including collecting course fees and distributing advertising materials in conjunction with the marketing team at the RCOG

Provide the RCOG ERP Co-ordinator with the contact details and email addresses of the candidates

Ensure that one local organiser attends each of the weekly virtual classroom sessions

Responsible for emailing out the weekly homework from the CD provided by the RCOG Course Convenor to the local candidates

Main point of contact for candidates to receive their marked homework papers with their written feedback and scores

Encourage interaction between candidates in the forum via the special interest group on the ERP page of the RCOG website

Liaise with the UK moderators if there are difficulties which need to be addressed in the next week’s virtual classroom

Provide feedback to the RCOG Course Convenor about the on-going development of the course

Person specification Essential characteristics

Fellow or Member of the RCOG

Understanding of the objectives of education provision with regard to the Part 2 MRCOG Examination

Enthusiasm and experience of working with trainees

Commitment to postgraduate education

Good time management and reliability

Access to necessary computer equipment

Desirable characteristics

Confidence in using virtual learning software (training will be provided)

Experience as examiner in undergraduate and/or postgraduate examinations

Involvement in medical education

Experience of UK O&G practice Duration of appointment 3 years initially

Time required It is envisaged that the local organisers will work together as a small team and divide the time commitment between themselves over the 15-week courses, which run twice a year. The virtual classrooms run for 1 hour per week. Following each classroom session the local organiser would be responsible for emailing out the next week’s homework as provided by the RCOG Course Convenor. The local organiser will be required to provide evaluation and feedback to support the continuing development of the course, and from time to time, may be asked to participate in teleconference meetings with UK moderators.

TRAINING CENTRES

22

Appendix E:

ROYAL COLLEGE OF OBSTETRICIANS & GYNAECOLOGISTS

EQUAL OPPORTUNITIES POLICY

Policy

The College is committed to a policy of equality of opportunity in its employment practices. It strives to ensure that its workforce is truly representative of all sections of society and that each employee feels

respected and able to give their best.

This policy should be read in conjunction with Guidance on Diversity and other the College policies,

including Recruitment and Selection, Flexible Working, Maternity and Family Leave.

This policy has been written in line with the provisions of the Equality Act 2010 and ACAS guidelines on

delivering equality and diversity.

Responsibilities

This policy applies to all College employees, fellows and members and anyone acting on behalf of the

College.

1. All employees and College Representatives

All employees and anyone acting on behalf of the College are responsible for adhering to this policy.

They are required to:

Support an equal opportunities culture

Treat all colleagues and the College stakeholders with courtesy and respect

Co-operate with any measures introduced to ensure equality of opportunity

Report any discriminatory acts or practices.

2. Managers

It is the responsibility of line managers to ensure this policy is implemented. Managers are required to:

TRAINING CENTRES

23

Set examples and standards of behaviour in the workplace

Ensure their staff are familiar with this policy

Deal with any unacceptable behaviour in their teams and make it clear to staff that such behaviour

will not be tolerated

Deal with any complaints and breaches of this policy promptly and effectively (in all such cases

contact Human Resources).

3. Human Resources

HR are responsible for:

Providing advice and guidance to managers on all matters relating equal opportunities

Providing advice and support to staff

Ensuring equality is an integral part of all employment practices, including recruitment, performance

management, promotion, learning and development.

Discrimination

The College aims to provide equality and fairness for all in our employment and not to discriminate

because of so called ‘protected characteristics’, i.e. age, disability, gender reassignment, marriage and

civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We

oppose all forms of unlawful and unfair discrimination, including:

Direct discrimination – treating someone less favourably because they have a protected

characteristic; Indirect discrimination – when applying a certain policy or rule to everyone disadvantages someone

with a protected characteristic;

Discrimination by association – discriminating against someone because they associate with

another person who possesses a protected characteristic; Discrimination by perception – discriminating against someone because others think they possess

a particular protected characteristic;

Victimisation – when someone suffers a detriment because they have made a complaint, raised

a grievance or have given evidence in relation to discrimination.

Bullying and harassment

The College views bullying and harassment as morally, legally and professionally unacceptable and it

will not be tolerated. Any allegations into bullying and harassment will be fully investigated and

an appropriate action will be taken under the Disciplinary or Grievance Policy if necessary.

Bullying may be characterised as offensive, intimidating, malicious or insulting behaviour, an abuse or

misuse of power through means that undermine, humiliate, denigrate or injure the recipient (ACAS).

TRAINING CENTRES

24

Harassment is an unwanted behaviour, perceived as demeaning and unacceptable by the recipient.

Bullying and harassment are not determined by the intention of the person carrying out the action but

by the effect they have on the recipient.

Bullying and harassment can often be hard to recognise. Behaviour that is considered bullying by one

person may be considered firm management by another. Examples of behaviour which does constitute

bullying or harassment include:

Spreading malicious rumours or insulting someone

Unwelcome sexual advance – touching, inappropriate comments, standing too close, display of

offensive materials, etc.

Exclusion or victimisation

Overbearing supervision or other misuse of power or position

Making threats or comments about job security without foundation

Copying memos that are critical about someone to others who do not need to know

Humiliation – e.g. reprimanding someone in front of other staff when this should be done in

private Persistent placing of excessive demands, setting unrealistic work targets

Unfair treatment

Deliberately undermining a competent worker by constant criticism.

Whilst any instances of bullying and harassment will not be tolerated, it is important to note that as

part of their role, the managers may:

Give constructive feedback regarding work performance on a regular basis

Address under-performance or unacceptable behaviour

Issue reasonable instructions and expect staff to carry them out

Set clear and reasonable objectives for staff and monitor their progress

Set standards of workplace performance and behaviours.

Carrying out these functions does not constitute an act of bullying or harassment, although some staff

may feel stressed or anxious while the procedures are ongoing. However, abusing these procedures

may constitute bullying or harassing behaviour.

Employment practices

Recruitment and selection

The College welcomes applications from all sections of community. It follows fair and consistent processes, in which recruitment decisions are made based on the abilities, merits and qualifications of

the candidates. Please refer to ‘Recruitment Policy and Procedure’ for further guidance on the recruitment and selection process.

Learning, development and performance review

The main principles of performance management and learning and development at the College are:

TRAINING CENTRES

25

Ensuring equal opportunity of access to all forms of learning and development activity offered

by the College

Ensuring that diversity and equal opportunities issues are addressed fairly and equitably in all

management-related courses Allowing staff opportunities for promotion and career progression within the organisation

depending on job related competencies, qualifications, abilities and experience, in accordance

with the future needs of the College Ensuring that all employees have regular performance reviews, in which they receive

constructive feedback and have an opportunity to discuss their development needs

Ensuring that all relevant meetings, including performance reviews, are correctly documented.

Complaints

Any member of staff or person working at the College or applying for a post in the College who consider

they have received unequal treatment or suffered from bullying or harassment, may make a complaint to their manager or the Human Resources department. Please refer to the College Grievance Policy for

further details.

September 2013

Appendix F:

TRAINING CENTRES

26

ROYAL COLLEGE OF OBSTETRICIANS AND GYNAECOLOGISTS

GUIDANCE ON DIVERSITY

Introduction

The College recognises the value of having a diverse workforce and aims to ensure our people

processes are fair, equitable and free from any form of discrimination. We aim to:

Enrich diversity at all levels of the organisation

Improve the diversity mix at senior level so that it reflects a more consistent diversity mix

throughout the whole organisation Ensure equality of opportunity for all in all employment practises, including recruitment,

development, progression, etc.

Promote a culture where people from different backgrounds feel welcome and valued

Encourage working together so people can benefit from sharing knowledge and experience.

Benefits of building a diverse workforce include:

Recruiting and retaining people from a wide talent base

Having a wider range of resources, skills and ideas among employees

Increased creativity and problem solving

Learning from each other’s experience and sharing different perspectives

Improving the understanding of the needs of the College customers

Positive company image as a diverse employer.

Scope

This guidance applies equally to all College employees, fellows and members and anyone acting on

behalf of the College. It provides further information on matters relating to equal opportunities and

should be read in conjunction with the RCOG Equal Opportunities Policy. The College undertakes regular

reviews of practices in these areas to ensure they provide equality of opportunity.

Principles

The College is committed to promoting diversity in employment. It welcomes applications from people

representing different backgrounds and characteristics, including age, disability, gender reassignment,

marriage and civil partnership, pregnancy and maternity, race, ethnic origin, nationality, religion or

belief, sex and sexual orientation.

TRAINING CENTRES

27

The College employees will be selected, promoted and treated on the basis of merits and abilities and

according to the requirements of the specific job. They will also have equal access to training and

development opportunities available at the College.

We aim to ensure that conditions of work, attitudes, behaviours and requirements of management do

not lead to employees being disadvantaged, whether directly or indirectly. Any differences in

the treatment of individuals must relate to the College’s organisational requirements and priorities.

Training on the College approach to issues around equality and diversity will be provided to all members

of staff when joining the College.

Responsibilities

This policy applies to all College employees and anyone acting on behalf of the College.

1. All employees

All employees will demonstrate commitment to equality and diversity by:

Helping to create and maintain a climate which supports equality of opportunity by treating

colleagues fairly and with respect

Ensuring that their behaviour is positive, making decisions based on merits rather than acting

on assumptions

Working together to develop different skills and abilities to make the most of our diversity

Displaying behaviour and using the language which shows sensitivity to other people.

2. Managers

Managers should ensure that:

They promote a culture where individual views are expressed freely and people are valued for

their differences

They set up and follow fair and equitable processes in all areas of activity within their

departments Their staff are aware of this guidance (and related policies)

Any breaches of this policy and complaints are dealt with promptly and effectively (in all such

cases contact Human Resources).

3. Human Resources

TRAINING CENTRES

28

HR is responsible for:

Promoting a culture of diversity and inclusiveness

Providing advice and guidance to managers and staff on any matters relating to equality and

diversity

Providing support to any individual who has a concern or suffered from unfair treatment

Reviewing the College Equality and Diversity policy.

4. Officers, Chairs and others on the College business

Those on College business should ensure that:

Discriminatory practises do not take place within the College;

They are aware of this guidance (and related policies);

Any breaches and complaints are dealt with quickly and effectively (in all such cases contact

Human Resources).

Monitoring

The College monitors the composition of the workforce, and its policies and procedures to ensure the

Equal Opportunities Policy is being properly implemented.

Analysis of age, ethnic origin and sex is conducted on an ongoing basis in order to determine to what

extent the College workforce reflects the make up of the local community.

Flexible working

The College is committed to creating the culture off openness and inclusiveness. It recognises that

depending on individuals’ backgrounds and personal characteristics, people may have different needs

in order to better balance their working and personal lives. To help achieve this, the College supports

flexible working – please refer to the Flexible Working Policy for further details.

Complaints

Any member of staff or person working at the College, or applying for a post in the College,

who consider they have received unequal treatment, may make a complaint to their manager

or Human Resources. Please refer to the Grievance Policy for details.

September 2013

© Royal College of Obstetricians and Gynaecologists 2014. Registered Charity No. 213280

Royal College of Obstetricians and Gynaecologists27 Sussex Place, Regent’s Park, London, NW1 4RG

Tel: +44 207 772 6200Email: globalhealthtoolkits@rcog.org.uk Website: www.rcog.org.uk/globalhealthtoolkits

Also in the Toolkit series:

• Curriculum Design• Developing a Subspecialty Training Programme • Establishing a Training Centre for Courses• Exam Preparation • Guideline Development and Adaptation• Health and Training Needs Assessment • Service Review and Audit