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2015 Medical School Annual Return (MSAR)

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2015 Medical School Annual Return (MSAR) 2015 Medical School Annual Return (MSAR) Submission deadline 8 January 2016 The following table has been pre-populated with our latest records, please amend as required. Name of Medical Hull York Medical School School: Name of Dean/Head of School: Name of Quality Lead: Name of Quality Assurance Administrative contact: Name of Senior Manager (signing off quality and accuracy of MSAR on behalf of school): Please include additional details of anyone who should receive feedback and other communications regarding the MSAR. Senior Managers signing off on behalf of the Medical School are responsible for assuring the quality and accuracy of the return. Please indicate who will be the primary point of contact for the MSAR above. Data processing notice: The GMC will handle any personal and sensitive personal data provided in the MSAR in line with the Data Protection Act (1998). Information provided to the GMC is subject to the Freedom of Information Act (2000). 1 The GMC will publish the following sections on our website by medical school and may share the information with other organisations including the Medical Schools Council and in response to Freedom of Information requests: • Section A – Questions exploring the Tomorrow’s Doctors (2009) domains and Promoting excellence themes • Section B - Quality Management Information provided in Section C may be published on our website or shared with others, such as the Medical Schools Council and in response to Freedom of Information requests: • C1 - Student Profile • C2 - Student Progression • C3 – Student Fitness to Practise • C4 – Placement Potentially identifiable information, such as name, job title or other protected characteristic, should only be provided if it is essential to your response. Information will be anonymised or redacted before publication to protect privacy. Data may be shared with data recipients, in accordance with the Data Protection Act. Data recipients may include the following non-exhaustive list: Medical Schools Council. Information may be used for statistical and research purposes. Medical Schools should submit information to the GMC in line with their established privacy agreements. Changes to 2015 MSAR Template The questions in Section A have been split into two sections; A1 and A2. Please ensure that all questions in Section A1 are answered. Questions in Section A2 only need to be answered if there have been any changes since the previous MSAR. Guidance for Section C3 - Student Fitness to Practise Please provide details of all low level professionalism concerns that have reached stages A and B of the process as well as all fitness to practise cases reaching stages C and D of the process. Tomorrow’s Doctors (TD09) and Promoting excellence 2 The new standards ‘Promoting excellence’ bring together the standards for undergraduate training; ‘TD09 with postgraduate training’ and ‘The Trainee Doctor’. They were released in July 2015 and come into force in January 2016. This document references the relevant TD09 domain, and also includes the appropriate reference to the new standards ‘Promoting excellence’. The deadline for submission of this MSAR is 8 January 2016. If you need any help with completing this return, feel free to contact Joseph Sadowski or another member of the team on [email protected] or 020 7189 5327. 3 MSAR 2015 – Section A Section A1 P lease an sw er all q u est ion s in t h is sect ion Patient Safety - TD09 domain 1 and Promoting excellence theme 1 Qu est ion 1 : In light of the recent publication, ‘First, do no harm: enhancing patient safety and teaching in undergraduate medical education’, the GMC are collecting data about how medical schools teach students about patient safety and equip them with the skills to contribute to safety improvement as doctors. a) What is your approach to teaching the discipline of patient safety? (Please provide a brief – 2/3 paragraph – summary, highlighting any key innovations or particular areas of good practice.) Specifically in relation to teaching, HYMS adopts an embedded, holistic, and inter- professional approach to teaching the discipline of patient safety to our medical students. The protection of patients and improvement of their care are an explicit and defined learning outcome throughout multiple strands of the MB BS programme. This is facilitated by the spiral curriculum design of the MB BS. We raise students’ awareness, duty and obligations in dedicated induction sessions in Year 1 and transition-inductions in subsequent years. This is reinforced through site-specific induction and mandatory training at each clinical placement site. The student understanding of patient safety is deepened longitudinally in the curriculum through the Health and Society Theme, Professionalism Theme, a specific quality improvement project, and e-learning resources. We have also designed a Pharmacology, Prescribing and Therapeutics (PPT) Block for students in Years 3 & 4 with patient safety at its heart (e.g. a specific session on ‘patient safety related to drugs’, root cause analysis, risk management and reduction). For the academic year 2015-16, to meet the requirement of the GMC, HYMS will be carrying out a mapping of our curriculum to the WHO Patient Safety Curriculum Guide to make explicit to all students, teachers and lay representatives how patient safety is taught and interwoven across the curriculum. The reporting of patient safety concerns and the required guidance on escalation routes in the NHS has been a particular focus of the past year in response to feedback from the GMC regional visit. Good progress is being made on a multifaceted approach including a dedicated webpage, leaflets/credit card insert, provision of a help-line and a revision to our current HYMS Policy on Disclosures in the Public Interest. All of this work has benefited significantly from the School’s active engagement with Healthwatch in Hull and York and their patient representatives. The student representatives have also been influential in the development of additional opportunities for both the teaching and reporting of all patient safety issues. b) How do you ensure students understand why health-care professionals make errors? (see WHO patient safety curriculum guide Topic 5) The understanding around the underlying determinants of errors in health-care is taught within one of our longitudinal curriculum themes, ‘Health & Society’. Students attend lectures on the scale and implications of errors in health-care in Years 1 and 2, and this is explored in more detail through the spiral curriculum particularly in Year 2 where categorisation of errors, system responses and quality management are considered. Specific learning outcomes are embedded in a year two PBL case concerning a drug prescription error in a child. In Year 3 and beyond we ensure that this learning is furthered developed and reinforced within our theme ‘Clinical Skills and Reasoning’ as part of our PPT teaching sessions, particularly on medication error based on work from National Patient Safety Agency (NPSA) and Institute for Health Care Improvement. Year 5 students also benefit from dedicated teaching sessions on the risks of prescribing errors. Summative assessment of this learning is included in exams from Year 2 onwards. There are further opportunities to explore determinants and system responses to error in student selected components in Year 3 as part of service improvement projects. We plan to continue the on-going review and evaluation of our curriculum, for example against the WHO Patient Safety Curriculum Guide, so that we can further refine teaching in the curriculum on human errors, prevention of harm, and understanding and managing clinical risk. 5 c) How does your curriculum cover the objectives and relevance of clinical risk management strategies in the workplace? Clinical risk management strategies are prominently featured within our Clinical Skills programme and quality improvement projects. Adverse incident reporting is covered in each clinical rotation where students receive a tutorial and complete training sessions on how to use the reporting system in the Trust to report an incident. We use examples of clinical errors to help students work back to theory, e.g. in Year 5 afternoon teaching sessions, students are exposed to patients’ stories, narrative accounts of medical errors and adverse effects to help understand and manage clinical risks. We also adopt an inter-professional approach to teaching clinical risk management by including nurses and pharmacists on ward-rounds. This enables students to understand the complex clinical interactions in relation to patient care. The need to deepen students’ theoretical understanding of risk-management strategies, increase their operational awareness at every level of the health service, and help them apply practical measures to create and maintain safe systems of care designed to reduce adverse events and improve human performance is work which is on-going. Quality Management – TD09 Domain 2 and Promoting excellence theme 2 Qu est ion 2 : We are interested in the nature of issues being raised as student complaints to the Office of the Independent Adjudicator (OIA) (England and Wales), the Scottish Public Services Ombudsman and the Visitorial scheme (Northern Ireland). Please provide details so that we can further understand the nature of appeals to student ombudsman services, and learning from these cases can be shared more widely to increase awareness among medical schools. a) During 2014-15 were there
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