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).

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

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.

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.

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 any investigations into student complaints by the OIA, the Scottish Public Services Ombudsman or Visitorial scheme in Northern Ireland concluded in relation to your medical school?

[Information redacted]

b) What, if any, changes to policies or processes has your medical school implemented in response to investigations by the Office of the Independent Adjudicator, the Scottish Public Services Ombudsman or Visitorial scheme in Northern Ireland?

[Information redacted]

Equality, diversity and opportunity – TD09 domain 3 and Promoting excellence theme 2

Qu est ion 3 : It is important for medical schools to meet the equality and diversity requirements set out within TD09 and their replacement, ‘Promoting excellence’. Examples of how this is captured include analysis of admissions and student profile, progression, academic appeals, and fitness to practise data.

a) When you have found evidence of differences (e.g. in admissions, student profile or those listed above) on the basis of gender, ethnicity, socio-economic status or other characteristics, what actions have you taken to understand or address this difference?

Admissions:

In the academic year 2014-15 (for September 2015 intake), we noticed a gender difference (61% female). The same percentage of offers was made to female applicants (54%) as applied, and a higher number of female offer-holders fulfilled the conditions of their offer. Students from Black and other Minority Ethnic (BME) groups made up 31% of our entry cohort in 2015 and there is no significant change in this.

In terms of socioeconomic status, students from declared lower NS-SEC groups 4- 7 made up 12% September 2015 - slightly lower than recent years (19% for the September 2014 entry). We are involved in several activities to try and widen participation in medicine. These include using Contextual Data in admissions, a formal Alternative Offers policy, outreach work in targeted schools and links with local and national Widening Participation schemes. We are working in partnership with the Sutton Trust in the 'Pathways to Medicine' programme starting this academic year. Our proportion of graduate entrants is 27% which is similar to the academic year 2013-14.

Progression:

Historically, the School has not been in a position to monitor differences in progression on the basis of basis of gender, ethnicity, socio-economic status or other characteristics. Progression decisions are made using anonymised data (exam number) at the Board of Examiners. Every student has access to educational and pastoral support. Any individual student that has difficulties with progression is offered additional support as soon as those difficulties are identified. We strive to do this early in the course through formative assessment and prior to the summative assessment period. In the light of ‘Promoting Excellence’ we will now plan to introduce monitoring based on these characteristics.

Academic Appeals and Fitness to Practise:

In our regular monitoring of student data, we have been very aware that we have received a higher proportion of academic and fitness to practise appeals from students of a Black and Minority Ethnic (BME) background. For example, in 2012, BME students constituted 29% of the MB BS student population but accounted for 58% of academic and fitness to practise appeals. This has raised concerns within HYMS and the matter was carefully discussed at the Board of Studies in June 2014 (and subsequent meetings) where colleagues reflected that BME degree attainment differential is an issue in many medical schools and more widely in the UK Higher Education.

sector, as shown in this joint report published by the Higher Education Academy and Equality Challenge Unit in 2011 (http://www.ecu.ac.uk/publications/improving-attainment-of-BME-students) and the followed-up report in 2012 (http://www.heacademy.ac.uk/assets/documents/retention/Summit/bme_summit _final_report.pdf).

While these concerns might have complex contributing factors, in August 2015 HYMS contacted the Medical Schools Council (MSC) seeking support and collaboration. The MSC raised the matter of differential attainment on their Executive Committee on 4th September 2015 and instigated a joint-project with the GMC on student support, particularly focussing on how medical schools can identify students who are struggling both in terms of their performance and their professionalism and what interventions can be put in place to address these issues.

HYMS has expressed interest to the MSC that we would like to contribute to this project.

b) Is there a formal process for appeals made to schools about decisions on reasonable adjustments? If so please provide details on how appeals are handled

Requests and decisions on reasonable adjustments in the School are governed by the HYMS Policy on Disability and Reasonable Adjustments in Assessments: http://www.hyms.ac.uk/docs/default-source/policies/policy-on-disability- reasonable-adjustments.pdf?sfvrsn=3

In accordance with the Policy, reasonable adjustments are provided by the School on the basis of an ‘assessment of needs’, to be carried out by the University of Hull or the University of York, depending on the student’s university of registration.

Depending on individual student’s case, the assessment of needs is a continual process between students and their University Disability Services. If a student is dissatisfied with decisions on reasonable adjustments, University Disability Services will meet with the student to seek a resolution in consultation with HYMS. If resolution cannot be made, complaints from students with disabilities are handled in the same way as complaints from any other student under the University’s complaints procedure:

York: https://www.york.ac.uk/about/departments/support-and- admin/sas/complaints/

Hull: http://www2.hull.ac.uk/student/studenthandbook/regulations/complaints.aspx

In the academic year 2014-25, no students raised appeals regarding the decisions on reasonable adjustments at the University of Hull and the University of York.

Design and delivery of the curriculum including assessment – TD09 domain 5 and Promoting excellence theme 5

Qu est ion 4 : We are working on options for a UK Medical Licensing Assessment (UKMLA) which will be consulted on during 2016. We would like to ensure we have comprehensive and up to date information on when medical schools hold all components of their final assessments so we can understand how a UKMLA could fit in.

Please tell us when you hold each component of your final assessments, including re-sits by completing the following table. If you permit more than one opportunity to re-sit without repeating a year please include details in the relevant row below.

Year of study Maximum number Assessment Term or equivalent (penultimate or final of re-sits (if year) applicable) Knowledge March Final 1

First knowledge re-sit May Final 0 Second k n ow l ed ge re-si t NA NA NA (if applica ble)

Clinical March Final 1

First clinical re-sit May Final 0 Second clin ical r e-sit (if NA NA NA applica ble)

Qu est ion 5 : We would like to gain a greater understanding about how GMC ethical guidance is taught in medical schools and how we can support this.

What is your approach to teaching students about the professional standards expected of them, including raising awareness of the GMC’s ethical guidance?

We have an embedded approach to teaching students about the professional standards expected of them at every stage of the curriculum. An important outcome of the recent curriculum review was the decision for "Professionalism" to be a longitudinal theme helping to structure the HYMS curriculum (alongside "Applied Life Sciences", "Clinical Skills and Reasoning", and "Health and Society") with an assigned academic lead and steering group.

Professional standards expected from students are taught in a variety of ways, including lectures, workshops, and PBL - and are explicitly stated and triggered in the form of learning outcomes throughout the course. The GMC's ethical guidance is integral to this whole process and students are signposted to the guidance and other GMC resources as and when appropriate. Summative written assessments very often examine students' understanding of GMC ethical guidance along with more general ethical and legal principles and concepts as well as students' ability to apply these to clinical situations.

Professional behaviour is assessed in University and clinical placement settings. Students are expected also to engage with and cite relevant professional guidance and ethical principles when completing their structured reflective essays, including the Year 1 reflective essay on the transition to medical school, the Year 2 reflective essay on the topic of personal beliefs and medical practice, and the Year 3 and 4 reflective essays on topics that raise considerable ethical and legal issues, such as death and dying, working with children, and reproductive medicine. Also important to the way learning around professionalism is supported at HYMS is the emphasis placed on learning and teaching others. All students are expected to peer review their PBL colleagues at the end of each term and there are a number of activities and e-Learning modules that cover the principles of learning, teaching and giving feedback. In the academic year 2016-17, HYMS plans to pilot a "Peer Advisor and Teaching Scheme", which involves every Year 3 student being paired with a Year 4 student who acts as a peer advisor. The scheme also requires all Year 3 students to deliver and write about a teaching session, on which Year 4 students are then asked to provide written feedback.

Alongside the teaching of professional standards, we are also aware of the need to ensure students feel properly supported in their professional and personal development and are given opportunities to acquire the skills and self-awareness to manage the expectations and stressors that accompany clinical practice. For this reason we took the decision to include professionalism workshops at the beginning of year 3 transitional block, including workshops on 'resilience' and 'managing challenging emotional encounters'. It is envisaged as well that the personal mentor system and the student peer advisor scheme we are piloting this year will also help make students feel more supported in their personal and professional development.

Management of teaching, learning and assessment – TD09 Domain 7 and Promoting excellence theme 2 & 5

Question 6: New standards, ‘Promoting excellence’, covering all stages of medical education and training will come into force on 1 January 2016. To help us to support medical schools it would be helpful to know about any changes you need to make or challenges you have identified in relation to implementing the new standards.

Please provide us with details of any changes planned, areas under review and any challenges you have identified in relation to implementing the new standards

In the academic year 2015-16, we have initiated a review of our formative and summative assessment strategy for the MB BS.

The challenge of maintaining current high standards, which reflect best practice across the sector and which are aligned with the GMC requirements will continue to support training of all assessors in formative and summative assessment and in providing high quality feedback to students.

We are engaging in a programme of tutor training, standardised competencies for all assessors and the implementation of an electronic record of achievement for all students to enhance the quality of feedback.

The challenge to implementing monitoring on the basis of ethnicity and socioeconomic status is both identifying these characteristics in a reliable way and protecting students once they have been identified.

Question 7 : A small number of newly qualified doctors may complete an overseas GMC approved programme for provisionally registered doctors or the recognised F1 training year overseas. If this applies to your graduated students, we would like to know how you effectively quality manage these posts.

If none of your graduates go on to train overseas as described, please tick the box stating ‘No graduates continuing their training overseas’.

 No graduates continuing their training overseas a) How do you ensure that overseas training provides suitable curriculum coverage and that doctors in training receive an appropriate level of clinical and educational supervision?

Not applicable.

b) How do these doctors record their progression?

Not applicable.

c) How do you ensure that doctors meet all of the required outcomes for the F1 year and are signed off in order to meet the requirements for full registration with the GMC?

Not applicable.

Section A2

The questions in Sect ion A2 need only be answered if t h ere have been ch an ges sin ce t h e M SAR you submitted in December 2014

Equality and diversity and opportunity – TD09 domain 3 and Promoting excellence theme 2

Qu est ion 8 : It is important for medical schools to meet the equality and diversity requirements set out within TD09 and Promoting excellence. Examples of how this is captured include analysis of admissions and student profile, progression, academic appeals, and fitness to practise data.

a) Briefly tell us if you have made any changes, in the academic year 2014/15, to the way you use evidence to monitor how you are meeting the equality and diversity requirements.

[Information redacted]

b) Do you have any examples of challenges you have had or actions you have taken to ensure fairness and equality in medical education and training (since your last submission).

[Information redacted]

c) Please include details of any changes you have made to the way students can access advice on reasonable adjustments and support in

making sure agreed adjustments are implemented – including on placement.

No changes to report.

d) Please provide us with details of any changes you have made since the last MSAR in relation to how the curriculum addresses providing appropriate healthcare and understanding health inequalities, particularly relating to people from lower socioeconomic backgrounds, lesbian gay bisexual or transgender people, and people with learning disabilities?

No changes to report.

Student Selection – TD09 domain 4 and Promoting excellence theme 2

Qu est ion 9 : Each year we ask you to check and update the flow charts showing, at a high level, the admissions processes you use at your school.

You will find the flowcharts you submitted for the 2014 MSAR in the Excel template tab ‘Annex A – Q9’.

Please let us know of any changes made to your process for student selection to any of your programmes by ticking the box below and updating the excel worksheet.

 Our student selection process has changed (flowchart has been revised in Annex A – Q9) ☐ No change to our selection processes

Design and delivery of the curriculum including assessment – TD09 domain 5 and Promoting excellence

Qu est ion 1 0 : Please raise any issues you would like us to consider around the outcomes for graduates and practical procedures currently in TD09. Your input will make sure that medical school perspectives and knowledge are reflected and logged when we scope the case to review the outcomes.

Have any issues emerged since last year’s MSAR which suggest the GMC might consider revising the Outcomes for graduates and the associated list of practical procedures in which graduates must be competent?

Please describe the issues and the implications for the Outcomes for graduates and the list of practical procedures.

We have a thorough and well-structured practical procedural programme that maps fully to paragraphs 7-23 and Appendix 1 ‘Practical Procedures for Graduates’ in TD09.

As raised in last year’s MSAR submission, in addition to the procedures listed in TD09, we also teach students the procedure of arterial blood gases, as we think that the ability to obtain and analyse an arterial blood gas sample from the radial artery is a skill which prepares final year medical student well for entry to FY1. We recommend GMC including this procedure.

Likewise, as raised in last year’s MSAR submission, we recommend the removal of the urinary pregnancy test. Pregnancy testing in hospitals is normally undertaken by blood test, or is undertaken by patients themselves using patent urinary testing kits.

Apart from helping students to acquire skills for a comprehensive set of practical procedures, we also ask students to interpret results (e.g. ECG teaching), enabling them to connect skill-set to clinical reasoning.

Recognising the benefits of collaboration with other medical schools in the region, this year we piloted MyProgress (a clinical assessment record tool developed by Leeds) for our final year MB BS students. This enables students and tutors to track students’ learning progress throughout the year and facilitates rapid remediation for any shortfall.

☐ No issues to raise

Qu est ion 1 1 : Medical schools provided information in last year’s MSAR on how issues related to the care of dying people were covered in their programmes. Please provide an update if there have been any changes this year.

We have recently published an update to last year’s, ‘One chance to get it right report: Improving people’s experience of care in the last few days and hours of life’ setting out progress since last year: [One chance to get it right: one year on report].

Since the last return in 2014, have there been any changes in the way end of life care is taught at your school?

Please provide any examples of good practice that you would like to share with other schools.

The care of dying people is taught progressively throughout the MB BS curriculum. Following the recent curriculum review, there is now more palliative care teaching with mandatory seminars in end of life care and symptom management. We have increased the time students spend in the hospice in every clinical placement site. Significant improvement was made in Grimsby which previously offered only minimal Specialist Palliative Care (SPC), but with the appointment of a consultant, students now get the equivalent of a week of SPC at this site – including hospice, hospital and community as well as teaching sessions.

Phase I includes plenaries and workshops on loss and bereavement and palliative care services. HYMS has collaborated with 3 local hospices with Phases II and III students spending part of their Cancer block in them.

In Phase II topic areas covered include death and dying and the role of palliative care particularly in relation to chronic heart disease. The Cancer Block in this Phase includes focus on patients with symptoms at the end of life. GSF prognostic indicator guidance is including in GP clinical placement teaching.

Phase III includes interactive workshops in prescribing practice at the end of life and decision making in respect of withdrawal of interventions e.g., ICDs and the withholding of CPR. Also included is teaching on terminal cancer and terminal heart failure in relation to managing patients at the end of life.

In terms of assessment, OSCE examinations in Phases II and III include assessment in Bereavement, End of life, Explaining death to a relative, Breaking bad news, Advanced decision to refuse treatment, Explaining the diagnosis of cancer and Organ donation. In addition the Cancer Block, OSLER is based around an end of life care question.

Communications master-classes that run in all phases provide included opportunities for discussing end of life care. There is also the opportunity for students to take optional SSIPs in palliative care in Phases II and III.

The end of life curriculum is supported and informed by the work of our Supportive Care and Early Diagnosis in Advanced Disease Research Group (SEDA). Led by [information redacted], the group carries out research in end of life and palliative care.

Planning for the future HYMS is collaborating with Ovacome, the Ovarian Cancer Support Charity, and will run a programme called ‘Survivors Teaching Students’ including one hour sessions to medical students the opportunity to listen to and speak with survivors of ovarian cancer, who will discuss their experiences of diagnosis and treatment and answer questions.

We are in the processing of recruiting more academic staff to build on an internally strong team.

Following the recent curriculum review, we have developed a palliative care stream to run across clinical placements where the student will learn general palliative care across a variety of cancer and non-cancer specialities. We are also developing a dedicated week of specialist palliative care in the 4th year. We have developed and delivered Phase I Scholarship and Special Interest Programme (SSIPs) on health service research focusing on evidence based medicine in palliative care and Phase II SSIPs giving students exposure to clinical palliative medicine, including end of life care.

Qu est ion 1 2 : Please tell us about any changes in the way your medical school handles the Prescribing Safety Assessment (PSA) since last year’s MSAR submission.

 No changes to report a) Does your medical school require that its final year medical students take the PSA?

 Yes ☐ No b) If so, is the PSA used formatively or summatively?

 Used formatively ☐ Used summatively c) Please summarise the School’s position and intentions with regard to the PSA.

No changes to report.

Support and development of students, teachers and the local faculty – TD09 domain 6 and Promoting excellence theme 3

Qu est ion 1 3 : Medical students should have access to career advice and opportunities to explore different careers in medicine.

We would like to know if there been any changes to how your school attempts to increase students’ attraction to specialties with particular recruitment challenges including general practice.

Please provide any examples of good practice that you would like to share with other schools

One area of good practice highlighted in the GMC Regional Visit related specifically to the School’s development of an Academy of Primary Care (AoPC). This initiative builds on the School’s curriculum model which provides the opportunity for all MB BS students to benefit from a high proportion of their clinical placement time in primary care (approx 33%) and the consequential high uptake of HYMS Foundation Doctors progressing into GP specialist training (currently 4th highest in the UK).

Over the next year that AoPC will initially focus on: • enhancing the quality of the School’s extensive community-based medical education, • support retention of students and qualified staff in clinical positions in our region, • improve recruitment into areas of need, including an increase in the numbers of high calibre applicants for local GP vocational training schemes • support, evaluate and research the primary care workforce development initiatives.

Our aim is to continue to increase high quality applications to local foundation posts (50 HYMS Graduates took up places in the North Yorkshire and East Coast Foundation School in 2014 compared to 39 in 2013 and 34 in 2012) with targeted interventions for specific specialities identified by working with our NHS colleagues.

Section B – Quality Management

P lease an sw er all of t h e qu est ion s in t h is sect ion .

To answer t h e questions below, please u se t h e ‘Section B – Quality Management ’ t ab in t h e accompanying Excel spreadsheet

Quest ion 1 4 : We would like to know about any issues relating to student clinical supervision and patient safety. How do you address these issues, and what subsequent evaluation or monitoring is in place and current status.

This information will be cross-referenced with information we hold about postgraduate training delivered in the same LEPs to highlight areas of potential concern. a) Have you identified, in the last academic year, any issues with clinical supervision (supervision by clinicians during clinical placements) within your Local Education Providers (LEPs) and if so what steps are you taking to resolve them?

Medical schools should have systems to monitor the quality of teaching and facilities on placements. Your responses to this question will be cross-referenced to evidence gathered from postgraduate training and education. b) Please provide details of any concerns or areas of good practice identified during monitoring visits. Please include actions you have taken to address concerns or promote good practice.

We would like to hear about any instances of good practice. Please detail the relevant TD09 domain or Promoting excellence theme in your examples. c) Please tell us about any innovations you are piloting or potential areas of good practice.

Section C

Please complete the information required in Section C – excel spreadsheet

• Section C1 – Student Profile

• Section C2 – Student Progression

• Section C3 – Student Fitness to Practise

• Section C4 - Placement

Thank you for completing the questions for the 2015 MSAR. The deadline for this return is the 8 January 2016; please ensure you have completed each of the following:

 Section A (Word) – MSAR qualitative questions

 Section B – Quality Management (Excel)

 Section C (Excel) – Worksheets

We want to make completing the MSAR as easy as possible, so if you need any help with completing this return, or have any suggestions, feel free to contact Joseph Sadowski or another member of the quality team on [email protected] or 020 7189 5327.