Quality Panel – Lines of Enquiry

 

Introduction These questions/prompts have replaced the trainee survey we have used in previous years for the Quality Panel process. The areas of enquiry are mapped to many of the requirements set out in the GMC document:

 

Promoting Excellence. The questions are prompts and shouldn’t stifle discussion. The initial lines of enquiry (questions 1-5) refer to the clinical environment. Questions 6-9 enable discussion about the educational environment. It then completes with enquiry about supporting learners.

 

The lines of enquiry are generic. It is anticipated that there will be specialty specific issues to raise to allow a decision to be made about the quality of the post. The panel’s outcome should enable a grade to be given to each post in the programme. This will enable us to recognize a department’s commitment to education (excellent and good) where appropriate, or provide us with evidence where support or action is required to raise the standard of the post to the GMC’s requirements (requires improvement and inadequate).

 

These lines of enquiry can be circulated to trainee representatives in advance of the Quality Panel in order to assist them in gaining feedback from their peers prior to the day of the panel.

 

1. Induction

Is there a process for welcoming trainees to the department? Does this include information about escalating clinical problems? Does this include detail on whom you can contact to support your clinical decision making? Is there a work schedule for the placement?

 

2. Rotas

Is the rota circulated in a timely fashion? Does the rota provide adequate rest between shifts? Is there flexibility in the rota (swaps, leave etc)? Have you needed to exception report the hours worked? If so have changes been made?

 

3. Clinical Supervision

Is appropriate advice for patient concerns available in a timely fashion and is it easy to access? Are you able to learn from the feedback given in response to the patient concern raised? Are you expected to work beyond your competence?


4. Handover

Are the handover arrangements appropriate to maintain patient care? Do the handover arrangements facilitate learning?


5. Raising Concerns

Is there a clear process? Are the concerns taken seriously and actioned?


6. Educational Supervision

Does the post have a named Educational Supervisor? Is it easy to meet the Educational Supervisor to review progress and discuss future learning needs?

 

7. Assessments

Is it easy to undertake work placed based assessments?


8. Feedback

Is feedback about clinical performance regularly given? Is it constructive and helpful for your learning needs?


9. Educational leave

Is the study leave process clear? Are decisions transparent and equitable? Is it easy to attend formal teaching sessions (in and outside the department)?

 

 

Finally ask about health and well-being such as availability of counselling, mentoring, pastoral support, occupational health. Don’t refer or record individual’s use of these services. Undermining and bullying. If issues are raised don’t have a detailed discussion but indicate that this will be raised with the quality team who will investigate further.

 

 

Revised August 2019