Interventions

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Types of Interventions

The Quality and Commissioning Team aims to support the management of Education and Training concerns in a number of ways. Should a concern be deemed high risk through the risk management process outlined above, there are a number of interventions available to support improvements:

Urgent Risk Visits
  • Why?
    To provide an urgent response to suspected significant concerns.
    What?
    To focus on the quality of a single clinical learning environment; face to face meetings with learners and educators.
    Who?
    Senior panel members with expert and external input; lay input and other input as appropriate.
    Outcome
    Prompts rapid action; raises awareness of concerns, usually at executive/board level.
Programme Reviews
  • Why?
    To explore an education and training programme at a local office-wide level.
    What?
    Multiple meetings or use of a single lead site (using teaching events may limit impact on providers); face to face ‘focus group’ approach with learners (and sometimes educators).
    Who?
    Small team with clinical input led by senior clinical faculty but not the School faculty.
    Outcome
    Understanding of common concerns across multiple sites and where there are site-specific issues; allows comparison of quality across the local office patch.
Learner/Educator visits
  • Why?
    To clarify concerns from learners’ and/or educators’ perspectives within a specific, clinical learning environment especially if concerns may be contentious (for example undermining).
    What?
    One to one as a ‘drop in’ clinic or group meeting, virtual or face to face in the placement provider setting.
    Outcome
    Engagement with learners and/or educators and provides an opportunity to voice concerns.
Senior Leader Engagement visit
  • What?
    Engagement meeting with medical and/or LEP healthcare professional LEP education leads. The meeting may include the Postgraduate Dean, Associate Dean, Head of Quality, Chief Executive Officer, Medical Director, Director of Medical Education, Medical Education Manager, Chief Nurse, Head of Learning and Development.
    Outcome
    Improve Senior Leader Engagement with and commitment to the education and training quality agenda where there is evidence that this is at risk; improves relationships.
Monitoring the Learning Environment
  • What?
    Varies in approach but expert/specialty advice; externality and objectivity often involves sharing best practice.
    Outcome
    Engagement with providers; demonstrates HEE’s commitment to quality; improves relationships; allows for regional and local flexibility.