LSP Showcase Meeting Summary: November 2021

LSP Showcase Meeting Summary: November 2021

In the future we will be uploading our Meeting Summaries onto the website under the STC Meeting & Minutes page. Correlating videos will also be available on our LSP youtube channel!

November Meeting Agenda

These summaries are a great reference for anyone who was unable to attend or anyone wanting a reminder of the interesting topics we covered, here is a summary below:

Education Subgroup 

  • We are extremely passionate about educating our paediatric doctors!
  • Before the pandemic we ran a huge number of face to face courses and programs including RSM days, LME Evenings, ACE the Clinical, START Preparation Evening, QI Change champions, Child Bereavement, Transition to Leadership, Transition to Consultant and many more!
  • We had to change the way we worked during the pandemic which meant moving a lot of our courses online (with a huge amount of support from Nick Prince, Ajay Desai and the whole IT subgroup)
  • Initially this was in the form of our LSP online teaching program but now many of our courses are run virtually
  • We also developed Learning Packs to support individual and group learning in the workplace: https://londonpaediatrics.co.uk/current-trainees/education7/learning-packs/
  • For more information about all we do please visit us on the LSP website: https://londonpaediatrics.co.uk/education6/
  • There have been huge changes at HEE over the last few years most of which have not been due to COVID
  • HEE are now taking a “Digital First” approach to teaching and budget for face to face teaching is going to be reduced across all schools
  • We have the most extensive online regional training program of all the schools but we really want to return to Face to Face teaching for many of our courses
  • We ran 2 focus groups to hear your experiences of online learning and what you would like to see in a regional teaching program going forward

 

Focus Group 1: Your Experience of Online Learning So Far

Trainees reported a mixed experience of online learning.

The positives:

  • Reduced travelling times – increased flexibility and increased access to high profile speakers who would not otherwise have been able to attend
  • Useful for large group, didactic teaching which aims to deliver a large amount of information
  • Very small groups also interacted well
  • Recorded sessions can be useful for clarifying missed information/catching up at a convenient time

The negatives:

  • Reduced interaction with colleagues, reduced opportunities for team working and building professional networks
  • Reduced attention to online lectures and increased fatigue especially for day long events
  • Worrying loss of protection as online learning viewed as more optional, reduced bleep free teaching time, lack of opportunity to take study leave
  • Challenges running and facilitating online lectures – presenters feel they’re talking to a blank screen, lack of IT/administrative support, hospital IT facilities inadequate
  • Poor supportive environment for online learning – not suitable for teaching challenging topics like child bereavement

 

Focus Group 2: What would your ideal teaching program look like going forward?

  • Courses with a pastoral/supportive element (e.g. Child Bereavement, Transition courses) should be prioritised for face to face teaching
  • Some courses (e.g. Exam Preparation courses) currently working well online and should remain so
  • Some large regional teaching should return to face to face – important to meet and connect with colleagues, in-person events sharing information and experience better. Connectivity important at all career levels
  • Clear guidance should be made available to trust and trainees to facilitate attendance where possible. Teaching should be as big a priority as it was before the pandemic
  • Current technological provision is good enough to consistently run high quality educational events online – reliable, consistent support needed from HEE
  • Current number of online events can be overwhelming – trainees should be signposted to essential events

 

How to Make Progress Work for You and How To “Pass” Your ARCP: Anne Opute and Emma Dyer

Really helpful talks form Emma Dyer and Anne Opute on filling in your Eportfolio in preparation for your ARCP. Lots of useful information included in the recordings of their talks and the slides/information sheet but here are some Top Tips:

  • Start early – at least 6 weeks before your ARCP
  • To demonstrate your competencies, you need to show evidence in Kaizen of your progression
  • You need to link/tag events to the Key Capabilities of your training level for each progress domain. (Events linked directly to the domain or to the level do not get taken into account)
  • Events can either be Supervised Learning Events (e.g. CEX, CBD) or Development Logs (e.g. Teaching)
  • The college wants to prioritise high quality evidence so it is better to have one or two good pieces of evidence than lots of events that aren’t really related.
  • Once you have evidenced all the Key Capabilities for your level for a particular domain your supervisor can sign you off as “Achieved”. It us helpful to get these domains signed off as you go along rather than waiting till the end of a training level.
  • For each training post you do, your Educational Supervisor must fill in an Educational Supervisor Report for ARCP even if your ARCP is not yet due. It is better to get this done when you’re in the job, not months after yourhave left when your next ARCP is due!
  • Keep an eye on the LSP website for more practical advice on how to approach your ARCP: https://londonpaediatrics.co.uk/blog/winter-arcp-is-coming/
  • https://londonpaediatrics.co.uk/current-trainees/arcp/

 

 

Innovation Subgroup Showcase

This group explores Future Ways of Working

Aim is to be disruptive!

Projects include

  1. Longitudinal Placements (return to ST1 placements for ST3/4)
  2. Longitudinal Educational Supervision
  3. Rota: creating a personalised trainee-led rota system built around the premise of flexible working
  4. Learning together: Learning together clinics with senior paediatric trainee and GP registrar. www.learningtogether.org.uk
  5. Programme for Integrated Child Health (PICH): www.pich.org.uk
  6. Innovative Posts

 

Innovative Posts

We heard from a Panel of paediatric trainees who have had different opportunities

  • PANDO and digital healthcare
  • NWP Integrated Child Health post: setting up integrated care clinics between paedsand GP
  • Volunteering roles such as School Governor in a Pupil Referral Unit
  • www.virtualdoctors.org

Don’t be intimidated by all the things people do – follow your interests and don’t overload your plate. Remember that you have a lot of expertise to offer outside standard medicine, be opportunistic, have an open mindset, there is no set career path!

The London school TPDs are hugely supportive and do use them to help guide you.

Can use LTFT training as an option to enable you to pursue other avenues as well as different routes out of training (eg OOPE). However, you can also follow your passions within a full time training post with the right guidance – speak to TPDs.

Also remember that learning and development doesn’t end when you become a consultant. You can pursue different options as a consultant as well.

RCPCH The really good paediatrician document – well worth a read

Great advice to work as a team at the start of each rotation to identify different people’s learning needs and to ensure that everyone get the things they require out of each post (good examples from some neonatal units across London).

 

Any questions about anything discussed on the day please dont hesitate to get in touch with the subgroups. More details about them can be found here:

Education subgroup: https://londonpaediatrics.co.uk/trainees-committee/education6/

Innovation subgroup: https://londonpaediatrics.co.uk/trainees-committee/innovation-future-ways-of-working/