JOB DESCRIPTION

Job Title:Year One Generalist Clinical Mentor(GP) – Honorary Senior Lecturer (Clinical Medicine) at the University of St Andrews

Accountable to:ScotGEM Director and an NHSFife Director of Medical Education

Reporting to:Lead Generalist Clinical Mentor and the Clinical Director (East Fife Health & Social Care Partnership)

Base:GP Practice and University of St Andrews

Term: Permanent Post

Hours:4Academic PAs per week

2-4 Clinical PAs per week

Remuneration:Pro-rata Associate Adviser £85,129 - £95,181

(10 PAs)

Employment:The employer is NHS Fife (alternative University employment models are available)

Start Date:2nd April 2018 (or as negotiated)

  1. BACKGROUND

In 2016 the Scottish Government awarded the commission of Scotland’s first graduate entry medical programme to a partnership led by the Universities of Dundee and St Andrews. This broad collaboration includes four of NHS Scotland’s health boards and the University of the Highlands and Islands (UHI). It is specifically tailored to meet the contemporary and future needs of the NHS in Scotland and the initial intake of around 55 students will commence in the academic year 2018-19.

Based upon the GMC 2015 Outcomes for graduates ScotGEM also aims to train doctors to deliver Realistic Medicine, whilst incorporating Healthcare Improvement projects to enhance the quality of health and social care tailored for each person, as outlined in the National Clinical Strategy for Scotland. An overt aim is that through close linkage between the graduate programme, NHS Boards and Integration Joint Boards (IJB) - ScotGEM and its graduates will facilitate change in the way that care is delivered in Scotland, nearer to peoples’ homes.

ScotGEM will capitalise on the existing excellence of medical teaching in the two Universities and respective health boards in Fife and Tayside. In addition, collaboration with NHS Highland, NHS Dumfries and Galloway and the UHI will provide a programme that is truly different, offering training based largely in the community and extending into the independent and third sectors. ScotGEM, with its national cross-sectoral perspective and unique linked bursary scheme will be clearly distinct from the current undergraduate courses. This is exemplified by the principles underpinning curriculum design:

  • ScotGEM graduates will be equipped to manage change and lead innovation in order to meet the needs of the NHS in Scotland, helping to drive health care delivery nearer to peoples’ homes.
  • Education will be clinically focused from the start, based on evidence and excellence.
  • The curriculum in years one and two will employ Case Based Learning.
  • Substantially community based, utilising community hospitals and GP Practices, with an emphasis on health and social care integration.
  • Substantive exposure to remote and rural settings, as well as medicine in areas of deprivation.
  • Delivery via a network of Generalist Clinical Mentors across Scotland.
  • An emphasis on use of modern IT systems in Health Care and education.
  • To include strengthening health communitiesthroughfocused Quality Improvement activities.
  • Inter-professional learning will be used wherever possible.
  • Flexibility of delivery to tailor curriculum as much as possible to needs of the graduates.

More broadly the ScotGEM programme also seeks to:

  • Improve healthcare across of Scotland
  • Positively impact and influence medical education
  • Stimulate innovation and local healthcare improvement activities

The ScotGEM programme will lead to a Primary Medical Qualification (PMQ) that is jointly awarded by St Andrews and Dundee and meets all GMC requirements. We will facilitate recruitment of Scottish graduates, working closely with UHI and others to increase the likelihood of trainees coming from, and remaining in, remote and rural Scotland.

The ambition of the ScotGEM programme is to produce a cohort of high quality, adaptable, compassionate leaders, who will contribute to their local communities whilst they train, through facilitated voluntary, social and health care based service learning. In doing so, ScotGEM will help drive change in the delivery of healthcare across Scotland.

  1. GENERALIST CLINICAL MENTOR (GCM)

The GCM role is perhaps the clearest unique feature of ScotGEM and is the mechanism by which the espoused ‘vision’ that attracted the Scottish Government is to be delivered and has gained widespread interest from many stakeholders:

To produce top quality, adaptable, compassionate primary care leaders whowill help drive change in the delivery of healthcare across Scotland.

Central to achieving this, including the provision of early patient contact, a strong community-facing ethos, supporting care delivery to communities as well as through service learning and healthcare improvement projects, will be a team of GCMs. A key aspiration is to use the creation of GCM posts to bolster and invigorate the GP workforce through involvement with ScotGEM.

  1. EMPLOYMENT

The Year 1 GCMs will be employed by NHS Fife (although alternative employment models are available with the University of St Andrews) and be accountable jointly to the ScotGEM Director and the NHS Fife Director of Medical Education. Day-to-day line management will be undertaken by the Lead GCM and the Clinical Director (East Fife Health & Social Care Partnership).

There are 9Year 1 GCM posts.

All staff will undergo an annual appraisal, with objective setting and review using the Scottish online Appraisal Resource (SOAR) and the development of a Personal Development Plan (for clinicians requiring revalidation this will be a joint appraisal where feasible). This will be a core requirement to be negotiated within the Memorandum of Understanding agreements with each respective Local Education Provider (LEP). This will be an opportunity to review activity using the national Measurement of Teaching approach and to identify learning needs for the future. The Lead GCM will be encouraged to engage in more advanced professional development e.g. Conference attendance/publications or Diploma in Medical Education and where appropriate may move on to Masters or Doctoral Studies.

GCMs will have an employment contract with the NHS (including both clinical and teaching components) and an Honorary Senior Lecturer (Clinical Medicine) appointment with the University of St Andrews (A University of St Andrews academic contract may be an alternative option for suitably qualified applicants). The GCM posts are funded for 4 academic sessions and 2-4 clinical sessions.

Practitioners with an existing suitable general practice base (e.g. approved to host a GCM student group) have the option to negotiate a teaching only package and retain current clinical arrangements. In this instance some financial support for additional clinical sessions can be requested.

Year 1 of the ScotGEM course will be delivered in Fife with practice based teaching on a Thursday and clinical skills etc in St Andrews on a Tuesday (Please note all GCMs will be required to commit to teaching on these days of the week).

Year 2 will extend into Tayside, Dumfries & Galloway and the Highlands. Practice based teaching will be held on a Wednesday in second year.

Clinical sessions (GP) sessions) will be undertaken within NHS Fife. The exact locations are still to be confirmed, but are all GP practices in East Fife.

In years 1 and 2 the GCM will be expected to coordinate teaching sessions with practice patients to enhance clinical learning.

MAIN PURPOSE OF THE ROLE

To be an enthusiastic advocate for ScotGEM, promoting its ethos to students and amongst colleagues in order to positively promote rural and generalist practice.

To be a positive and enthusiastic role model for students:

  • demonstrating a strong interest in their progress;
  • providing support for their own personal development / reflective practice;
  • presenting a solution focused approach towards challenges of health care provision.

To provide access to clinical learning in a suitable community context:

  • identifying and recruiting a full range of suitable willing patientsto expand students experience of weekly cases (including diversity in terms of age, gender, condition, culture, background and behaviour);
  • supervising and teaching students in the context of managed (invited patients for specific purpose) and possibly reactive (unfiltered) clinical practice;
  • accessing appropriate facilities and learning opportunities within either a general practice, community hospital or community context for their student group. For instance to learn ‘clerking in’ patients or engaging with local community services.
  • To supervise and instruct in a full range of consultation and clinical skills in both simulated and practice context, for example to act as a clinical skills tutor under the guidance of more experienced staff.

To facilitate Case Based Learning (CBL):

  • with their own CBL group of students;
  • with cross cover or combined group teaching, including occasionally entire year cohort;
  • utilising IT, e-learning and distributed learning approaches.

To support foundation science and specialist teaching through joint learning events (lectures/Team Based Learning or other centrally organised teaching).

To facilitate Vertical Theme related learning and activities where relevant.

To play a key role in formative and summative assessment:

  • question writing, selection and QA;
  • assessing portfolio work such as MiniCeX, CBL conclusion activities;
  • OSCE examining;
  • Portfolio review (formative on own students, summative within whole cohort).

To assist with student selection: Multiple Mini Interview (MMI)staffing.

To encourage networking amongst colleagues.

Note: GCMs will not be required to deliver Foundation science and specialist content or have clinical knowledge or skills beyond that of a currently practicing general practitioner.

ScotGEM Year 1

For Year 1 and Year 2 learning, GCMs must be able to:

  • identify and recruit suitable patients to inform students’ learning across the full range of CBL cases.
  • meet with their student groups (max 8) as a whole within their practice base to facilitate CBL presentations/discussions or other forms of conclusion (includingaccess a room with computer facilities and capacity for 10. Note support for equipment may be available)
  • offer clinical facilities so students can consult with patients on a planned basis and experience/contribute to care on a reactive basis (GP, Minor injuries unit or A+E).
  • link between themselves and with other local service providers to access additional specific clinical learning opportunities such as community hospital in-patients, disabled or nursing home residents;
  • engage with clinical teams and local communities to access opportunities for students to pursue Vertical Theme related learning (such as Service Learning or Public Health related activities).

In outline, the GCM will be:

Academic mentor

  • Responsible for between approximately 6 students (range 5-8)

Facilitator

  • Case based learning
  • Vertical Themes activities where linked to community practice
  • Peer to peer learning
  • Reflective practice
  • Other as required

Teacher

  • Clinical skills
  • Consultation skills
  • Case summary events
  • Simulated consultations
  • Real supervised consultations
  • Case based presentations/posters
  • New case development
  • Other as required

Assessor

  • Exam question development
  • Standard setting
  • Work based assessment
  • OSCE Examiner
  • Invigilator
  • Portfolio Assessor

Person Specification

Candidate Requirements

  • An experienced primary care clinician educator of any background will be considered.
  • The post-holder will continue to have an active clinical role in an NHS setting.
  • Registered with the GMC, with a licence to practise and up-to-date with NHS appraisal and revalidation.
  • Required to join the Recognition of Trainers register (achievable through a staff development programme.)
  • An enthusiastic advocate for the aims of ScotGEM, promoting its ethos to students and amongst colleagues in order to positively promote rural and generalist practice.
  • A positive and enthusiastic role model for students.

Essential / Desirable
Education/Qualifications / Full GMC license to practice (or equivalent)
Practicing general practitioner
Recognised Trainer (or commitment to work towards)
Evidence of a commitment to on-going personal clinical and academic development / Recognition of Trainer status.
Postgraduate qualification such as Certificate, Diploma or Masters in Medical Education or equivalent FHEA recognition
MRCGP
Work and other relevant experience (including training) / Experience of and responsibilities in undergraduate medical education in a relevant context (community based in NHS)
Evidence of administrative / managerial skills
Excellent communication skills, verbal and written / Experience of managing change or implementing healthcare improvements.
Ability to use staff development to support learning
Experience in educational governance, student affairs etc.
Experience with curriculum development
Personal qualities and abilities / Commitment to the role of General Practitioner in the NHS
Positive, enthusiastic, problem solver
Self-motivated and self-directed.
Ability to plan and manage workload in order to meet deadlines
Ability to work effectively with others / Interest in rural or underserved communities
Commitment to supporting NHS workforce development
Highly effective team player

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