Training future health professionals Patricia Le Rolland

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Training future health professionalsPatricia Le
Rolland
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Continuing challenges

• present professional model of training
  profession decides and consults and then decides
• history informs the how and what of training
• time rich apprenticeship model has gone but
  professionals are still trying to deliver the
  same process in less time and with less access to
  patients
• teaching the reality reproducing the same
  model?
• professional practice is far more than
  competence or proficiency

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Factors impacting on training (future doctors)

•  Patient expectations
• Service delivery and developments
• A changing workforce
• Medical and social change

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Continuing challenges for training

• Human beings, and so patients and trainees, are
  messy
• Practice placements are messy
• Learning is complex and erratic
• Knowledge and skills are not static
• Tech. developments machines change, humans do
  not
• Demographics and migration
• Patient safety is vital but professional
  practice is about risk and balancing risk/s

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Training - what to train

• the specialty
• Humanity
• Adaptability
• Dealing with complexity
• Conflict management
• Scholarship

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What to train

• Learning how to work
• Time management
• Leadership AND team work
• Learning how to learn
• Risk management

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Future training concentrate more on the trainer

• Those who teach
• Those who train
• Those who assess
• Those who feedback
• This is shared recipients of training,
  patients, professionals, managers, employers,
  regulators, policy makers

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Training future challenges

• Postgraduate/post-qualification and cpd the
  difference may be or should be non-existent
• Link with careerS but not slavishly
• Avoiding reductionism
• Avoiding the portfolio as driver rather than a
  tool
• Accepting reality shock
• Welcoming complexity

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Postgraduate medical education

• generalists and/or specialists and/or
  microspecialists and/or nanospecialists
• flexibility as the new black first define!
• control is not with and by the profession
• control is not with and by the regulator
• core v broad based v generic v specialist
• greater link between what should be part of the
  training and what is in the training
• assessments that test and measure messy practice
• most of all trained trainers

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Comments and questions?