FOUNDATION PROGRAMME –
2016 CURRICULUM
Dr Mike Masding
Head of Wessex Foundation School
AoMRC Foundation Programme Committee
What is a Curriculum?
• “Curriculum” is a term used in a number of related
ways:
1. It can refer to the overall content of what is to be taught,
as in the "National Curriculum" in the UK, which specifies
the content of by far the largest part of compulsory
schooling
2. It can refer to the underlying principles of the approach
to teaching and learning, as in a "developmental
curriculum" or a "competency-based" curriculum
3. It can embrace both elements, and refer to the overall
"what", "how" and "why" of teaching
•
Curriculum vs Syllabus
Foundation Programme Curriculum
• As opposed to the eportfolio!
• (Does include assessment)
• First published in 2005
• Paper format
• Regular revisions & changes
• Currently has 67 outcomes in
FY1, & 67 outcomes in FY2
2016 Curriculum - the basis for change
• Professional development - rather than
technicians
• Onerous burden of assessments (Collins
Report)
• Onerous burden of outcome sign-off
• Desire for professional judgement by
supervisors
2016 Curriculum – the point…
• The Foundation Programme Curriculum is based on :
– educationally and clinically supervised practice-based
learning
– regular feedback, reflection on practice and assessment
• Foundation doctors will be able to demonstrate:
– ability to work adaptively in healthcare teams
– ability to manage patients with acute and long-term
conditions
– continuous improvement in their professional and clinical
skills/ acumen
– increasing understanding of the healthcare environment
2016 Curriculum – overview of changes…
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Web-based curriculum
Fewer outcomes
High level outcomes
Greater clarity on what is expected at FY1 &
FY2
• Greater emphasis on Educational Supervisor &
Clinical Supervisor reports
2016 Curriculum – web-based
2016 Curriculum – syllabus/outcomes
2016 Curriculum – syllabus/outcomes
Sections:
1. PROFESSIONAL BEHAVIOUR & TRUST
2. COMMUNICATION, TEAM-WORKING &
LEADERSHIP
3. CLINICAL SKILLS
4. SAFETY & QUALITY
2016 Curriculum – syllabus/outcomes
Section 1: PROFESSIONAL BEHAVIOUR & TRUST
– Professional Capabilities (FP Curriculum Outcomes):
1. Acts professionally
2. Delivers patient centred care & maintains trust
3. Behaves in accordance with ethical & legal
requirements
4. Keeps practice up to date through learning &
teaching
5. Engages in career planning
Section 2: COMMUNICATION, TEAM-WORKING &
LEADERSHIP
– Professional Capabilities (FP Curriculum Outcomes):
6. Communicates clearly in a variety of settings
7. Works effectively as a team member
8. Demonstrates leadership skills
Section 3: CLINICAL SKILLS
– Professional Capabilities (FP Curriculum Outcomes):
9. Recognises, assesses and initiates management of the acutely ill patient
10. Recognises, assesses and manages patients with long term conditions
11. Obtains history, performs clinical examination, formulates differential diagnosis and
management plan
12. Requests relevant investigations and acts upon results
13. Prescribes safely
14. Performs procedures safely
15. Is trained and manages cardiac and respiratory arrest
16. Promotes health
17. Manages palliative and end of life care
Section 4: SAFETY & QUALITY
– Professional Capabilities (FP Curriculum Outcomes):
18. Recognises and works within limits of personal competence
19. Makes patient safety a priority in clinical practice
20. Contributes to quality improvement
2016 Curriculum – syllabus/outcomes
• Example:
– Section 1 – Professional Behaviour & Trust
– 7. Works effectively as a team member
2016 Curriculum – syllabus/outcomes
Continuity of care
F1
Gives structured handover to ensure safe continuing care of patients.
Makes adequate arrangements for cover e.g. handing over bleep during educational sessions.
F2
Allocates and prioritises tasks during handover.
Anticipates and identifies problems for the next clinical team/shift and takes pre-emptive action where required
Interaction with colleagues
F1
Acts as a member of the multidisciplinary professional team by supporting, respecting and being receptive to the views of other healthcare
professionals
Works effectively with others towards a common goal e.g. accepts instructions and allocation of tasks from seniors at handovers and multidisciplinary
team meetings
Contributes to multidisciplinary team (MDT) meetings e.g. by case presentation, making records
F2
Demonstrates initiative e.g. by recognising work pressures on others, providing support and organising / allocating work to optimise effectiveness
within the clinical team
2016 Curriculum – greater clarity for FY1s…
In order to be signed off at the end of F1 the F1 doctor’s knowledge, skills and behaviours
must have met the level of performance set out below:
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Has worked effectively to establish him or herself in clinical practice in his or her role as
a doctor in training
Has established him or herself as a member of the healthcare team
Has been able to adapt practice to suit the clinical setting in each placement
Has demonstrated the ability to learn in the workplace
Has demonstrated the knowledge, skills and behaviours necessary to apply the
professional duties, principles and responsibilities set out in Good Medical Practice,
other professional guidance and statutory legal requirements.
Is competent to perform the core procedures mandated by the GMC
2016 Curriculum – greater clarity for FY2s…
Sign off at the end of F2 will indicate that, in addition to the performance expected
in F1, the F2 doctor’s knowledge, skills and behaviours must have met the level of
performance set out below:
• Has taken additional responsibility for decision making in clinical practice
• Has started to develop a leadership role within the healthcare team
• Has been able to adapt practice to new clinical settings with new challenges e.g.
outpatient clinics
• Has demonstrated the ability to teach as well as learn in the workplace
• Has demonstrated progressive increase in knowledge, skills and behaviours
applied across the professional duties, principles and responsibilities set in
accordance with Good Medical Practice, other professional guidance and
statutory legal requirements.
• Has increased their ability to perform the core procedures mandated by the
GMC e.g. can perform them in more challenging circumstances and has
increased the scope of procedures they are able to perform.
2016 Curriculum – assessment…
• SLEs will remain - these are NOT assessments!
• Reports from Educational Supervisors &
Named Clinical Supervisors will be very
important
• More responsibility for these roles - will have
to take them seriously!
2016 Curriculum – a health warning…