Quality management in RCEM training
The organisation of training programs for EM Training is the responsibility of HEE Offices/local teams and the devolved nations’ deaneries. The HEE Offices/deaneries will oversee programmes for postgraduate medical training in their regions.
The HEE Offices/deaneries together with the School of EM will undertake the following roles:
- oversee recruitment and induction of trainees from foundation training into ACCS
- allocate trainees into ACCS rotations appropriate to their curriculum training needs
- allocate trainees into EM training posts in Intermediate and higher Training
- oversee the quality of training posts provided locally
- interface with other specialty training faculties
- ensure adequate provision of appropriate educational events
- ensure curricula implementation across the training programme
- oversee the Work Place-Based Assessment process within the programme
- coordinate the ARCP process for trainees
- provide adequate and appropriate career advice
- provide systems to identify and assist doctors with training difficulties
- provide less than full time training to recognise the potential of specific trainees
- progress into an academic career
Educational programmes to train educational supervisors and assessors in WPBA may be delivered by HEE Offices/deaneries or by the colleges or both.
Development, implementation, monitoring and review of the curriculum for ACCS are the combined responsibility of the RCEM, RCoA, RCP and the FICM via their Training Committees and the Intercollegiate Committee for ACCS Training (ICACCST). This Committee is formally constituted with representatives from each ACCS specialty and with trainee and lay representation. It will be the responsibility of the Colleges to ensure that curriculum developments are communicated to heads of school, regional specialty training committees and TPDs.
In intermediate and Higher Training RCEM has this responsibility. RCEM is actively involved in assisting and supporting LETBs/deaneries to manage and improve the quality of education within each of their approved training locations. They are tasked with activities central to assuring the quality of medical education such as writing the curriculum and assessment systems, reviewing application for new post and programme, provision of external advisors to deaneries and recommending trainees eligible for CCT or Certificate of Eligibility for Specialist Registration (CESR).
Quality criteria have been developed to drive up the quality of training environments and ultimately improve patient safety and experience. These are monitored and reviewed by ICACCST and RCEM to improve the provision of training and ensure enhanced educational experiences.