scholarly journals Clinical leadership development in postgraduate medical education and training: policy, strategy, and delivery in the UK National Health Service

2015 ◽  
pp. 109 ◽  
Author(s):  
Reena Aggarwal ◽  
Tim Swanwick
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
National Health Service ◽  
Postgraduate Medical Education ◽  
Clinical Leadership ◽  
Medical Education And Training ◽  
Training Policy ◽  
Uk National Health Service ◽  
The Uk ◽  
And Training

scholarly journals The Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 431-433 ◽  
Author(s):  
Nick Brown
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training ◽  
Practice Education

The Postgraduate Education and Training Board (PMETB) was established by the General and Specialist Medical Practice (Education and Qualifications) Order, approved by parliament on 4 April 2003 to develop a single, unifying framework for postgraduate medical education and training across the UK. The Order placed a duty on the Board to establish, maintain and develop standards and requirements relating to all aspects of postgraduate medical education and training in the UK.

Postgraduate Medical Education and Training Board

2009 ◽  
Vol 91 (2) ◽  
pp. 62-63
Author(s):  
Paul Streets
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Postgraduate Medical Education ◽  
Education And Training ◽  
Legal Responsibility ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

The Postgraduate Medical Education and Training Board (PMETB) is a statutory organisation with legal responsibility for establishing and securing standards of postgraduate medical education and training in the UK and the development and promotion of this training. Its programme of work includes the quality assurance of medical education and training and certifying doctors for entry to the specialist and GP registers. It began work in September 2005.

scholarly journals A trainee's perspective: Commentary on … the Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 433-434
Author(s):  
Sanju George ◽  
Veena Math
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Competent Authority ◽  
Education And Training ◽  
Regulatory Body ◽  
Roles And Responsibilities ◽  
Medical Education And Training ◽  
The Uk ◽  
The Impact ◽  
And Training

The Postgraduate Medical Education and Training Board (PMETB) is an ‘independent regulatory body which sets standards, approves, quality assures and evaluates postgraduate medical education and training in the UK’ (Thomas, 2005). The Board was launched in September 2005, although it will be another 2–3 years before it will become fully functional as the single competent authority for postgraduate medical education and training. It is worth noting that the remit of the PMETB does not encompass undergraduate medical education, training for pre-registration doctors or dental education and training. The three important areas of activity of PMETB include approval of curricula and assessments, certification and quality assurance. The first two of these are of immediate and direct relevance to trainees. Brown's paper ‘The Postgraduate Medical Education and Training Board (PMETB) goes live’ (2005, this issue) gives an excellent overview of the origins, structure and roles and responsibilities of the PMETB. However, one key aspect that is not discussed in Brown's paper is the impact of PMETB on trainees and training. We will highlight some of these issues and discuss concerns which trainees have raised regarding changes to training which will arise in the wake of the PMETB.

scholarly journals Hazards ahead?

2006 ◽  
Vol 12 (2) ◽  
pp. 89-91 ◽  
Author(s):  
Nick Rose
Keyword(s):  
Medical Education ◽  
National Health Service ◽  
Postgraduate Medical Education ◽  
Psychiatric Training ◽  
Service Users ◽  
Independent Evaluation ◽  
Medical Education And Training ◽  
National Examinations ◽  
And Training ◽  
Workplace Assessment

In the most radical (and politically driven) changes to the National Health Service since it was founded, the training and assessment of doctors will focus more on what they do than on what they know. The UK's lack of tools to assess doctors' performance in the workplace has caused the Postgraduate Medical Education and Training Board to turn to US workplace assessement tools developed for medical practice. These have not been designed or evaluated for application to psychiatric practice, nor do they allow for independent evaluation. It remains unclear how workplace assessment in psychiatric training will tie in with national examinations such as the Royal College of Psychiatrists' membership examination (the MRCPsych); nor is it clear whether service users are yet to have a say in such an important matter as the training of their doctors.

scholarly journals A trainee's perspective of the ISCP: are we any clearer?

2010 ◽  
Vol 92 (8) ◽  
pp. 276-278 ◽  
Author(s):  
J Ansell ◽  
S Davies ◽  
A Hollowood ◽  
J Livingstone
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Annual Review ◽  
Surgical Trainee ◽  
Web Based ◽  
Medical Education And Training ◽  
Educational Supervisor ◽  
The Uk ◽  
And Training ◽  
Web Based System

The Intercollegiate Surgical Curriculum Programme (ISCP) is a web-based system, approved by the Postgraduate Medical Education and Training Board, designed for the modern surgical trainee. First launched in August 2007, the ISCP provides the syllabus for surgical training in the UK. The website can be utilised by the trainee to record workplace-based assessments (WBAs), operations and appraisals under the guidance of an assigned educational supervisor (AES). This evidence is then used to demonstrate that the trainee has achieved the necessary targets set by the programme director (PD). The trainee then attends an annual review of competencies progression (ARCP), in which his or her suitability to progress within the programme is evaluated using the collated data.

A Paradigm Shift: Quality Management and PMETB – The Approach of a School of Surgery

2010 ◽  
Vol 92 (3) ◽  
pp. 92-96
Author(s):  
M Bradburn ◽  
S Kendall ◽  
A Young ◽  
L Sher
Keyword(s):  
Medical Education ◽  
Surgical Training ◽  
Paradigm Shift ◽  
Postgraduate Medical Education ◽  
Education And Training ◽  
Regulatory Body ◽  
Policy Document ◽  
Shift Quality ◽  
Medical Education And Training ◽  
And Training

In 2003, UK legislation established a new regulatory body to develop a single, unifying framework for postgraduate medical and dental education and training: the Postgraduate Medical Education and Training Board (PMETB). This new independent statutory organisation came into being on 30 September 2005 and set about a systematic examination of existing practice, as well as asking all 57 recognised specialties to submit formal curricula to them for approval. This review of practice translated into a policy document entitled Generic standards for training (April 2006), later updated in July 2008. In December 2008 the Joint Committee on Surgical Training (JCST) published a surgical version of this, the JCST Standards for Surgical Training.

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