In the last bulletin, I talked a lot about ARCPs. Hopefully, Foundation doctors and supervisors are now well prepared with dates in the diary for a meeting between the FD and ES (or FTPD) to complete the ES end of year report so that ARCPs can start at the beginning of June. Anybody unaware of the process should look on the UKFPO curriculum and ARCP webpages.
ARCP for “out of synch” FDs on the 2016 curriculum
ARCP requirements for this small cohort of FDs are still subject to Covid-19 derogations. These requirements were published for the 2020-21 training year and refreshed for the 2021-22 (this) training year. They are valid until the end of September 2022.
Any FDs in this cohort who are due their final ARCP in either October or November 2022 will receive separate guidance nearer the time. Remember that all FDs need to have an ARCP in June 2022, even if they’re not yet due to complete their current grade of training.
End of the 2016 curriculum
By 7 December 2022 (the start of placement 2 for the 2022-23 training year) all FDs need to be following the 2021 curriculum. Any FDs currently on the 2016 curriculum who are not due to complete their current grade of training by 6 December 2022 should think about moving their e-portfolio evidence to the 2021 curriculum in the next few months. Please don’t leave this until the last minute! Further, more detailed guidance will be shared with relevant FDs and their trainers and administrators soon.
Shadowing and induction
As one year finishes, another starts, and I’m sure FTPDs will be thinking about shadowing and induction. As a result of Progress Since the Postgraduate Medical Foundation Programme Review.pdf (hee.nhs.uk), I’ve seen reports of some great shadowing programmes and excellent buddy systems. If your Trust/hospital doesn’t have a buddy system, please get one set up. Training your current F1s to support the incoming F1s provides them with an excellent leadership opportunity. Ensuring good shadowing sets your new F1s up to work more efficiently in their departments. Ideally, established F1s (and F2s) should work in partnership with FTPDs to develop good induction and support for the next intake of F1s (and F2s).
Some of you will be familiar with this report: Interim Foundation Year One (FiY1) and preparedness for foundation year 1: A national survey of UK foundation doctors: Medical Teacher: Vol 0, No 0 (tandfonline.com), which suggests that FiY1 was a positive experience and reduced anxiety among incoming F1s. While efforts are ongoing to develop apprenticeships at undergraduate level, there are other things we can do at PG level and thinking about what made FiY1 good may help to improve the way we help our new F1s settle in – opportunity to work alongside experienced doctors, peer support and a clear sense of purpose.
Shadowing also provides an opportunity for some informal networking and I would encourage all FD reps to use the time to pass on their experience and ensure there is a new group of reps to represent their peers. With the annual changeover, networks are easily lost and the establishment of new ones is crucial. Some schools have a specific FD network which provides support, escalates concerns and is a means of disseminating important information. I would like to challenge any schools that don’t to set one up.
At the recent Foundation Doctors’ Advisory Board (FDAB), the national forum for Foundation Doctor reps from each of the schools to meet, we talked about communication preferences. Unfortunately, we didn’t find a magic bullet except that it was clearly more likely people will listen to someone standing in front of them than read an email. With the easing of Covid restrictions, hopefully this will become a more familiar occurrence; however, it doesn’t solve the ongoing problem of how the UKFPO disseminates information. FDs soon become swamped by emails just like the rest of us.
At the moment, emails like this will have to remain the key methods we use. Information from UKFPO goes to Foundation School Managers/Administrators/Directors and is cascaded to Foundation Administrators and FTPDs in hospitals. Hopefully, it reaches everyone but that assumes it gets read. At present, I don’t think we make enough use of our FD reps and this is something I want to rectify over the coming year.
SAS doctors as educators
I would like to draw to your attention two important documents on the role of SAS doctors as educators and supervisors which have recently been published. See them in the “Links and information” section below.
Finally, and deliberately at the end(!), the UKFPO appoints two fellows every year who work with the UKFPO and FDAB and have the opportunity to undertake a project to develop an area of Foundation training. We are about to advertise these roles again and information on the scheme can be found in the “Links and information” section below. If you are going to be an F2 from August 2022, you might consider applying.
Tony Choules, Operational Advisor to the UKFPO
Links and information
- Application information
- Opens on Monday 16 May 2022 (and will close after 100 applications have been received)
SAS doctors as educators
AoMRC has now published SAS as Educators paper on its website. The paper is available at https://www.aomrc.org.uk/wp-content/uploads/2022/04/SAS_as_Educators_260422.pdf.
The COPMeD statement on the Development of SAS Doctors as Educational and Clinical Supervisors can be accessed via this link https://www.copmed.org.uk/publications/development-of-sas-doctors-as-educational-clinical-supervisors
E-portfolio ARCP guides
2022 National Academic Foundation Programme Conference
Curriculum resource document
The 2021 Curriculum resource document highlights national guidance and protocols available to support each of the curriculum’s foundation professional capabilities. It lists many of the freely available evidence-based resources, including helpful web links and guidance notes. It is available on the Curriculum page of this site.