My role as associate college tutor
This post is about my experience as associate college tutor ( ACT).
HOW I WAS SELECTED:
When I started as ST3 trainee registrar in Acute Internal Medicine in August, 2019, I wanted to help my trainee SHO colleagues in every way possible. I had done core medical training and hence was used to the NHS e portfolio and ARCPs.
A colleague who was working with the TPD of my deanery asked me if I was interested in delivering a teaching session on the induction day for IMT trainees and I was eager to get involved.
On the induction day, there were not only IMT trainees, but the TPD, deputy TPDs and other consultants who are involved in the training of IMT trainees. I gave a talk on what I learnt from my training, my tips and tricks, how to get through ARCP and other pieces of advice based on my recent experience as a CMT ( This was replaced by IMT in 2019).
After the session, the TPD suggested that I apply for associate college tutor. I had no idea what this involved however I was willing to find more about it and work with the training directors to improve the training of IMTs.
The TPD then advertised this post ( by sending an email to all trainee registrars) and I was invited to an interview which was also attended by the college tutor and post graduate center in charge.
I also shared what I wanted to do to improve the training of IMTs which included:
Monthly informal sessions with IMTs to go through their portfolios.
To devise a way ( procedures bleep, WhatsApp group) to ensure all IMTs meet their procedural skill requirements.
To liaise with consultants and actively involve IMT trainees in QIPs.
To ensure they get the most out of their rotations
One to one sessions with each IMT 2 months prior to their ARCP.
PACES sessions MRCP 1 and 2 teaching sessions
Get involved in weekly IMT teaching sessions.
Help them get the most out of their placement in the trust.
Simulation sessions for IMT trainees
The team liked my ideas and wanted to know more about how I would implement these.I gave practical ways of how I could do all of these.
THE ROLE OF ACTs
Read this:
https://www.rcplondon.ac.uk/rcp-college-and-associate-college-tutors
Associate college tutors work with the college tutors to help IMT trainees.
The college tutors are consultants who are the 'go to consultant' for IMT trainees if they have any issues. The college tutors also liaise with the management and rota team to ensure the IMT trainees meet their training requirements. They also arrange local teaching sessions for IMT trainees.
My job, as a ACT was to work with the college tutor in my trust to ensure IMT trainees were well supported.
OTHER ROLES OF ACTs
SIMULATION SESSIONS
The TPD got me in touch with one of the education fellows who was working with him on the IMT curriculum, delivery of teaching and as I found out later, was passionate about simulation sessions.
My plan for the IMT mandatory training days was to:
1. Have few presentations
2. Have more simulation sessions
Hence our journey together began and now, we have designed a series of simulation sessions which are clinically relevant and will start rolling out soon for the deanery based mandatory teaching sessions for IMT trainees.
Examples of simulation sessions include:
Management of CCF, COPD in different clinical settings, surgical cases with medical complications, complex scenarios, palliative discussions, breaking bad news, etc.
I was then asked to help design a training day for trainee SHOs on palliative medicine scenarios which included breaking bad news, discussion with patients and next of kin on DNACPR, dealing with difficult relatives. I worked with professional actors and consultants - we were given a script and we worked on it to improve it- I was the candidate and together we made amendments to the script based on what is expected from a SHO.
I am also going to be part of the faculty when trainee SHOs come for this training day- I will be co-assessing with a consultant and hence I will be able to improve my feedback skills ( which is also an art).
FACULTY FOR IMT CONFERENCES
I have also been asked to be part of the upcoming IMT conference as faculty - I will be co-leading a few simulation sessions with other consultants.
MRCP PACES TEACHING SESSIONS
I was also invited to be part of the faculty for MRCP PACES Masterclass sessions which are deanery based as part of the mandatory training days for core medical trainee year 2s ( The last batch of core medical training in 2019). I lead the first half of the day and gave tips, did some scenarios and answered any outstanding questions. It helped me develop my teaching skills.
QIPs:
I have been helping my IMT colleagues get their QIPs sorted out. These are the current projects I am working on
1. QIP on management of VT/VF- especially looking at Mg and K levels
2. QIP on management of hypophosphataemia
3. QIP on whether DNACPR forms are countersigned by consultants if they are signed by SHOs or registrars
4. QIP on CURB65 scores
5. QIP on whether sputum C+S samples are sent for patients who are diagnosed with CAP and have a clear documentation of productive cough on admission
6. QIP on whether we repeat a CXR in 6 to 8 weeks if there is a consolidation on the admission CXR for a CAP.
7. QIP on VTE prescriptions
I try to ensure the IMT trainees get to design a proforma, I help collect data with them, help with data analysis, presentation and this way, I get to improve things which are bugging me and my IMT colleagues learn how to do a QIP and get their competencies signed off.
FAQs:
Who can become an associate college tutor?In some deaneries, even SHOs can become ACTs however in my deanery ( York and Humber), only trainee registrars can be ACTs.
The reason being that trainee registrars know the e portfolio system, understand what ARCP entails and most importantly, have excellent tips for MRCP.
I would suggest that if you are a trainee SHO, become an IMT trainee rep which is more useful however if you feel like it, also become an associate college tutor ( but remember not to burden yourself with too much at this stage).
Are associate college tutors paid more?
No
Do associate college tutors get an additional training?
Yes, I am expected to attend train the trainer courses, supervisor training sessions and simulation training sessions.
Are you expected to pay for the aforementioned courses?
No, these are all funded by the deanery including travel expenses
What do you gain from this post?
1. Leadership
2. Teaching skills
3. You discover a passion which you may not have discovered before, for me it is teaching and simulation based learning.
How do you get time for all of this?
I am an acute internal medical trainee and hence have plenty of time to work on this. I get an hour easily to work on these projects when I am on the ward. Plus the rota team easily allows me study days off for the necessary training days I need.
Whom would you recommend becomes an ACT ?
A trainee registrar who has been a trainee SHO - ie who has been through core medical training and is passionate about improving training for SHOs.
I personally found this role an amazing opportunity to discover my non-clinical side - ie, teaching,simulation training and supporting trainees. I will try to become the ACT whenever I rotate to a new trust.
HOW I WAS SELECTED:
When I started as ST3 trainee registrar in Acute Internal Medicine in August, 2019, I wanted to help my trainee SHO colleagues in every way possible. I had done core medical training and hence was used to the NHS e portfolio and ARCPs.
A colleague who was working with the TPD of my deanery asked me if I was interested in delivering a teaching session on the induction day for IMT trainees and I was eager to get involved.
On the induction day, there were not only IMT trainees, but the TPD, deputy TPDs and other consultants who are involved in the training of IMT trainees. I gave a talk on what I learnt from my training, my tips and tricks, how to get through ARCP and other pieces of advice based on my recent experience as a CMT ( This was replaced by IMT in 2019).
After the session, the TPD suggested that I apply for associate college tutor. I had no idea what this involved however I was willing to find more about it and work with the training directors to improve the training of IMTs.
The TPD then advertised this post ( by sending an email to all trainee registrars) and I was invited to an interview which was also attended by the college tutor and post graduate center in charge.
I also shared what I wanted to do to improve the training of IMTs which included:
Monthly informal sessions with IMTs to go through their portfolios.
To devise a way ( procedures bleep, WhatsApp group) to ensure all IMTs meet their procedural skill requirements.
To liaise with consultants and actively involve IMT trainees in QIPs.
To ensure they get the most out of their rotations
One to one sessions with each IMT 2 months prior to their ARCP.
PACES sessions MRCP 1 and 2 teaching sessions
Get involved in weekly IMT teaching sessions.
Help them get the most out of their placement in the trust.
Simulation sessions for IMT trainees
The team liked my ideas and wanted to know more about how I would implement these.I gave practical ways of how I could do all of these.
THE ROLE OF ACTs
Read this:
https://www.rcplondon.ac.uk/rcp-college-and-associate-college-tutors
Associate college tutors work with the college tutors to help IMT trainees.
The college tutors are consultants who are the 'go to consultant' for IMT trainees if they have any issues. The college tutors also liaise with the management and rota team to ensure the IMT trainees meet their training requirements. They also arrange local teaching sessions for IMT trainees.
My job, as a ACT was to work with the college tutor in my trust to ensure IMT trainees were well supported.
OTHER ROLES OF ACTs
SIMULATION SESSIONS
The TPD got me in touch with one of the education fellows who was working with him on the IMT curriculum, delivery of teaching and as I found out later, was passionate about simulation sessions.
My plan for the IMT mandatory training days was to:
1. Have few presentations
2. Have more simulation sessions
Hence our journey together began and now, we have designed a series of simulation sessions which are clinically relevant and will start rolling out soon for the deanery based mandatory teaching sessions for IMT trainees.
Examples of simulation sessions include:
Management of CCF, COPD in different clinical settings, surgical cases with medical complications, complex scenarios, palliative discussions, breaking bad news, etc.
I was then asked to help design a training day for trainee SHOs on palliative medicine scenarios which included breaking bad news, discussion with patients and next of kin on DNACPR, dealing with difficult relatives. I worked with professional actors and consultants - we were given a script and we worked on it to improve it- I was the candidate and together we made amendments to the script based on what is expected from a SHO.
I am also going to be part of the faculty when trainee SHOs come for this training day- I will be co-assessing with a consultant and hence I will be able to improve my feedback skills ( which is also an art).
FACULTY FOR IMT CONFERENCES
I have also been asked to be part of the upcoming IMT conference as faculty - I will be co-leading a few simulation sessions with other consultants.
MRCP PACES TEACHING SESSIONS
I was also invited to be part of the faculty for MRCP PACES Masterclass sessions which are deanery based as part of the mandatory training days for core medical trainee year 2s ( The last batch of core medical training in 2019). I lead the first half of the day and gave tips, did some scenarios and answered any outstanding questions. It helped me develop my teaching skills.
QIPs:
I have been helping my IMT colleagues get their QIPs sorted out. These are the current projects I am working on
1. QIP on management of VT/VF- especially looking at Mg and K levels
2. QIP on management of hypophosphataemia
3. QIP on whether DNACPR forms are countersigned by consultants if they are signed by SHOs or registrars
4. QIP on CURB65 scores
5. QIP on whether sputum C+S samples are sent for patients who are diagnosed with CAP and have a clear documentation of productive cough on admission
6. QIP on whether we repeat a CXR in 6 to 8 weeks if there is a consolidation on the admission CXR for a CAP.
7. QIP on VTE prescriptions
I try to ensure the IMT trainees get to design a proforma, I help collect data with them, help with data analysis, presentation and this way, I get to improve things which are bugging me and my IMT colleagues learn how to do a QIP and get their competencies signed off.
FAQs:
Who can become an associate college tutor?In some deaneries, even SHOs can become ACTs however in my deanery ( York and Humber), only trainee registrars can be ACTs.
The reason being that trainee registrars know the e portfolio system, understand what ARCP entails and most importantly, have excellent tips for MRCP.
I would suggest that if you are a trainee SHO, become an IMT trainee rep which is more useful however if you feel like it, also become an associate college tutor ( but remember not to burden yourself with too much at this stage).
Are associate college tutors paid more?
No
Do associate college tutors get an additional training?
Yes, I am expected to attend train the trainer courses, supervisor training sessions and simulation training sessions.
Are you expected to pay for the aforementioned courses?
No, these are all funded by the deanery including travel expenses
What do you gain from this post?
1. Leadership
2. Teaching skills
3. You discover a passion which you may not have discovered before, for me it is teaching and simulation based learning.
How do you get time for all of this?
I am an acute internal medical trainee and hence have plenty of time to work on this. I get an hour easily to work on these projects when I am on the ward. Plus the rota team easily allows me study days off for the necessary training days I need.
Whom would you recommend becomes an ACT ?
A trainee registrar who has been a trainee SHO - ie who has been through core medical training and is passionate about improving training for SHOs.
I personally found this role an amazing opportunity to discover my non-clinical side - ie, teaching,simulation training and supporting trainees. I will try to become the ACT whenever I rotate to a new trust.
Comments
Post a Comment