YDF/ABCD travel grants for EASD 2007

The YDF (Young Diabetologists Forum) is offering travel grants to members who are presenting at EASD 2007 at Amsterdam. The grants will cover travel, registration and accommodation up to a maximum of £700 per head and will be allocated on a first-come-first-served basis. Full details available at the YDF website.
Even if this is not of interest to you, do visit the revamped YDF website. It has been completely redesigned with Web 2.0 technology and hosts many useful diabetes and training-related materials, including newsfeeds from the major diabetes journals. Check it out!

PIMD Course Calendar

Dear All

I would be grateful if you could please disseminate the attached
course calendar and course specifications to your network.

Many thanks

Trish Hall
QA Co-ordinator
PIMD
Tel 0191 222 7290
------------------------------------------------------------------------------------------------

PIMD Course Calendar available at:
http://mypimd.ncl.ac.uk/PIMDDev/pimd-home/education-development/faculty/c-calendar
------------------------------------------------------------------------------------------------
Education, Development & Governance
FEEDBACK FOR LEARNING
Facilitator: Dr Derek Blades, Effective Professional Interactions
Date:
Venue:
Time: 9.30-4.30
Verifiable CPD hours:

Background
Effective feedback is a critical factor in support of learning in the
workplace. Two specific contexts for feedback are 'in action' (during
the task) and 'following action' (after, yet close to the task) when
discussion may move from an initial task focus to wider
considerations. Clinical tasks themselves differ in the level of
clinical uncertainty, and this affects the nature of feedback. The
focus of this one day course is to develop effective feedback skills
'on-the-job' and 'close to the job'.

Aim
The course will aim to identify and respond to the learning needs of
the group in relation to the provision of 'feedback for learning' in
the context of workplace based learning.
1. To develop a model of good practice.
2. To practise feedback skills within contrasting clinical contexts.
3. To agree how to continue to develop feedback skills in the workplace.

Target Audience
Clinical supervisors who support the workplace learning of doctors and dentists.

Core Content
This will include the following:
* Feedback as a critical component of workplace learning.
* Some principles of feedback for learning.
* Medical and dental contexts; the culture of PGME.
* Models of feedback provision.
* Skill development:
o Enhancing the effectiveness of communication.
o Managing challenge and support for the learner.
o Coping with problems.

Teaching Method
Reflection upon experience and upon models of good practice

Practise

Discussion, analysis, questioning

Expected Learning Outcomes

Delegates will be able to:
1. Demonstrate improved feedback skills of immediate practical value
to their work as clinical educators.
2. Transfer the principles and practices learnt into the workplace in
order to continue to develop their feedback skills.

Booking Information
To book a place contact Julie Callanan: tel: 0191 222 7041
email: julie.callanan@ncl.ac.uk
---------------------------------------------------------------------------------------------
Education, Development & Governance
REFLECTION AS A LEARNING SKILL
Half day interactive workshop

Facilitator: Mrs Sarah Pape, Consultant Plastic Surgeon, RVI
Date (Venue): 4 September 2007 (Newcastle); 5 October 2007
(Newcastle); 8 January 2008 (North Tees Hospital); 13 February 2008
(Durham County Cricket Club)
Venue:
Time: 2.00 – 5.00
Verifiable CPD hours: 3

Background
'Reflective practice' is a term in common use, often spoken of as a
key to professional development. But what does it mean in reality,
and what should we do about it? This half day interactive workshop
explores 'reflection' from the perspective of the busy clinician who
wants to encourage reflection in trainees and assist them to capture
it for their portfolios.

Aim
To explore 'reflective practice', what it means, and how to facilitate
and capture reflection, by learners in the clinical environment.

Target Audience
Educational supervisors, including consultants, doctors and dentists.

Core Content
* Reflection in theory.
* Reflection in practice.
* Strategies for improving and capturing reflection.

Expected Learning Outcomes
By the end of the workshop participants will be able to:
* Explain reflection as a learning skill.
* Assist learners to use reflection in support of their learning.
* Advise learners on how to account for their reflective practice
within their learning portfolios.

Booking Information
To book a place contact Julie Callanan: tel: 0191 222 7041
email: julie.callanan@ncl.ac.uk
--------------------------------------------------------------------------------------------------
2 day residential programme for consultants at the start of their careers
REDWORTH HALL, COUNTY DURHAM
8th & 9th November 2007

Target Group
New/early years consultants; especially those with an interest in
developing their educational skills and knowledge; final year SpRs.

Programme aim
This two day programme is designed to map out the educational models
and principles current in Post Graduate Medical & Dental Education,
provide knowledge of educational techniques, skills and terminology,
explore with other consultants the realities of PGMDE, and position
consultants to recognise and develop their educational capabilities.

Expected Learning Outcomes
On completing this programme we expect that you will:
1. Be equipped with a range of educational techniques and strategies
relevant to your own educational practice.
2. Have increased confidence in your ability to meet the expectations
of your educational role.
3. Understand current developments and educational principles of PGMDE.
4. Have clarified and planned to meet your continuing development need
in relation to your role in PGMDE.

Notes
1. This is a residential event at a prestigious venue with excellent
leisure and catering services
2. There is no charge to participants
3. Booking: Trish Hall, email patricia.hall@ncl.ac.uk tel: 0191 222 7290/7041
4. Further information: Rich Bregazzi, email r.c.bregazzi@ncl.ac.uk
tel: 0191 222 5945

NRDSAG & Diabetes Audit meeting - 2nd October 2007

The next (Northern Region Diabetes Service Advisory Group (NRDSAG)
and Diabetes Audit meeting will take place on the afternoon of
Tuesday October 2nd 2007 at Lumley Castle

After lots of excellent feedback from many people Narayanan and I
have finalised one or two changes in the format for this afternoon:

We have changed from a Wednesday afternoon as we appreciate that was
difficult for a number of people. We would intend to rotate the
timings of this meeting throughout the week in the future.
The NRDSAG 'business' meeting will start at 1.00 (lunch at 12.30)
The audit meeting will start at 2.00 but will last until approximately
6.00pm. We will attempt to combine the regional data reporting and
local audits into the session.
In October the regional data will be themed to focus on footcare and
involving patients in their care. Any local audits submitted and
accepted on similar subjects will be presented together and there will
be a opportunity to discuss what the implications of these audits are
to our practice regionally. We would therefore encourage good quality
audits on these themes.
There will also be opportunity to present audits on other issues
relating to diabetes, as previously.
We hope this format will allow the usual stimulating discussions and
add greater opportunity to reflect on the significance and
implications to clinical practice.

As usual, Narayanan will be in touch for people to submit local
audits shortly.

If anyone is interested in being involved in analysing the regional
data on the above themes, please let me know.

Once again, there may be many people not currently on this
distribution list who may be interested in attending, particularly
from the diabetes teams or primary care. Please forward this email
onto anyone you feel may wish to know about it.

I hope you feel the suggested changes are appropriate and that you
will continue to support these meetings. Please feel free to get in
touch with either Narayanan or myself if you have any questions or
suggestions. Your feedback and input is vital to making sure these
meetings are of value to our clinical practice.

For your information, the minutes of the last NRDSAG meeting are attached.

All the best

Dr Simon Eaton
===========================

Minutes of NRDSAG Meeting on 16th May at Collingwood College, Durham

Present: Simon Eaton (Chair), Margaret Kerrison, Margaret Hunter, K R
Narayanan, John Parr, Terry Aspray, Reena Thomas, Matthew Hackett,
Linda Woods, Karen Jones

Apologies: Sally Marshall, Tim Butler, Rudy Bilous, Nick
Lewis-Barned, Stuart Bennett, Michelle Greenwood, Kate Latham, Tim
Butler, Jean McLeod, Roy Taylor, Jola Weaver

Previous minutes - accepted

Diabetes UK

MH highlighted that the regional members of the Board of Trustees
and Professional Advisory Council continue to meet twice a year. LW
pointed out that there are 2 vacancies for lay membership on the
PAC. Please ask any interested parties to contact her for further
details.

MH fed back the interesting group being done by the Diabetes
Reference Group, of which she had been a member. Whilst many issues
were recurrent themes, she felt that the structure of the group was
more likely to result in change. MH may bring back further feedback
to the next meeting

Psychology workshops

SE had emailed all SpRs to gauge interest in a course on
consultation skills with only 4 replies (1 positive, 3 very
positive) This was insufficient to justify running course. He will
raise it at Trainees meeting.

Many people, particularly MH and LW, raised ongoing need for people
with diabetes. This is also evident from the Healthcare Commission
survey. Partly this reflected need for moe psychology support and
partly a need for upskilling of diabetes professionals to be able
to offer more support or better consultations to patients. There is
no region why training can't be arranged for Consultant's or other
diabetes professionals as long as there is sufficient interest.

Future role of NRDSAG

JP gave an overview of the history of the NRDSAG. It is now 20
years old. It has had many different focuses in the past.

It was agreed that there is ongoing value in this group and it
should continue. Consideration of the diabetes information review
was accepted as an appropriate focus for the next few meetings.

Diabetes Information Review

SE presented an introduction to the report (previously circulated).

The focus of the report is on constructive reflection towards
improving the quality of diabetes care at a local (or regional)
level.

Discussion of the data focussed on prescribing costs, prevalence
and foot care.

TA acknowledged various limitations of the data. The differences in
undiagnosed diabetes may mean differences in the numbers of "early"
diabetes that may be treated with diet and therefore incur less
costs. SE reinforced the importance of clinicians engaging with the
data for exactly these reasons, and the value of triangulating with
other data sources and what you know about your service.

Future meetings

There have been a number of suggestions about format and timings of
future meetings, which were briefly discussed. This would be
finalised after further discussion and consideration.

Contacting next training unit

From: Wahid Shahid

Dear Colleague,

You were all informed at your RITA of your next training unit from 3rd October 2007. If you have not done so already can you please contact the Consultant at your next training unit to discuss , as a minimum:

1. Annual & Study leave.
2. Your training requirements.
3. On-call rota.
4. Unit induction.

I will circulate a complete rotation following round 2 interviews on the 24th July 2007.

Best wishes,
Shaz.

NERRAG 28.11.07 - Call for abstracts

Dear Colleague,
Please send an abstract on any audit, research topic or an interesting clinical case related to any aspect of Endocrinology to myself by 28th September 2007 for consideration for the annual Northern Endocrine Regional Research and Audit Group meeting at Lumley Castle on Weds 28th November 2007.
It should be an excellent meeting as we have the following presentations lined up as well as selected oral presentations:
MEN guidelines update by Steve Ball
Biochemical detection of phaeochromocytoma-where are we now? By Bob Peaston
Thyroid nodules and thyroid cancer-an update by Petros Perros
Best wishes,
Shaz Wahid

LEARNING

Dear Colleague,

I would recommend reading the attachment dealing with the above I got from Nancy Redfern.
Regards,
Shaz.
<<Education - basic concepts.doc>>

The Challenge of Delivering Professional Medical Education. 

How we learn 

Professional education is a mixture of learning from books and lectures (academic context), practical clinical experience (practical context) and learning to connect the two from discussions on lists or in meetings (organisational context)¹.   Educators should guide trainees in acquiring the relevant range and depth of academic knowledge, learning to apply this to practical clinical situations and to use necessary specialist language.  By the time they finish training, trainees must have developed good professional judgment – practical wisdom, about what can and should be achieved.  

Knowledge is said to be context specific¹; learning acquired in one context has to be transformed (or re-learned) to make it useful in a different situation.  Transferring ideas from one context to another takes time and effort and there are no guarantees that trainees will be able to do this. Someone who is good at passing exams (academic context) may find it difficult to apply to apply this clinically (practice context).  In an 'off the job' course, there is so much to cover that little time is spent on each topic.  Trainees are left to work out the practical implications of an idea, and how to incorporate it into their clinical practice.  Some learning occurs when they come across a concept in a lecture or book, but more happens when the idea is used in supervised clinical practice³.   Thus, trainees need sufficient variety of experience to ensure they become proficient in handling the routine and quick to recognise and manage the unexpected or unusual.   

Using theoretical knowledge in practice involves four processes; replication, application, interpretation and association². Replication and application are only used in the early phases of trying to master something new.  Learning a new technique or changing the way one manages a clinical situation, ideally needs five components, theoretical input, demonstration of skills or behaviour, practice in simulated settings with structured feedback, practice in clinical settings and structured and open-ended feedback about performance³.  Although this structure is followed for some training, (e.g. ALS courses), much experience is acquired in a less organised way, on teaching lists, where learning is as much opportunistic as planned.  Teaching ward rounds/outpatients/list etc are mostly used to discuss interpretation and association of ideas about practical management of the patient, rather than for mastering new techniques by watching, experimenting, reviewing performance and assimilating new practices.   

Added to this, practical "know-how" is usually personal. We all have individual preferences and each trainer's interpretation is different, exposing the trainee to a variety of experience.  Practical knowledge is usually private, routines learned through experience and not things we talk about. Asked why s/he does something in a particular way, the experienced practitioner will often reply 'I don't know, I just do.' It is difficult to deconstruct and re-assemble professional know-how we use implicitly, and transform it from practical knowledge to something we can talk about (organisational context).   So practical knowledge is difficult to teach, learn and assess.   

Eraut¹ divides practical knowledge into 6 categories.  These can be useful in identifying in more detail what the trainee might find difficult, and providing a language to discuss what one observes. 

Eraut;s categories are

1. Knowledge about people,
• acquiring accurate information – remembering the typical as well as the unusual
• knowing how different people might react
• making accurate authentic judgements about people
2. Situational knowledge

• reading a situation,
• getting on with people,
• recognising and adapting to prevalent norms

      3. Knowledge of practice

• knowing policies and practices and using them appropriately
• applying academic knowledge

      4. Conceptual knowledge

• the individual's set of academic and practical concepts used to analyse and discuss practical clinical problems; remembered as lists or complex frameworks.

(e.g.  The concept of what constitutes a good doctor, formed early in our career, which we tend unwittingly to emulate, sometimes even in inappropriate circumstances.)

      5. Process knowledge

• how to do things

      6. Control knowledge – (akin to emotional intelligence (Goleman))

• Self-awareness & sensitivity
• Self-management e.g. prioritisation, delegation
• The ability to reflect and self-evaluate - Knowing one's strengths & weaknesses
• The gap between what one says and what one does

 

Understanding each other 

To get the most from a practical teaching session such as a clinic, ward round, or list, both expert and learner need interpersonal and communication skills. Egan⁴ describes these as the skills of the explainer (getting the messages across), of the understander (capturing fully the messages of others), and of the conversation manager (turn taking, connecting and mutual influencing).  Each needs to explore what is in the other person's mind and integrate new ideas by making connections with what is already known, (assimilating it into current frameworks), or by making changes to frameworks (accommodating the learner's frameworks) to better fit newly acquired information⁷. A trainee has to explain what s/he already knows, how it is structured, and how they see the new idea.  The trainer has to explain the new idea and explore how the trainee sees this fitting into or changing his/her existing understanding, and any misunderstandings.  

Both should be open to the other's ideas and to changing their own because of what they hear. Unless the trainee is completely bewildered, s/he will tend to go along with what is said -so as not to seem foolish.  The trainee reports back what s/he thinks the trainer wants to hear – i.e. that he or she is following the discussion, and thus the trainer gains a false impression of the trainee's understanding.  The trainer, too, may think he understands the concept, but find his grasp rather weaker under the scrutiny of the trainee's questions³. So barriers exist for both trainer and trainee in relating to each others' ideas. 

Then there is the matter of willingness to learn.  The trainee comes with a set of conceptual frameworks – his or her personal interpretation of how academic ideas relate to his/her work.  Learning involves abandoning some of these practices and routines and understanding, accepting and internalising new ideas.  This is a daunting prospect; changing practice involves deskilling, the possibility of looking foolish, potential risk to patients, information overload, mental strain and no certainty that the new way will be more functional than the old.  It is no surprise that some trainees are cautious about change, perhaps appearing to adopt new practices when working with consultants but reverting to old habits when working alone.  

References

1 Eraut M  (1994) Developing Professional Knowledge & Competence London The Falmer Press  

2 Broudy  HS, Smith BO and Burnett J. (1964)  Democracy and excellence in American Secondary Education.  Chicago Rand McNally 

3 Joyce BR & Showers B (1980 )  Improving in-service training; the messages of research  Educational Leadership 37 pp 379-85 

4 Egan G  (2002)  The Skilled Helper  California. Brookes Cole  
 

Nancy Redfern

Sept 06 

INTERVIEWS FOR NTN AND LATS

Dear Colleague,

The PIMD have assured me that our vacant posts will be advertised on the nhs jobs website today with a closing date for applications of Wed 11th July 2007. I have appended the job description. Could you please forward this e-mail to any of your contacts who may wish to apply and ask them to keep visiting the PIMD and NHS jobs websites.

Best wishes,
Shaz.
<<JD For Diabetes & Endocrinology ST3.doc>>

JOB TITLE: Specialist Trainee Registrar (StR) Diabetes & Endocrinology

LOCATION:     Northern Deanery 

DEANERY PROFILE 

The Northern Deanery is committed to providing excellence in healthcare by: 

• delivering excellence in postgraduate medical and dental training and
• ensuring we have the right number of doctors and dentists with the right skills to meet the needs of our patients and the local NHS.

We are accountable to, and work in partnership with the North East Strategic Health Authority (NESHA) and are responsible for the education and training of around 4000 junior doctors and dentists. We ensure that our training programmes produce: 

• clinically competent doctors and dentists who put the safety needs of patients first and are capable of being effective independent practitioners and team workers
• professionals who understand the duties of a doctor and dentist, the working of the NHS and their role in it
• life long learners who are able to respond well to the challenges which their professional career will present

In addition, in General Practice and Dentistry, we also have a role in promoting and overseeing the continuing professional development of career grade general medical practitioners, dental practitioners and their teams.

We operate across a wide and geographically varied area which extends from the Scottish border to Millom in the south west and Northallerton in the south east, working with 11 Acute Trusts (which includes 2 Specialist Trusts providing mental health and learning disabilities services).

At the Deanery office (10-12 Framlington Place, Newcastle upon Tyne) we deliver largely a central function but work closely with our 'delivery arm' colleagues who are our faculty of educators and managers (i.e. tutors, advisors, course organisers, educational supervisors and others ) to deliver good educational programmes and the right support to trainees and trainers.

JOB PURPOSE/SUMMARY

The Northern Deanery has a structured 5 year training programme in Diabetes & Endocrinology managed by the Specialist Training Committee. We are committed to train all trainees in Acute Medicine to Level 2. Our aim as a training region is to produce individuals with an aptitude towards MDT working, with demonstrable practical analytical management skills of clinical situations and who are ultimately rounded individuals equally at home with Trust business development issues and multidisciplinary discussion of patient care issues. 

DIMENSIONS OF THE JOB 

The rotation provides training in general diabetes and endocrinology, accompanied with sub-specialty training in renal diabetes, diabetic foot , diabetic & thyroid eye disease clinics, insulin pump therapy & other novel therapies, e.g. islet transplantation , adolescent & transitional diabetes & endocrinology, paediatric Diabetes & Endocrinology, thyroid clinics, bone clinics, pituitary clinics, obstetric diabetes and & endocrine clinics, neuroendocrine tumour clinics, reproductive endocrine clinics, lipid & metabolic clinics. The majority of the latter are provided in a district general hospital with some confined to the 3 tertiary centres. We also provide strong training in managerial skills aiding work in the community delivering ambulatory care, e.g. Community Diabetes.

KNOWLEDGE, SKILLS AND EXPERIENCE REQUIRED 

Doctors must have achieved foundation competencies.

MAIN DUTIES AND RESPONSIBILITIES

Trainees rotate on the 1^st Wednesday in October every year.  Each trainee during their 5 year programme will spend 1-year at the RVI (Newcastle), 1-yr at either James Cook University Hospital (Middlesbrough) or Freeman Hospital (Newcastle), 3-yrs rotating between 3 of the District Training Units every year.  Usually trainees will remain in either the Southern Rotation with JCUH being the central unit or the Northern Rotation with Freeman being the central unit, and the RVI is the focal point where all trainees will rotate through.  Trainees will be encouraged to undertake research during their programme with the possibility of counting 1-year towards their training.  Acute Medicine responsibilities are required during all posts. 

The specific posts to be appointed to are: 

NTN at James Cook University Hospital from 3rd October 2007 to join the rotation for 5 years 

LAT at James Cook University Hospital 3rd October 2007 to 30th September 2008  

LAT at Sunderland Royal Hospital 3rd October 2007 to 30th September 2008  

LAT at Cumberland Infirmary, Carlisle 3rd October 2007 to 30th March 2008 (there is a strong chance of a contract extension for 6-months) 

LAT at University Hospital of North Durham 3rd October 2007 to 30th September 2008  (it is highly likely that this post will start from 3rd October 2007). 

COMMUNICATIONS AND WORKING RELATIONSHIPS 

Excellent communication is essential in all the specialties and doctors are expected to work well as members of a multidisciplinary team with other professionals. Good communication with patients and relatives is also essential.

IMPROVING WORKING LIVES

All trusts in the deanery are committed to these principles. 

PERSONAL AND PEOPLE DEVELOPMENT 

Doctors will attend departmental and trust teaching and take study leave in liaison with their clinical and educational supervisors.

HEALTH AND SAFETY RESPONSIBILITY

It is the responsibility of the individual to work in compliance with all current health and safety legislation and the Trust's Health and Safety Policy and to attend any training requirements both statutory and mandatory in line with the Trust's legal responsibility to comply with the Health and Safety and Welfare at Work Act 1974.

To act on and report any untoward incident to the nurse in charge and complete documentation in accordance with the Trust policies, and assist in the risk assessment of the department, equipment and processes of the department. 

CLINICAL & CORPORATE GOVERNANCE

Will pay due diligence to Trust guidelines and policies, enhancing the quality of care.

Will assist in the monitoring of incident reports and complaints and in the action planning required arising from such reports. 

GENERAL

This job description is intended as a guide to the principal duties and responsibilities for the post and should not be considered an exhaustive list.  It is subject to change in line with future development of the service.

 
 

TERMS AND CONDITIONS 

The Terms and Conditions of Service are those for Hospital Medical and Dental Staff. Please visit NHS Employers website for Terms and Conditions as well as published salary scales www.nhsemployers.org 

Appointment is subject to satisfactorily pre-employment checks including CRB, occupational health, GMC and immigration status.  

Please note that pay banding for on call will be paid at the intensity rate applicable at the time a trainee rotates into a post.  

This is a generic Job Description.  More detailed information regarding specific duties a trainee will carry out once in post will be provided at Induction.

26th Regional Bone Density Meeting 6th July 2007

Regional Medical Physics Department
Bone Mineral Assessment Service
Musculo Skeletal Department
Freeman Hospital
High Heaton
Newcastle upon Tyne
NE7 7DN
www.rmpd.org.uk  

Programme 26^th Regional Meeting Bone Density Friday 6^th  July  2007
Education Centre, Freeman Hospital
(For those arriving by car from off-site, there will be a limited amount of car parking available in the public spaces)         

12:45pm Lunch (Function room – sponsored by Roche Pharmaceuticals) (served until 01:20pm) 
01:25pm Welcome and round table introduction (Lecture Room 2) (David Rawlings) 
01:30pm Risk factors for reduced bone mineral density in patients with Crohn's disease -Dr Roger Francis, Freeman Hospital
01:55pm Update on Fracture clinic DXA at Newcastle -Sister Karen Loughney, Newcastle General Hospital
02:20pm Paediatric data - revisited -Mr David Rawlings, Freeman Hospital
02:45pm Management of young people with reduced bone density - Dr Tim Cheetham, RVI, Newcastle    
03:05pm Tea
03:20pm Things to come? - Mr David Rawlings, Freeman Hospital
03:40pm Update on private DXA provision – open forum  (Chair: Alison Mackie) 
03:55pm Case studies / discussion on individual DEXA scans (Chairs: Roger Francis; David Rawlings) 
04:15pm Arrangements for future meetings
04:20pm Close of meeting

Pancreas transplant meeting 5 July 2007 Freeman

Whole Organ Pancreas Transplantation

David Sutherland MD PhD
Head, Division of Transplantation
Director of Pancreas Transplant Program
Director of Diabetes Institute for Immunology & Transplantation
University of Minnesota


Thursday 5 July, 16.30 – 17.30
Lecture Theatre 2
Education Centre
Freeman Hospital