Quality Panels

Chair Information Sheet

 

In advance of the Quality Panel

  • An Effective Educational Environment (EEE) and Safe Supportive Working Environment (SWE) grade should have been made available to you and the rest of the panel via your trainee representative(s).  These are the grades assigned by the trainees in post, based on survey responses received.

 

Information available on the day 

  • In addition to the trainee grading for EEE and SWE, the Quality Team will have recommended a grade for each post based on current evidence; this will include GMC Survey Grade and last year’s Quality Panel Grade

 

The day itself

  • It may be helpful on the day to set the scene by letting the panel members know that this was a new process for 2015 and provide an overview of why it has been introduced:
  • Quality panels are the new way that Health Education England (HEE), Working across the South West aims to improve postgraduate education across Peninsula and Severn
  • Panels run annually between July and December
  • They may take place in each trust or across the patch.  This will depend on the number of trainees in the programme
  • The goal of these panels is to appraise whether a training post is providing good quality training. If it is then the hard work of those involved needs to be recognised and shared with others. If it isn’t, then ways in which it can improve need to be identified
  • Every post will be reviewed every year by a Quality Panel
  • The aim is to ensure a consistent process across Peninsula and Severn and that, for e.g. a Quality Panel grading on a Cardiology post in Peninsula is comparable to a Quality Panel grading on a Cardiology post in Severn 
  • The aim of the panel is to give each post an Overall Grade: Excellent, Good, Requires Improvement or Inadequate
  • To attribute an Overall Grade panels should consider all four contributing grades from SWE, EEE and the GMC Survey Grade and previous years Quality Panel Grade and then following discussion attribute the grade that best fits the data and outcome of the discussion held.  This will not necessarily be the average of the three grades.  The panel needs to use its discretion in light of the trainees narrative and importance of the specific issues identified.  

  

Please note:

  • The panel must confine discussions to posts and not the performance of individual trainees

 

Good Practice: When trainees are feeding back on their post within a particular Trust it is considered best practice for trainers from the same trust to leave the room

  • In addition to reviewing the various grades attributed to each post it is likely that the panel will wish to have a detailed discussion and this process is encouraged
  • Discussions should include a detailed review of the GMC NTS data which will be provided prior to the panel
  • When the panel agree on the Overall Grade for the post they will also need to suggest ways in which the post can be improved and highlight areas of good practice
  • There is no requirement to document the detailed discussion.  However, even if a post is graded as ‘good’ a note needs to be made as to how the post can become ‘Excellent’ – this will help ensure we are aspiring to excellence.  A timeframe for necessary improvements must be included please and actions should be SMART
  • The comments should indicate whether the suggested action is a recommendation or requirement.
  • On rare occasions one issue may stand out as a problem in a post with an otherwise good score.  It is important to capture the problem in the Quality Panel report and therefore an Anomaly Score will be available for the panel to use
  • A copy of the panel report template will be made available to you by your School Manager to use on the day and an administrator will be present at the panel to record scores/actions/areas of excellence, etc.
  • Please familiarise yourself with the process for dealing with bullying and undermining reported
  • Following the Quality Panel, the TPD will be responsible for producing a report
  • The report will need to be agreed by the panel following which it should be sent to the educational leads of the posts cited in the report for comment and response
  • The Chair of the panel (usually the TPD) will respond to any feedback and decide whether this alters the outcome of the panel
  • The TPD will submit the final report to the Quality Team for approval and clarification (this can be done via the School Manager
  • Once agreed between stakeholders the report will be circulated to the HoS, DME, relevant trainees and published on the local HEE website and any actions and recommendations will be monitored and followed through by the HEE Quality Team
  • Responsibilities for actions will be attributed to individuals.  This could be the HoS, DME, Associate Dean for Quality or TPD

 

Quality Panel Reporting Process

 

Where issues are deemed significant a School may wish to conduct a Triggered Review the guidelines for which are included within the Quality Framework.

 

For more information and template forms please click here 

 Thank you for your involvement in quality panels.