Comparison by Trust

Standard

Milestone

RED

AMBER

GREEN

T1

T2

T3

T4

T5

T6

T7

T8

T9

T10

T11

T12

T13

T14

T15

T16

1. Qualified Educational Supervisor Programme

The proportion of Trust identified Educational Supervisors who have completed both parts of QESP or successfully completed the Grandparent Clause.

< 60%

61 - 90%

> 90%

0

1

1

2

1

2

2

1

0

1

0

0

0

1

1

2

2. PMETB Survey (trainers)

Percentage of Trust identified Educational Supervisors who have completed the PMETB Survey.

> 50%

51 - 75%

> 75%

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

3. PMETB Survey (trainees)

Percentage of Trainees who have completed the annual PMETB Survey.

> 80%

81 - 90%

> 90%

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

4. Foundation Quality

Number of red flag indicators found by the end of the most recent Foundation visiting process (consent, site marking, immunosuppressants).

3

1 - 2

0

2

2

2

0

2

1

2

0

1

1

0

0

0

0

2

0

5. Less Than Full Time Training (LTFT)

Trust should encourage and support LTFT. Nationally the DoH wish to see 20% of all training posts filled by LTFT trainees. The measure is the number of trainees actually in post in the Trust.

0

1 - 2

3 or more

2

2

2

2

1

2

2

2

2

1

2

2

2

2

0

0

6. PAs for education in job plan

All consultants should have clearly designated SPAs/PA time in their job plan for their educational activities to the published standards agreed in NHS SEC. The percentage of consultants undertaking education with identified educational PAs/SPA time in job plan.

0 - 50%

51 - 90%

> 90%

2

1

2

0

0

0

1

1

1

2

0

0

0

1

0

1

7. Local Faculty Group (LFG) Meetings

LFGs that have not had their minimum 3 mandatory times a year meeting and produced minutes and Annual Audit and Review.

2 or more

1

0

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

1

8. Adequate tracking of trainer data

Percentage of Trust identified Educational Supervisors where the Trust has in a database their up-to-date position on QESP, their equality and diversity training status and their status in being fully trained for workplace based assessment.

< 75%

76 - 90%

> 90%

2

2

1

2

2

1

0

2

2

2

2

2

2

1

1

0

9. Value added in Education

Evidence of significant value added in PGME including: implemented educational innovation, particular help and expertise in remediation, commitment to the use of simulation, innovative use of information technology, learning sets between primary and secondary care. The assessment of overall progress with some or all of these will be agreed with the lead visitor at the end of the Deanery Contract Review process.

Little evidence of significant innovation or excellence

Some evidence of significant innovation or excellence

Good evidence and significant innovation

2

2

1

2

2

2

1

2

2

0

2

2

2

1

1

2

NOTE: The numbers on the chart have been added to allow the LEPs to be ranked by score. RED = 0, AMBER = 1, GREEN = 2. (The grey areas indicate where a standard is non-applicable. These have been scored as 2.)