Workforce, training and education
East of England
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Types of Interventions

The Quality Team aims to support the management of Education and Training concerns in a number of ways. Should a concern be deemed high risk through the risk management process outlined above, there are a number of interventions available to support improvements:

Urgent Risk Visits
  • Why?

    To provide an urgent response to suspected significant concerns.

    What?

    To focus on the quality of a clinical learning environment; usually involves face-to-face or virtual meetings with learners and supervisors (and members of an organisation’s senior team where appropriate).

    Who?

    Senior panel members; subjects experts; external input; other input as appropriate.

    Outcome

    Rapid action; raise awareness of concerns, usually at the provider’s executive/board level.

Programme Reviews
  • Why?

    To explore an education and training programme at a local / regional level.

    What?

    Meeting(s) covering the whole ‘geography’ of a programme; face-to-face ‘focus group’ approach with learners (and sometimes supervisors).

    Who?

    Small team with clinical input led by senior clinical faculty (managing potential conflicts of interest where the programme faculty is involved).

    Outcome

    Understanding of common concerns across multiple sites and where there are site-specific issues; allows comparison of quality across a local / regional patch.

Learner/Educator visits
  • Why?

    To clarify concerns from learners’ and/or supervisors’ perspectives within a specific, clinical learning environment, especially if concerns may be contentious.

    What?

    One-to-one as a ‘drop in’ clinic; group meeting(s); virtual or face-to-face.

    Outcome

    Engagement with learners and/or supervisors. Identifies and clarifies concerns (and good practice where appropriate)

Senior Leader Engagement visit

           To escalate concerns and seek senior support and engagement for resolution.

           What?

Engagement meeting between placement provider leads and senior HEE education and quality leads.

Outcome

Improve Senior Leader engagement with education and training where there is evidence that this is at risk; improves relationships and educational outcomes.

Monitoring the Learning Environment
  • What?

    Varies in approach but expert/specialty advice; externality and objectivity and often involves sharing best practice.

    Outcome

Engagement with placement providers; demonstrates HEE’s commitment to quality; improves relationships; allows for regional and local flexibility

Sharing Good Practice/Peer Review

Identification and dissemination of good practice via networks/events; establishing links and networks to allow providers to learn from one another.

          Outcome

Engagement with clinical placement providers; demonstrates HEE’s commitment to quality; improves relationships.

Friday, 25 January, 2019
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