The Health Education England Quality Framework outlines our commitment to ensuring that "the learning environment is one in which education and training is valued and learners are treated fairly, with dignity and respect, and are not subject to negative attitudes or behaviours" (PHQF B.1).
All Educators in General Practice go through rigorous training and approval processes based on principles of Equality and Diversity as part of the Health Education England, East of England ‘Tiered Educator’ Training. Furthermore, we have robust Quality Approval processes in place following the completion of Tiered Educator Training which are managed by our training hubs and are in line with GMC expectations. We are therefore confident that all trainees will be treated fairly, with dignity and respect (in line with the Equality Act) and regarded as part of the team.
Under no circumstances will we tolerate trainees being subjected to, or subjecting others to, behaviour that undermines professional confidence, performance, or self-esteem. We do however recognise, that no matter the intention or however well meaning, there may be incidents that require further investigation.
If a trainee feels that they have been subject to unfair treatment, they are encouraged to follow the usual route of escalation, i.e. Trainer, Training Programme Director, Associate Dean and Head of School. Where the suspected unfair treatment is related to an employment matter, support may also be sought from the Lead Employer. Further details can be found under ‘Responding to concerns or complaints’ as well as the section on ‘Guidance and Information for anyone affected by bullying and Harassment’
Similarly, all educators will familiarise themselves with local, central, and regulatory guidance and processes for recording and reporting of concerns relating to learner performance, behaviour and attitudes to ensure that measures are put in place to support the educator and trainee and ensure safe patient care.
In addition to the above, the School of General Practice encourages a candid and responsive no-blame learning culture. In doing so, we actively seek and respond to feedback from learners and educators and provide reassurance to investigate any concerns raised. Feedback may be obtained from a range of sources such as NETS, The GMC Survey and independent surveys completed by the Training Programme and or Learning organisation at the end of a placement or period of training. Any surveys conducted by training locations may form part of any Quality Approval processes.
All Training Programmes and Learning Organisations will endeavour to make reasonable adjustments in line with the Equality Act 2010 and will be responsible for notifying future placements of any such requirements.
The HEE Policy for Supporting and escalating concerns outlines the process for reporting, escalating and responding to any individual concerns or feedback regarding educational quality.
As a School, we will:
- Encourage, invite and act on constructive feedback from multiple sources to support continuous improvement in educational quality and safety, including where concerns are raised.
- Be cognisant that concerns may arise from multiple sources either for individual events or cumulatively;
- Work collaboratively with the employers of any educator where concerns have been raised to ensure that there is an appropriate and proportionate investigation, including acting on the outcome of that investigation and any recommendations (including consideration of performance measures);
- Ensure a senior member of the faculty team (Training Programme Director/Head of School/Quality Lead) is available to deal with concerns should they relate to an individual in one of these senior roles, acknowledging the power differential which may occur.
- Keep appropriate information relating to concerns confidential whilst ensuring that lessons are learnt and disseminated and that outcomes, where appropriate, are fed back to the reporter;
- Expect those raising concerns to fulfil their professional responsibility as part of any investigation to enable appropriate information to be gathered and action to be taken
- Respect the desire of any learner to be supported by an independent advocate at any point.
- These points will not affect the rights of any learner to raise concerns with the HEE quality team directly.
The School of General Practice in the East of England views bullying and harassment as unacceptable behaviour which will not be tolerated. We are therefore committed to ensuring that all workplace environments are fit for purpose and are free from bullying, intimidating or harassing behaviour.
If you feel you have been subject to bullying, harassment or undermining in the workplace, there are a number of avenues of support. We would however always recommend that you discuss this with your Trainer in the first instance. Should there be no resolution, we advise escalating this to your Training programme director, Associate Dean and then finally Head of School until a mutually satisfying resolution is sought. Alongside this escalation pathway, the Lead Employer may provide assistance in objectively investigating the circumstances, in particular where this may be affecting a trainee’s health and well-being at work.
The following information which includes relevant policies, statements and other documents may be of use if you are impacted by this issue:
National advice and reports:
- BMA resources on bullying and harassment
- GMC resources including 'Building a supportive environment' (2015)
- Academy of Medical Royal Colleges 'Charter for doctors in training' (2014)
- NHS alliance against bullying and harassment
- CIPD information on bullying and harassment
- ACAS Discrimination Bullying and Harassment Guidance