Global Opportunity | Healthcare Education 2016 by Global Opportunity

Global Opportunity Healthcare Education 2016

Editorial

Welcome to Global Opportunity Healthcare Education 2016 Editor Sarah Cartledge sarah@inspirepublishing.co.uk

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Features Writer Jack Ball jack@inspirepublishing.co.uk

Welcome to the Global Opportunity Healthcare Education edition, the first of a series of special editions of Global Opportunity Healthcare that illustrate some of the biggest areas of interest for the UK health sector internationally. Following on from the phenomenal success of Global Opportunity Healthcare 2015, launched at Arab Health in 2015, we simply did not have space to showcase the amazing opportunities, success stories and offerings from the UK across the sector as whole. For that reason, across 2016, we will be publishing our special editions that illustrate the range of opportunities for the UK in the sector as a whole. They will range from the rise of private healthcare patients coming into the UK to the opportunities for UK organisations in the management of healthcare facilities overseas. Moreover, this edition covering Healthcare Education is in response to the significant global requirements for easily accessible highquality learning, and which the UK is uniquely positioned to respond to as demand continues to swell. The combination of some of the world’s leading higher education institutions, worldrenowned teaching hospitals and the globally recognised expertise contained within the NHS means the UK is the partner of choice for overseas clients looking to ensure the highest levels of excellence in healthcare training and education. Whether it is training oncology nurses in Jordan, sharing skills in diabetes care within Kuwait, bringing doctors into the UK to shadow our leading consultants in Leeds or distance learning for practitioners in China, the UK continues to lead in health education and training around the world with demand set to grow exponentially over the coming years. Nowhere is such demand better demonstrated than in the field of online learning. This learning modality is becoming

an intrinsic part of our education system. Universities are keen to share their knowledge base with eager students all over the world. It has many advantages, most importantly the ability for students to study at the time and place of their own choosing. For those in full time placements, it enables nurses, doctors and consultants to keep up to date with advances in their speciality to ensure optimum care. For students it helps them access far greater amounts of content than a traditional library or face-to-face learning could effectively provide. More than 8000 medical updates are published every day on the internet. It is clear that the way we learn is changing. However someone needs to make sense of all this information, which is where providers such as FutureLearn enter the picture. With hundreds of online courses updated each week to include the latest information, these MOOCs or Massive Open Online Courses are set to become a vital part of every student’s learning. For universities, such courses open doors to new students, some of whom may be in far flung parts of the world. In Brazil, for example, many students in remote areas have been able to undertake degrees thanks to the universal reach of the internet. It might be an exaggeration, but the internet can be compared to the invention of the printing press, giving the gift of learning to millions of people who may not have had access to more traditional learning modalities. Many of Britain’s top universities can be found in these pages, along with other companies that offer novel ways to access their digital content through a growing medium of apps. I hope you find it useful - do let me know how Global Opportunity Healthcare Education has helped you.

Sarah Cartledge Editor, Global Opportunity Healthcare Education 2016

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Global Opportunity Healthcare Education 2016

Contents

028 Leadership in healthcare: Fostering a collaborative culture through online education

Introducing new access points through an interdisciplinary approach to learning is crucial, says Dr Ian Bullock, Executive Director of the Care Quality Improvement Department, Royal College of Physicians

030 How to transform delivery and culture The NHS Leadership Academy is equipping the next generation of healthcare leaders with the skills to build a better future

034 Joining forces Demand for UK based education in healthcare continues to rise. Law firm Pinsent Masons are joining up their healthcare and education offerings to build a unique response, say Partner Gayle Ditchburn and Legal Director Carly Caton

040 Shaping the future of medicine The National Health Service is committed to ensuring it remains a world-leader in genomic medicine, delivering a mainstream genomic medicine service for the 60m+ population that it serves, says Val Davison MBE, Scientific Advisor to the Health Education England Genomics Education Programme

p74 003 Editor’s Letter Welcome to Global Opportunity Healthcare Education 2016

009 The UK as a pioneer in healthcare education and training The Rt Hon Professor Lord Kakkar

011 A world of knowledge, a world of opportunity Professor Sian Griffiths examines the huge range of opportunities for the UK in the healthcare education sector

017 Working overseas: my experience Three entrepreneurs involved in overseas education and training share their experience and advice

020 Towards academic collaboration: an ideal scenario? Collaboration based on trust is the most important requisite for successful partnerships, says Chandan A.S. Alam, BSc, M.D; BSc., M.D. Executive Vice President, CSO

042 Putting the children first globally Great Ormond Street Hospital for Children (GOSH) is committed to sharing its expertise through the education and training of children’s healthcare professionals, so that more children around the world can benefit from its work, says Trevor Clarke, Director of International Services, Great Ormond Street Hospital for Children

048 Treating children with cancer in Kuwait Kuwait Ministry of Health approached GOSH to provide a programme to support the treatment of children with cancer in Kuwait, with the aim that in the longer term, Kuwaiti children will have access to an equivalent world class, multi-faceted clinical service

050 RNOH International training How the Royal National Orthopaedic Hospital is working to improve orthopaedic treatment around the world

052 World class education at your fingertips 024 Social learning Research has long shown that people learn best through conversation, through a sharing of ideas, says Mark Lester, Director of Partnerships Development at FutureLearn

Specialist oncology training, bespoke educational programming and a sharing of international expertise, position The Christie NHS Trust’s School of Oncology at the fore says Dr Catherine Heaven, Associate Director of Education

sponsored by

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Contents

Global Opportunity Healthcare Education 2016 058 Life skills

Contents

092 Learning to stop a modern killer

All learning should be lifelong, and the NHS spans almost a lifetime, says Dr Alex Lewis of Central and North West London Foundation Trust (CNWL)

062 A unique combination Guy’s and St Thomas’ NHS Foundation Trust is a unique combination of clinical, academic and research excellence, says Victoria Cheston, Commercial Director

The University of Dundee’s postgraduate course in Diabetes care is transforming treatment of the condition in Kuwait, says Professor Mairi Scott, Professor of General Practice and Medical Education and Associate Dean (International) at the School of Medicine, University of Dundee

094 Research Intensive The University of Reading offers world class teaching and research addressing global health concerns

066 Leading the charge Thanks to its wealth of managerial and clinical expertise, the NHS is uniquely able to respond to opportunities for international partnerships, explains David Berridge, Deputy Chief Medical Officer, Leeds Teaching Hospitals NHS Trust

098 Healthy learning Monash’s medical and pharmaceutical science programmes are internationally recognised and aim to integrate medicine and healthy living for the benefit of patients, says Professor Darrell Evans, Vice-Provost (Learning and Teaching)

069 At the forefront of healthcare learning With more than 1,400 e-learning modules and a new app, BMJ is leading the way in healthcare online learning, says Dr Kieran Walsh, Clinical Director of Clinical Improvement at BMJ

074 International blend in healthcare education Coventry University is creating better futures through transformative approaches to international healthcare education, says Dr Mark Norrish, Associate Dean (International) in the Faculty of Health and Life Sciences

078 Innovative emergency medical care With new models of integrated and emergency care, education and training, Northumbria Healthcare NHS Foundation Trust is pioneering the next generation of integrated services across primary, acute, community and social care, says Jack Ball

080 A world class university How the University of Nottingham’s School of Health Science is leading the way in elearning, evidence based healthcare and innovative delivery of studies, say Catrin Evans, Heather Wharrad and Fiona Bath-Hextall

100 Need a new body part? Print one! 3D printing is revolutionising medical treatments but it raises as many questions as it answers, says Professor Gordon Wallace

102 At the forefront of healthcare learning The University of Glasgow is providing flexible online education that is interactive and fun, says Dr Jo-Anne Murray, Associate Dean of Digital Education in the College of Medical Veterinary and Life Sciences

104 Raising Safety Standards Engineering support services are the hidden side of healthcare, so are we investing enough behind the scenes, asks John Thatcher, CEO at Eastwood Park Training

106 Training goals Recognised as one of the world leaders in healthcare education, the UK is well placed to assist China to meet its goals for healthcare education, training and development, says Professor Lynn Kilbride, Chair of China Healthcare Education Consortium UK

109 Healthcare education: joining the dots 084 End of Life Care A free online course about palliative care allows staff around the world to flexibly access quality education, says Dr Nancy Preston, Senior Lecturer in Health Research at Lancaster University

Demand for UK education and training in healthcare is continuing to rise. Jack Ball asks Amanda Selvaratnam, Director at The Training Gateway, how they’re creating bespoke solutions

112 London calling 086 The central role of language in healthcare Communicative excellence in healthcare goes further than simply speaking and listening says Michael Hall, Programme Area Leader in the Department of English & Language Sciences, University of St. Mark & St. John

The University of West Scotland is raising its international game with a brand new London campus, focusing on strong work-based and online courses for nursing and social care students, says Dr Tim Duffy, Assistant Dean (International)

116 Language confidence 088 Improving Elderly Care - Novel Teaching Methods The University of East Anglia is pioneering experiential approaches to Dementia Training says Sarah Housden, Senior Lecturer in Nursing Sciences

Good communication skills are vital to ensure safety and quality in healthcare. And as demand for healthcare professionals grows, so too does the need to ensure an increasingly global workforce has a proven standard of healthcare-specific language proficiency, says Simon Beeston, Director of Cambridge English Language Assessment

090 Internationalising training in Clinical Psychology Through their international partnerships, UEA has developed a leading Doctoral Programme in Clinical Psychology, say Dr Siân Coker, Deputy Programme Director and Professor Ken Laidlaw, Programme Director

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120 Enhancing your practice Flexible and connected learning by practitioners is the order of the day says David Eddy, flexible learning lead for allied health professions at Sheffield Hallam University

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Rt Hon Professor Lord Kakkar

Foreword

The UK as a pioneer in healthcare education and training As a professor of surgery at University College London and Chairman of University College London partners, which encompasses the UCL Academic Health Science Centre and Academic Health Science Network, I have come to recognise the very highest regard that the United Kingdom is held in the fields of healthcare and life sciences. The expertise contained in our life science ecosystem accompanies an increased demand for UK education and training, as healthcare systems across the globe begin to acknowledge the identical challenges they face in the provision of universal healthcare. These challenges are well recognised and range from an ageing global population and changing demographics to the emergence of more common diseases, with greater demands and expectations from those who need to avail themselves of their national healthcare services. More importantly, as the NHS is currently experiencing in the UK, there are increasingly heavy fiscal constraints that every advanced health economy must begin to operate around. Such global challenges demand a significant reshuffle in the way we deliver care more effectively and efficiently, with discussions about pioneering technologies, changing pathways of care and a redesigning of more integrated hospital systems naturally entering the conversation. However, the salient reality regarding these new and innovative ideas over the delivery of all healthcare is that their success is firmly grounded in the ability of the people actually working within our field. The only way that healthcare can be delivered to the highest required standards, as we meet the expectations of the public, politicians and most importantly patients, is to ensure that those who are responsible for its delivery, including individual healthcare practitioners, doctors, nurses other allied healthcare professionals, are properly trained. Considering our established presence within the field of education and training in healthcare, the UK is positioned at the fore to ensure the highest standards of clinical excellence. We have four out of the top 10 universities in the world for clinical and pre- clinical subjects alongside 32 medical schools, more than 70 universities offering nursing education, 80 offering training for allied healthcare professional, 20 offering masters courses in pharmacy and 140 universities

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offering health management courses. Moreover, 40 Royal Medical Colleges are also housed in the UK. If we are able to effectively unite this plethora of knowledge, our global offering will remain extremely unique. The potential for the UKĘźs continuing leadership in healthcare education and training is also assisted by Healthcare UK. Given its remarkable record in demonstrating the commercial potential of the UK health sector and the estimated global shortfall by 2035 of nearly 13 million healthcare posts, the demand for healthcare workers to be trained quickly and to a high standard will continue to prove commercially salient. The UKĘźs decades of successful experience in delivering healthcare, alongside our impressive depth of understanding over how to integrate the highest standards of appropriate education and training, renders the UK expertise in this field as the primary offering that other national healthcare systems should seek to learn from. The opportunities are vast and the UK offering in undergraduate teaching and postgraduate training is where our country remains highly regarded globally. In the future we shall take a continuing lead in healthcare services that will promote the UK as a decent nation committed to the highest standards of education and training for our healthcare professionals, as we share what we have learnt with our global partners.

Rt Hon Professor Lord Kakkar

If we are able to effectively unite this plethora of knowledge, our global offering will remain unique.â&#x20AC;&#x2122; Issue 01

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Professor Sian Griffiths Professor Sian Griffiths

PROFESSOR SIAN GRIFFITHS

Professor Sian Griffiths is Emeritus professor of Public Health at the Chinese University of Hong Kong where she was Director of the School of Public Health and Primary Care for eight years. She has held a variety of service and academic public health posts at international, national, and local level. She is a Past President of the UK Faculty of Public Health. She is currently Chair of Public Health England’s Global Health Committee and a Trustee of the Royal Society of Public Health. She maintains her links to Hong Kong as the Senior Adviser on Academic Development to the Cice Chancellor of CUHK. She was a specialist with Healthcare UK between 2013 and 2016.

A world of knowledge, a world of opportunity Professor Sian Griffiths examines the huge range of opportunities for the UK in the healthcare education sector

aving worked in China and Hong Kong for 10 years I’ve been impressed, as I’ve travelled around South East Asia, at the influence of the UK models of healthcare systems, education and training. UK universities are regularly a first port of call for overseas countries when they are looking for undergraduate training. The Chinese University of Hong Kong (CUHK) looked to Cardiff University when it set up its new medical school and has continued to look to the UK to develop its world class teaching. In addition, the General Medical Council remains part of the visiting team when the undergraduate training programmes are assessed. For postgraduate specialist training and continuing professional development, the Royal Colleges play a significant role in benchmarking professional standards and delivering training to many countries,

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including India and the Middle East. They can provide not only personal presence through visits, but also through online programmes and in countrybased training opportunities, as well as opportunities to visit the UK. Their exams play an important role and they ensure that, when taken in their name, awards are of the standard that you would expect in the UK.

The role of the NHS In addition to our world leading universities, the NHS itself can play a big role in selling our education and training offering overseas. It’s interesting that many NHS Trusts are now coming forward and saying: ‘We think it’s time that we had an offer on the table.’ This may be as a single institution or as part of a system-wide partnership, motivated not only by

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Professor Sian Griffiths

potential financial gain, but also opportunity for mutual learning. Educational engagement offers the opportunity to learn and collaborate on future developments, not just to teach. One example from personal experience is with Oxford Community Trust, which contacted UKTI in Hong Kong, asking for help in creating distance learning and education, as well as running ‘Training the Trainer’ courses in mental health and mental health nursing. This led to a successful partnership working with a local hospital. Other trusts can create similar, often quite small, quite specific relationships. We shouldn’t fall into the trap of thinking we have to work countrywide, or even institution-wide. The populations of India or China are just too large. Relationships can simply be team to team. However, we also need to consider how we might scale up to provide holistic, systemswide support and respond to requests from a range of organisations and institutions. In my experience, one of the ways in which relationships become established is through personal contacts. Medicine and healthcare have worked in that way for decades, and it is those mutual relationships that can be developed which are so important. Our UK institutions need to be ready to help nurture and encourage such

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approaches to enable appropriate UK expertise to be translated into a response or an offer to meet the expressed needs. Partnership, cultural understanding and mutual respect are essential ingredients for success in this market .

Building relationships How one goes about building relationships overseas is incredibly important. The only way collaboration works is by continual iteration, revisiting, re- discussing and showing respect for what already exists. Understanding the need, the cultural context, the local health system and willingness to listen and learn are all important in defining how an offer may be successful. Building relationships to win business in the UK is equally crucial. There are a range of elements that need to be brought together in the education and training marketplace. In the academic sector identifying what the universities can provide is a first step. Amongst NHS Trusts and private providers we need to identify what offers can come to the table, and also consider how professional standards can be promoted through Royal Colleges and the regulators such as the GMC. A further consideration is the role of national bodies such as Health Education England (HEE).

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They are key players within the different cultural contexts, to make the most of the opportunities that exist in the global healthcare education markets by promoting UK expertise in the knowledge and responding to requests from overseas partners. HEE also supports these markets to skill up and increase their capacity to deliver quality healthcare to their populations. Most people working in healthcare have some degree of altruism and believe in the greater good. We want to see some benefit to humankind from what we do, and show that we are not purely driven by profit.

Professor Sian Griffiths

The Chinese opportunity It was only in September 2015 that the Chinese Vice Premier attended a Health Summit in London with Secretary of State Jeremy Hunt. Healthcare education, and training was one of the major areas formally agreed for further collaboration between China and the UK. The model of the UK healthcare system, particularly primary care, fits well with Chinaâ&#x20AC;&#x2122;s health policy. With a rapidly growing elderly population, the capacity to deliver good systems of communitybased primary healthcare is needed. Staff training â&#x20AC;¨is paramount, particularly support for nurse training not only in hospitals but to support prevention and care in the community for older people, and to keep them out of hospital. The experiences that we have in the UK are translatable to China, and there are big opportunities for education and training partnerships in both the public sector and the rapidly expanding private sector.

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Professor Sian Griffiths

Healthcare as a market The marketisation of healthcare globally is a fascinating transformation. However, it has led to the recognition that we have to cost what we do and be accountable for the resources we spend. We need to promote a greater understanding amongst people working in the NHS that they are part of a global health economy. The NHS model reflects a health service to which many countries would wish to aspire: a universal integrated service free at the point of delivery. People want their populations to have access to healthcare; they want their system to reach out to the poor, the elderly and the vulnerable. They want good prevention and primary care. And they want welltrained healthcare staff. Boundaries need to extend globally. Outbreaks such as SARS and Ebola or the big threats to health from non-communicable lifestyle-related diseases or indeed the threat of climate change are global issues that affect everybody, and require not only local but global responses. Sharing knowledge and expertise in education and training can play its part in tackling these threats to health. Revenue generation from engagement with other countries that can afford to engage in a more commercial manner is one end of a spectrum of global engagement that extends to philanthropic support to low income countries. And income generated through this NHS engagement can be reinvested in local health economies.

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Healthcare UK Healthcare UK

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Working overseas: my experience

Three entrepreneurs involved in overseas education and training share their experience and advice Andy Gibbs works for Glasgow Caledonian University and represents the China UK Health Education Consortium (Check consortium). Over the past 15 years, he’s delivered education in 30 different countries, as an individual, for universities and for the Check consortium. Over the years, I have distilled my experience of working overseas into four key pieces of advice. 1 Prepare: It’s essential that you are well-prepared and clear about what you have to sell. It may not be what you finally end up with, but it’s important to have a proposition. Research the places you visit, especially things like regulatory frameworks. Right now I’m mostly working with nurses and I need to know how much they get paid, what their working patterns are, when they’ll be available to receive some type of education and how that can be delivered. Listen carefully when you visit partners too, because what you end up offering may be quite different from what you and they had in mind in the first instance. 2 Network relentlessly: By networking I don’t simply mean collect people’s business cards. You also need to talk to them, and try to make connections between the different people that you’ve met. When you’re overseas linking and networking with UK partners is often as fruitful as linking with the overseas partners, because together you can often see opportunities that you couldn’t have realised alone.

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Quite often, business comes from unexpected directions. On at least three occasions I’ve met with universities only to be approached later by different universities who heard we were in the area and were interested in what we had to offer. So expect the unexpected. Use the established networks and in-country resources, too. British council, UKTI, CQTC and Healthcare UK are all fantastic resources, and if you engage with them they will be really helpful because they have the same aims as you. Pay attention to the soft skills of relationship building. I know it sounds obvious, but be nice to people. Sometimes when people want to get business they become quite pushy; they’re so focused on business that they forget the people-topeople relationships. 3 Build internal relationships. It’s really important to build internal relationships within universities. Universities are slow, conservative and unresponsive. Often they don’t have good business models, so you have to spend time working with people in universities to change the way they approach business. When you’re working internally, link the business opportunities to the wider internationalisation agenda such as recruiting on-campus students, and promoting student mobility. 4 Build a brand: When you’ve done something, let people know; make sure it’s visible. Because people, especially in China, like to see the experience that you’ve got and the previous wins that you’ve made. It’s not enough to just tell them about it, they need to see a website; they need external sources and verification.

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Healthcare UK

| Annie Barr is a former nurse who now runs four companies. Two are very active in China, writing content and developing courses for nurses, doctors and health care assistances in the UK and internationally. If your motivation is to make a fast buck in China it won’t work. It’s about building relationships and also understanding what you can and cannot do, because opportunities will present themselves, and sometimes the goalposts will change. You need to be prepared for anything and flexible enough to change. Often what you started out discussing may not actually be what you end up doing. We recently had a discussion about building a nursing home in Shanghai – now we’re building a training centre. Personally, that works well for us because we’re small and I’m the decision maker. I don’t have to go to a committee or board - I can just decide what we’re doing and what we’re not doing. I didn’t just go into China and land on my feet. I looked at China for four or five years. I researched the market, the right times to get in there and what was good for us. There are many opportunities there, but we couldn’t have done it without UKTI and Healthcareare UK. I know everybody says that, but it’s true! We’re a small company with just nine employees, and I know we still have a lot to learn working with the Chinese – and much of that we can earn from each other. Going out there with an arrogance and attitude that we know it all just doesn’t work; you need to be respectful.

Healthcare UK

to a Sharia Law contract made my hair go grey! But our last bit of feedback from that university was that we were the first people who trusted them, and that trust will build an ongoing relationship. We’ve also learnt to build wonderful new relationships. When you first pick up some of these projects, you have no idea what to expect, and some experiences were ones that I would never get in any other situation. I think the other thing is that it takes time. Getting from a proposal to a signed contract takes an enormous about of time; one project took us 18 months. It was really easy to give up somewhere along the way, but once we did sign it, it was a very significant project. You also learn that work begets work. Once you start getting an international reputation other people come to you. We no longer have to advertise at all. In fact , we decided to keep our website exactly as it is because the last thing we need is too many speculative bids coming in that would use up our time when we’ve got concrete bids coming in from people we know, or work alongside the people we’re working with. And finally UKTI and Healthcare UK have been really helpful for us. They’ve given us links to people and confidence around things because they’ve got plenty of good experience. They’ve been really good at saying “That’s a good, reputable organisation,” or “Those people might not have the money they’re suggesting they have.” That’s been very useful for us.

Further information www.gov.uk/healthcareuk

Deborah Gill is the Director of UCL Medical School, and the lead of UCL School for Medical School for Education Consultancy.

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Currently we’re working on a range of projects. There’s no real strategy about where in the world they are, but there is a strategy about the kind of work that we do. We’re working with Nimbo University in China, taking five cohorts of their medical educators to the UK for four months for a mixture of clinical and medical school placement and learning language skills. We’re also working with the Kazakhstan Ministry of Health on national curriculum guidance both in undergraduate programmes and in residencies in general practice training, and helping a national university in Saudi Arabia to bring to the accreditation phase of a brand new MBBS programme. What would I say from our experience? You need to get used to the idea that you’ll have to kiss a lot of frogs. So it’s essential that you’re absolutely clear about what you can offer and what is possible, and don’t say “No” immediately. We’ve also learned that the university can act as a brake rather than a facilitator, and at times like that you need to be tenacious. For example, our last contract was in Sharia law, and getting UCL to agree

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Chandan A.S Alam

Towards academic collaboration: an ideal scenario?

Collaboration based on trust is the most important requisite for successful partnerships, says Chandan A.S. Alam, BSc, M.D; BSc., M.D. Executive Vice President, CSO

hat is academic collaboration? In my mind it is a joint working relationship between two or more otherwise independent bodies. Furthermore, these separate entities agree to co-operate in order to achieve common academic goals. Normally a new organisational structure separate from, yet encouraged by their own institutions, is created to facilitate the collaboration. This new structure’s ‘reason for being’ is to regulate and monitor planning and implementation of the collaborative academic programme. Frequently, this is achieved with joint staff and resources. This ensures that each partner

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will know and acknowledge the role they will play. In the ‘ideal scenario’ this will lead to a collaboration based on and characterised by transparency and accountability. Probably the most important and strongest term that can be used for this is trust. Researchers and academics involved in collaboration should have a genuine and strong commitment to all terms of their academic partnership and its success. Therefore, they should invest their resources in a manner that concretely reflects on research activities. To ensure their effectiveness, this can be regulated both administratively and financially.

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Chandan A.S Alam

CHANDAN A.S. ALAM, BSC., M.D. Chandan A.S. Alam is currently Executive Vice President and Chief Scientific Officer of TDSC. Dr. Alam is also a Founding Director. His main area of interest is the transdermal delivery of drugs and he has completed several successful clinical trials of TDSCâ&#x20AC;&#x2122;s technology. From 2003 to 2009 Dr. Alam was Senior Research Fellow and co-head of the Experimental Pathology group at the William Harvey Research Institute, London, UK. Dr. Alam has published 45 plus papers, posters and book chapters on angiogenesis, various animal models of disease and transdermal delivery of drugs and has presented widely at international conferences. Dr. Alam is co-inventor of two US Patents - No. 5,847,002 and 6,596,703 which have developed and been commercialised from his work. Dr. Alam is a member of the East London and City Medical Ethics Committee. Dr. Alam received his Bachelor of Science (BSc) from London Guildhall University and his MD from St. Georges University School of Medicine, Grenada, WI.

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Commitment can be more prevalent by adhering to obligations mutually agreed upon and carefully planned programmes, particularly as regards the following issues: l Research objectives l Research schedules that are usually divided into: i. Data collection and field reports ii. Analysis iii. Writing and submission of progress reports, annual reports iv. Writing up research-results in a form of comprehensive final report and/or publication.

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Researchers engaged in collaborative research may also sustain success of their partnership by sending thoughtful signals towards each other through the following simple practices: lE ffective listening by avoiding jumping to conclusions and listening to facts only, and paying attention to verbal and non-verbal messages, showing interest, etc. lG iving and receiving feedback and regular research review with partners. These can be powerful and useful processes only when opinions are fully and directly expressed. However, receiving feedback is only functional when received attentively and appreciatively, taken seriously and exhaustively explored and used. Failure of some research partnerships is often attributed partly or fully to the following main difficulties: l Making decisions that all partners endorse lL inking the partnership work with partners mainstream activities and budgets lW orking out whether what is achieved justifies its cost l Keeping all partners actively involved In order to avoid these difficulties, research partners must be aware of their possible occurrence, hence seek means and follow procedures that minimize (if not totally avoid) them. Successful academic partnership and collaboration are based on different, yet closely interrelated factors. Failure to observe any of these may negatively affect both efficiency and continuity of the collaboration and partnership.

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Chandan A.S Alam

| â&#x20AC;&#x2DC;Researchers and academics involved in collaboration should have a genuine and strong commitment to all terms of their academic partnership and its success.â&#x20AC;&#x2122;

Chandan A.S Alam

research project. Unfortunately, it is often the case that those projects partially or completely fail to meet their objectives due to failure of some or all the researchers to fulfill their academic responsibilities and/or adhere to (some or all) managerial regulation of the project. Therefore, it is deemed necessary that some precautionary measures are exerted in order to minimize (if not totally avoid) inefficient performance, violation of research-regulations, or failure of the collaboration project to meet its target.

Managing differences into strength Equality and Respect Equality and respect must not only be felt among academics going into joint academic work but ought to be regulated and put into concrete practice and as regards the following: l A cademics involved in joint research have equal responsibilities, obligations and rights, and hence they should: i. look upon themselves and others as partners in leadership and as equals in implementation and management of research activities. ii. Shared engagement in all stages of research processes ranging from data collection to its analysis and the writing of the final results and publications. iii. Discuss all matters concerning a joint research should be conducted on the basis of horizontal (i.e. equal) rather than vertical (i.e. pyramidal) ranking. Consequently, Decisionmaking and follow up (e.g. research proposals, applications for funding, itemisation and shared distribution of research budget, etc.) should be shared by all and not dictated by few. lR ecognition of the value of each resourcecontribution. Resources and research potentials essential for knowledge generation are significant and equal in essence and value to those of advanced scientific and technical knowledge and financial contribution; neither of the two can do without the other.

Ethics Researchers participating in any collaboration should comply with international ethical standards forbidding, e.g. corruption, unacceptable manipulation of research funds, equipment, etc.

Sustainability of Collaboration 1. Conditionality All academics involved in research collaboration are expected to come with a set of conditions attached to their acceptance of collaboration and partnership. In order to ensure their acceptance and its effectiveness, all conditions must be negotiated, agreed upon and regulated during the early stage of initiating the collaboration. 2. Institutional regulations and researchers mandates Charts and regulations are made or accepted and signed by all researchers involved in a collaborative

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People from one country or different countries have different values, beliefs, personalities, interests and cultures. The way people communicate can also be different, e.g. some people are more direct, and others are more discreet. In addition there are different styles of managing people, ranging from autocratic styles to democratic approach. If not managed properly, these differences can have profound disadvantageous effects for collaboration. lA cknowledging differences: Differences occur even among people within the same culture. There can be personality traits and work habits differences. Partners coming from different countries generally have different customs, habits and cultural values. Committed researchers must be perceptive and acknowledge these differences. Ignoring or minimising them can be disastrous for collaboration. l Acceptance: After acknowledging the differences, partners in research must learn to accept them because personality types, communication modes, management styles and cultural background are all ingrained habits. Acceptance involves selfunderstanding, understanding each others strength and weaknesses, learning to take responsibility for actions, being open to advise and willingness to change. l Accommodation: Accepting differences may be insufficient if not accompanied by accommodating differences. Accommodating differences is the ability to recognise that differences may exacerbate conflicts, and hence each one needs to adjust identified differences accordingly. lA ffirmation: it is the ability to recognise and compliment the worth of the individual and their contribution. l Solidarity: it is the ability to share in the joy of success and the sorrow of failure together and willingness to devote hard efforts to ignore focusing on the negatives of the other partner. If genuinely observed, these five suggestions will most likely transform differences of research partners into productive resources. Above all, there should be a degree of fun for all the participants involved in the collaboration.

Further information Honorary Senior Research Fellow, Translational Medicine & Therapeutics Unit, William Harvey Research Institute, University of London, London. EC1M 6BQ. UK

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FutureLearn

Research has long shown that people learn best through conversation, through a sharing of ideas, says Mark Lester, Director of Partnerships Development at FutureLearn

Social learning T

he nature of learning has always adapted to technological innovations and pedagogy, the theory and practice of teaching, is evolving with it. In the 21st century, many leading higher education institutions today acknowledge the demand for flexible online learning that brings together learners and educators into a shared learning space. FutureLearn is responding to such demands, offering opportunities for collaboration between universities to formulate online courses that cater to specific industry needs, offering opportunity for educators, learners and interested parties to share their experiences and expertise to enhance learning.

An introduction to FutureLearn FutureLearn is a consortium of over 70 top UK and international universities and specialist educational institutions. We were founded by the Open University with the intention of bringing together the best of the internet and social learning. The courses are highly interactive experiences whereby students learn together and share their experiences to develop a richer understanding of best practice, mediated by authoritative content from the leading experts in their field. How does FutureLearn differ from other e-learning platforms?

The FutureLearn platform is not like traditional online learning systems, most of which focus on delivering content. Traditional systems do not offer much interaction with other learners; you sit there, you can watch a video or presentation, you perform an exercise and then test the retention of the knowledge presented. This is the extent of learning. Conversely FutureLearn’s courses contain world-class content with a focus on bringing out discussion and knowledge-sharing amongst groups of experienced learners. This is why FutureLearn call it social learning rather than online or elearning. Research has long shown that people learn best through conversation, through a sharing of ideas, concept testing and application through practical experience. Another advantage to the courses is that they

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are incredibly flexible. The FutureLearn platform was built mobile first so learners can study on the go with bite-sized media content. Generally the courses enable learners to do five to twenty minutes of study at their convenience. These short bursts of learning for busy professionals, where they can post comments and read at their own pace, is extremely practical given their demanding lifestyles. Rather than having people take time out of their jobs for periods of study, they can do it alongside their work. What inspired FutureLearn?

FutureLearn emerged from a movement that began in 2008. George Siemens and a group of educationalists developed what we call “Massive Open Online Courses (MOOCs)”. The original US-based platforms were built upon instructional design principles with content heavily grounded in videos followed by exercises and tests to evaluate mastery of the knowledge. As a world leader in supported distance learning, the Open University decided they wanted to put their own theories and expertise into a new platform that would deliver a much better social constructivist experience; a notion that students learn best when they are debating and sharing knowledge with each other. There is a trust in the Open University’s expertise and they wanted to offer this expertise to universities in the UK and then across the world. This was the primary inspiration for FutureLearn. We have thousands of people who have an interest and knowledge of a particular topic coming together, studying and sharing their views. The amount of content that learners get from sharing their own perspectives can far outweigh the content from articles and videos. It magnifies the learning and presents a real-world application of the concepts being presented.

FutureLearn - how it works How does the comment system work?

The comment system has been designed to facilitate seamless conversation around every item of delivered content (e.g., video, article, etc.) rather than have a separate discussion forum. Learners can post and view responses to their comments.

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| They can filter different comments to those that are attracting the most interest and the most lively debate. Most importantly learners do not have to be online to be enjoying the courses together. Moreover all our courses are flexible. You can start late or accelerate to the end before the course is due to finish. The majority of the learners also track where the educator is, enabling that cohort or community to engage in productive discussion. The time a comment is posted is also available to view alongside the name of the person who posted it. The learner can then see the whole thread of the conversation in relation to a particular item that the course is teaching. In other words, a video sample or text can be introduced containing particular concepts. The educator is then able to pose questions and ask for comments based on that specific piece of the course content. People then engage in discussion around that topic and are actively encouraged to bring their own views and perspectives to a specific piece of the course content. It is truly a social media type of learning experience. You can “like” particular comments and filter the most-liked comments and conversations regarding that particular stage of the course. Similar to twitter, you can follow those individuals who you’re learning most from and filter discussions accordingly to include only those you follow. This is the primary aim of the comment section; to help learners find the people that they learn from the most. This can be the tutors who are helping to support the course or other mentors that they’ve got to help, as well as other

FutureLearn

MARK LESTER Mark Lester is Director of Partnerships Development at FutureLearn, the UK-based massive social learning platform, and a member of its Executive team. Prior to joining FutureLearn, Mark headed strategy development at the British Open University, has held senior management positions in the financial services sector and central government, and has been a senior advisor to multinational organisations and governments on innovation strategy, industry competitiveness, business strategy and healthcare policy. Mark holds a Masters of Science degree and a Bachelor of Science degree from the LSE and trained as a teacher at the Institute of Education, London. He is married with two children.

learners whom they share particular interests with. However I do offer a simple word of caution to those reading the comments. People are sharing their experiences. You must acknowledge that it is their perspective stemming from their experiences. It’s not about whether you are right or wrong. Instead the learner should be using this system to broaden their learning and not simply take advice at face value. In other words, the comments system is informing your practice rather than dictating it. How has this changed the way learners engage with educational content?

In a run-of-the-mill online learning system, your

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| Global Opportunity Healthcare Education 2016

FutureLearn

learning derives solely from the content being delivered to the learner. The opportunity for discussion and engaging debate with students simply isn’t there. The London School of Hygiene & Tropical Medicine recently ran a course with us on Ebola. Given the rapid spread of infection across West Africa in 2014, the course was established rapidly to help practitioners in Sierra Leone, and other places affected by the epidemic, learn from each other. I took that course. Whilst the content from Peter Piot, who was one of the discovers of Ebola, was brilliant and very informative, the inspirational parts of the course actually stemmed from the comments of people operating the ground. Although these comments highlighted the technical and practical challenges of fighting the infection, they also revealed the social dimension of medicine through formative discussions over the treatment of people on the ground. How does FutureLearn’s content evolve?

Many of the learners on our courses are experts in the field themselves. Bath University currently runs a course entitled ‘Inside Cancer: How Genes Influence Cancer Development’. Five or six oncologists and cancer specialists deliver the content at different points along the course with PhD students providing additional learning support. The university notes that cancer researchers, nurses specialising in cancer care, doctors and patients were mutually helping each other understand the holistic treatment and experience of cancer. We find big learning communities such as these tend to get most things right. The community generally moderates itself and comes up with the correct answers, although trained educators will typically intervene when the discussion wrongly deviates. What are FutureLearn’s main focuses within Healthcare?

Many of our university partners are often blown away by the quality of FutureLearn’s healthcare offerings. This is due in part to the erudite nature of our audience with researchers, doctors, nurses, patients, families of patients, and carers all participating on the same courses together. This inter-professional medical education is crucial to successful learning, utilising teamwork to solve a variety of problems. This opportunity to engage in a patient-centred education is extremely valuable for healthcare workers. Moreover many of our partnered universities that are running these courses are now developing and integrating them into their Master’s programmes, because their own closed programmes cannot recreate the quality of the experiences, commentary and the sharing that is occurring within our collaborative programmes. This style of medical learning, whereby the patient voice is brought to the learning environment, exemplifies a wider need in healthcare education generally. The collaborative nature of FutureLearn’s offering means the expert knowledge contained within

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our programmes is shared at the international level. This global nature from a large number of countries across the world enriches the perspectives contained in the courses. To quote Sir Michael Crisp who is the former permanent secretary at The Department of Health: ‘Everybody has something to learn and everybody has something to teach.’ For example, there are some great cost-effective operating practices within India and other parts of the world that Western nations could benefit greatly from. Does FutureLearn have a relationship with the NHS?

In addition to our partnership with top medical schools, we also have a partnrship with the training arm of NHS England and with professional bodies in medicine. We continue to build relationships with these crucial partners and I predict that FutureLearn will become the key partner in delivering and disseminating the best of Britain’s medical expertise from our universities and the NHS. We would certainly support commercial relations with different NHS trusts to deliver education overseas. This process could be fairly straightforward. We would help individual trusts design effective, high-quality courses that are highly collaborative in nature. In future, it is possible that FutureLearn could provide the capacity and expertise to enable groups of NHS trusts to respond to the educational needs of other healthcare systems.

FutureLearn engaging internationally How is FutureLearn partnering overseas?

When we started FutureLearn, our focus was about developing great, high-quality courses for the global community. As the company grows, we are now beginning to question how we can support different countries and their healthcare systems through access to high-quality education from the UK and other international university partners. Exciting opportunities relate to the potential to work with local universities and medical institutions to form consortia to help national or regional healthcare systems develop the skills required. Our platform is currently only in English and so

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FutureLearn

our focus remains in English speaking parts of the world. However, we are beginning to diversify into more languages with no part of the world truly offlimits to us. In fact our situation is quite the opposite. We have learners from 190 countries accessing the platform, delivering great learning experiences in any market. The challenge instead is assessing where there is a need for particular content, who is receptive to our new forms of healthcare education, and how it can most cost effectively be delivered at scale. In other words our goal is to seek out those who want to think about creative solutions to scaling up their educational training and then bringing that learned knowledge into their respective workforces. Can you design bespoke courses?

Yes, and we are already are doing so for various organisations. There are two ways we can do this. You can either work with one of our university partners or you bring in your own partner that you would like to work with. FutureLearn can help assess your educational requirements with your chosen collaborator before you decide which course or string of courses are most suitable to your needs. We can then help design and build the course accordingly. Courses can be offered in two ways. We can make the course open and invite the whole world into the learning sphere. Or we close the course and specifically cater to those individuals within one or a string of organisations. We privately invite people onto those courses and all learners obtain the same experience and functionality. Organisations are then able to build a specific community of practice across a series of institutions to deliver a truly unique learning environment catered to the specific needs of the client. The closed nature of the offering means you can run courses at any time you like, tailor them in any way you wish, and deliver tangible value to your organisation.

Partnering All our partners are fantastic. They are all industry leaders in their respective fields and it is therefore impossible to single out anybody in particular or discredit others. However many of our partners do enjoy a global reputation which often translates into a higher demand for their courses. These institutions include University College London, King’s College London, the London School of Hygiene & Tropical Medicine, Birmingham, Cardiff, Edinburgh, Glasgow and Dundee Universities. Our international partners like the University of New South Wales, Monash University, the University of Auckland, the University of Cape Town are also world leaders in health education.

and match different courses and expertise is now beginning to take shape. For example a specific course at Cardiff could be combined with UCL’s expertise in another field to craft something truly unique. Although in the early stages of partnership development, the only barriers to ensuring success are identifying the deals themselves and the arrangements that one has to devise with partnered institutions. However FutureLearn is supporting this process of collaboration-forming and partnership-building. We bring partners together every few months to discuss areas of collaboration and establish the best ways to bring out their expertise in the most effective manner. What does the future hold for FutureLearn?

I’m confident the future is bright for FutureLearn. Blended learning is now the ‘order of the day’ with educationalists increasingly questioning the extent and effectiveness of solely face-to-face leaning. Given the successful pedagogies of large scale online learning at FutureLearn, institutions are able to rethink their educational modules and focus only on face-to-face learning where required. Moreover our partnered institutions will be responding to demands for greater malleability in learning and mutual support of groups of learners, whether that be in healthcare or other specialties. Universities will be able to routinely scale up and modernise their education for those who are trying to reinvent themselves every few years in accordance with technological and industrial innovation. We bring partners together every few months to discuss areas of collaboration and establish the best ways to bring out their expertise.

How do you promote collaborations between partners?

Universities are increasingly coming together to curate courses and share the workload required to turn their current face-to-face curriculum into a digital format. Consequently the opportunity to mix

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Further information Email: mark.lester@futurelearn.com

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| Global Opportunity Healthcare Education 2016

FutureLearn

Leadership in healthcare:

Fostering a collaborative culture through online education Introducing new access points through an interdisciplinary approach to learning is crucial, says Dr Ian Bullock, Executive Director of the Care Quality Improvement Department, Royal College of Physicians

s the complexity of healthcare increases and comorbidity becomes more common, healthcare needs to be delivered by an increasingly interdependent network of teams. Leaders, in particular, must embody a commitment to collaborative, cross-team and cross boundary working, spanning divides both inside and between organisations with the aim of prioritising patient care over individual successes.

Interdisciplinary medical education A key enabler to achieve this is the breaking down of the silos that have traditionally isolated professionals as they learn and practice. If we are going to promote the cross-fertilisation of experience, ideas and innovation to promote the practice of modern healthcare, creating a shared learning opportunity is a key ingredient to likely success. The concept of interprofessional education is certainly not new, and in recent years has become an integral part of many professional training programmes. Several UK and international universities have added to the number of opportunities for medical staff to learn together with centres dedicated to excellence in inter-professional learning. Such centres have been established at King’s College London, Queen’s University Belfast and the University of Toronto, to name a few. At the Royal College of Physicians, we are committed to the concept of interdisciplinary education, currently reflected in many of our

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education, training, clinical and quality improvement work streams. As the college articulated in its 2015 five-year strategy our aim is to help physicians develop as leaders of the interdisciplinary team, this is augmented by creating interdisciplinary training opportunities. A national dialogue around leadership in healthcare has contributed to the creation of a number of valuable frameworks to support the development of a multidisciplinary perspective on a range of health-related subjects. Modernising the workforce to meet current and future healthcare demands is a must, and understanding the value of blended learning across professions is at the heart of realising this ambition.

The patient voice Central to this is the recognition that the patient’s voice must be at the centre of this developing healthcare narrative. It must be listened to throughout the individual practitioner’s journey from training, to practice, to continuing professional development. System challenges and errors recently reported bring into sharp focus the consequences of what happens when staff lose sight of the centrality of the patient within care provision and decision making supporting care needs. Don Berwick, in his report, advocates culture changes in healthcare with a recommendation to ‘continually and forever reduce patient harm’ by, among other things, adopting an ethic of learning.

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| Scaling interprofessional education online The proliferation of massive open online courses (MOOCs), create more access points for healthcare professionals to learn with and from each other. Often free and accessible to anyone with an internet connection, the courses, available on platforms such as FutureLearn, are delivered by various organisations, including leading universities or specialist education providers in collaboration with professional bodies. Crucially, MOOCs create valuable opportunities not just to learn from other healthcare professionals but to learn alongside patients and carers, providing a unique perspective into complex health issues. Courses such as those provided by FutureLearn, which are predicated on Social Learning theory (enabling conversations between course participants at every stage of the course) can assist with the shift in culture that Berwick identifies as a current need. If all involved in the provision of healthcare are prepared to learn from each other, offering their own practices for universal discussion and peer review, it is significant step towards realising both innovation and change in the cultures supporting healthcare delivery. Such interaction is continuously demonstrated in conversations from FutureLearn courses. Take for instance a conversation, visible to all learners that took place during a course on Genomics offered by St George’s University of London. A patient with cancer based in the US, voiced scepticism about what he perceived as hype around personalised

Stills from ‘Free Online Course: The Genomics Era: the Future of Genetics in Medicine’, FutureLearn

FutureLearn

DR IAN BULLOCK Ian has expertise in evidence based healthcare, quality improvement, critical care clinical practice, clinical and higher education. He leads strategic and operational planning at a national and international level with the Royal College of Physicians, and is responsible for large funded research and quality improvement programmes focussed on evidence and guidelines, national audit and improvement, service remodelling (Future Health models). He is a Fellow of the Health Foundation. A key driver to all the work he is involved in is the desire ‘make a difference’ in improving patient outcome and the patient’s experience of care. Ian has had a number of advisory roles with national health ministries.

medicine, citing the impact of epigenetics and random chance in the development of disease. He was joined in the discussion by a medical epidemiologist with UK and US experience and a career veteran of the pharmaceutical industry, who highlighted the implications of individualised medicine for his own sector; financial reasons and the consideration of patient care. Similarly, a course on medicines adherence from King’s College London, saw a patient with a chronic disease outline her reasons for non-adherence to a cohort of learners which included paediatricians, an urgent care GP and parents of sick children. She cited her reasons for non adherence as being due to rebellion, unpleasant side effects and fatigue. Many of these resonated with her fellow learners and brought to the surface a varied set of perspectives on how to address the issues of non-adherence for patients of all ages. Though valuable to all health care practitioners, exposure to such dialogues is equally important to leaders in healthcare, if they are to effectively enable collective learning about errors, successes and the changing landscape in order to continually improve quality of healthcare provision. As with all development programmes, time and wider use will definitively determine how the take up of online courses translates to an improvement in the effectiveness of leadership. In the meantime, the testimonials of health care practitioners and patients who have participated in these programmes are extremely promising. I share the view that leadership is the most influential factor in shaping organisational culture and would encourage leaders from all sectors of the healthcare landscape, to join the global conversations happening now about the issues that affect patient care. It is a small but powerful step towards improving communication and trust, and eradicating complacency through collaborative care.

Further information partner.enquiries@futurelearn.com.

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| Global Opportunity Healthcare Education 2016

NHS Leadership Academy

How to transform delivery and culture The NHS Leadership Academy is equipping the next generation of healthcare leaders with the skills to build a better future

mproving the quality of patient care starts with leadership. Every healthcare system in the world is facing increasing complexity and tougher budgetary challenges. In the UK the National Health Service (NHS) faces ever higher public expectations, with the need for growing efficiency savings. The NHS Leadership Academy (“The Academy”) has responsibility for developing leadership capacity and capability for the NHS in England. With 1.4m staff the NHS is one of the world’s largest organisations. Following a series of clinical failures at Mid Staffordshire NHS Foundation Trust and the subsequent public inquiry and report by Robert Francis QC there is now an increasing focus on the development of leadership skills in the NHS. Three years ago the Academy began working with a consortium, led by KPMG, of consultants, UK and international academics, and technology and design experts to create and deliver two of the largest ever NHS professional leadership development programmes. These programmes are transforming the NHS’s working culture, preparing it to meet huge new challenges and helping revive its reputation following the damaging Mid-Staffordshire crisis. The programmes concentrate on developing strong and inspiring leaders who are deeply connected to their patients, teams and communities – equipping them to build a culture of purpose, innovation and compassion at every level. Over 3000 NHS clinicians and managers have undertaken the programmes so far and the feedback has been exceptional. With direct and continuous input from patients, the KPMG-led consortium has created a unique and innovative blended learning experience, combining both residential and online study. This includes a bespoke “Virtual Campus” and interactive case studies based on real patient cases to create a learning environment that directly

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| addresses everyday NHS leadership challenges. The Elizabeth Garrett Anderson Programme – Leading Care II is a two year programme for middle managers (clinical and non-clinical) looking to lead large complex projects, departments or services. The Nye Bevan Programme – Leading Care III is a one year program for all leaders in healthcare aspiring to a board level position or equivalent role. The programmes are ground-breaking and are at the heart of a significant change in leadership culture at the NHS. Built around the patient, and delivered by a faculty consisting of academic experts from the UK and abroad, they equip the next generation of healthcare leaders with the skills to build a better healthcare future. The programmes provide the skills and capabilities for leaders from all backgrounds, clinical and non-clinical, and at all levels to create a more

NHS Leadership Academy

capable and compassionate healthcare system. Both programmes are designed to holistically develop the knowledge, skills, expertise, attitudes and behaviours to support each participant in leading teams to create tangible and positive performance improvement at the front line. Impact is mapped against the four key leadership principles. These define what leadership should look like in today’s NHS.

Making person-centred co-ordinated care happen The programmes provide a rich perspective on the needs of the patients or users that participants support directly or indirectly, challenging them to explore how patients, service users, carers and families can be involved in developing better and more joined-up services. IMAGE: WWW.SHUTTERSTOCK.COM

Creating a culture for quality A vital part of leadership is creating a workplace culture that encourages the workforce to give their best. When the workforce feels valued and respected in their working environment, they are able in turn to help patients, users and carers feel valued and respected.

Improving the quality of the patient experience The programmes explore what it means to provide a positive, respectful and compassionate care experience for patients, carers, service users and families, as part of delivering safe and effective care. This includes holding others to account and effectively challenging those practices or circumstances which might compromise these priorities.

Understanding self to improve the quality of care Working in health or social care can evoke strong emotions; care staff may struggle to balance compassion and empathy with more disturbing emotions in response to dealing with vulnerable or suffering patients. Defining an individual’s values, behaviours and optimal working methods is essential

‘The Nye Bevan programme is for all leaders from not only clinical backgrounds but also from accountancy to estates. This enables the participants to gain the patient view, as well as that of their colleagues across the system.’ Penny Roberts, Patient Volunteer

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Shahana Ramsden, Bevan Programme Participant

NHS Leadership Academy

‘Every aspect of my brain was being exercised and I developed a whole range of skills.’

to develop strong leaders who can engage with the complex emotional life of care-providing workplaces. These programmes were designed and launched in record time.The Nye Bevan Programme’s (Bevan) first intake graduated in March 2015, with 94% receiving an Executive Healthcare Leadership Award; Intake 2 are due to graduate in March 2016. The Elizabeth Garrett Anderson Programme (Anderson) is a fully accredited two year programme leading to an MSc in Healthcare Leadership and an NHS Leadership Academy Award in Senior Healthcare Leadership. Intake 1 have now reached the end of this stage of their leadership development journey, graduating on 10 December 2015. Currently, 87% of participants have been awarded their MSc and Senior Healthcare Leadership Award, with this number set to rise when further award allocations are ratified by the Examination Board. 57% received a merit with a further 26% receiving a distinction. These are impressive results for the participants, and demonstrates the quality of the leadership development journey the NHS Leadership Academy are taking participants through. Preliminary data has also been collected from participants about their perception of the relationship between the programmes and their promotion and careers prospects. Approximately 50% of Anderson participants have had some form of promotion during their two years on the programme with most (96%) attributing this to the personal development,

‘These awards are a hugely significant for us because they based on the results we are getting. They are a wonderful accolade for our team at LEO, the wider consortium, and for the NHS Leadership Academy. Thank you to all involved!’ Piers Lea, LEO’s Chief Strategy Officer

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credibility and confidence gained through their participation on the programme. This is a fantastic achievement for both the participants and the Academy, and truly demonstrates their hard work and dedication over the past two years. The pioneering virtual campus for the NHS Leadership Academy has scooped numerous awards including a gold award for Excellence in the Production of Learning Content – Public Sector at the E-Learning Age Awards and a silver award for Best Leadership Programme at the Training Journal Awards. Both of these awards are internationally recognised as a celebration of excellence in the e-learning industry. These latest accolades follow a bronze Brandon Hall Award for the Best use of Blended Learning in 2014 and a silver Chief Learning Officer award for Excellence in E-learning in 2015, taking the total of industry awards for the NHS Leadership Academy’s virtual campus to four.

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NHS Leadership Academy

â&#x20AC;&#x2DC;This is high quality evidencebased academic learning blended with practical leadership experience stimulating behaviour change, and a relentless focus on the needs of patients and on staff engagement. This is the single largest leadership development initiative in the history of the NHS, and probably one of the biggest leadership programmes in the world. It will undoubtedly have a significant impact in securing the talent pipeline that the NHS needs. We are proud to be part of this effort.â&#x20AC;? Professor Naomi Chambers, Alliance Manchester Business School

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The KPMG-led consortium involves a number of internationally renowned academic experts, including the University of Birmingham, Alliance Manchester Business School, Harvard T. H. Chan School of Public Health, Erasmus University of Rotterdam, University of Pretoria, and European Health Management Association. Other consortium partners are LEO Learning, Unspun, and Cumberlege Eden & Partners. This diverse group gives access to the very best in executive education, creating something outstanding for the NHS.

Further information If you are operating as a mid-level leader looking to take on a more senior role, or are a senior leader aspiring to a director role, and think these programmes would be right for you or colleagues, find more information about the programmes at: www.leadershipacademy.nhs.uk/programmes/

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| Global Opportunity Healthcare Education 2016

Pinsent Masons

Joining forces Demand for UK based education in healthcare continues to rise. Law firm Pinsent Masons are joining up their healthcare and education offerings to build a unique response, say Partner Gayle Ditchburn and Legal Director Carly Caton

emand for highly trained healthcare professionals across the world continues to grow. This has been driven in part by the development of many emerging healthcare economies that will need to match the rising expectations of their growing and ageing populations. The NHS is one of the most internationally recognised healthcare brands, with over 65 years of learned managerial and clinical expertise. The UK also has an established world class clinical and medical training system, with the higher education on offer globally recognised as an industry benchmark. In the most recent World University Rankings published by Times Higher Education, ten universities feature in the top 100, cementing the UK as a worldwide market leader in higher education. Consequently, demand for UK accredited healthcare education seems set to continue. At the head of the field is law firm Pinsent Masons, which is now teaming up specialists from their education and healthcare sectors to build a unique legal platform for healthcare training needs. A key focus for the firm, Pinsent Masons’ health practice has been involved with virtually all significant developments in the English healthcare system, developing an unrivalled and comprehensive understanding of the issues encountered in the industry, both in the private and public sphere. The firm’s education practice has long been recognised as a leading adviser to the higher and further education sectors. Its strategy continues to focus on international and cross border work for global education clients and in advising ambitious institutions on strategic transformational change projects. Partner Gayle Ditchburn advises higher education institutions on strategic commercial projects while

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Legal Director Carly Caton specialises in advising and structuring commercial transactions within the healthcare sector. They have recently decided to bring their education and healthcare specialities together under a social infrastructure grouping to help universities and the NHS; they also provide education and healthcare providers with the means to expand their unique healthcare learning services overseas.

What is the scale of opportunity in the healthcare sector?

Carly Caton: With so many different angles in healthcare, from public to private and the third sector, the opportunities are nearly limitless. Many healthcare organisations aren’t doing anything outside the UK yet, so the opportunities are substantial. What is the opportunity for healthcare education?

Carly: In the healthcare market there are two strands of healthcare education. A university-type education for healthcare professionals has always been the traditional training pathway. There are also people who are already practicing medicine or working as healthcare professionals who are keeping up to speed with new developments through continuous training. Such parties include NHS trusts, clinical experts and so on. Gayle Ditchburn: In terms of higher education, it’s a truly global marketplace. We’re certainly seeing UK universities wanting to expand overseas, including developing programmes in partnership with other organisations or universities overseas. This gives international students the opportunity to come and study in the UK, whilst UK students can benefit from opportunities to undertake part or all of their studies at overseas partner institutions. There is greater regulation around medical education, and so partnering opportunities must be carefully considered.

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Pinsent Masons

GAYLE DITCHBURN Gayle is a Partner in the education team at the international law firm Pinsent Masons. She advises universities and higher and further education providers on strategic collaborations and commercial projects in both the UK and internationally, including those involving the healthcare sector. She is currently advising a number of universities on higher education joint ventures in Qatar, China and Hong Kong with other education team members leading on projects in Singapore, Dubai and France.

CARLY CATON Carly is Legal Director at the international law firm Pinsent Masons. She has worked in the healthcare sector for over 10 years and is currently leading Pinsent Masons’ initiative in exporting the NHS and the globalisation of healthcare. She is advising several NHS organisations in relation to entering into contracts with international hospitals in places such as The Gulf, India and Sub-Saharan Africa, and is working on various international healthcare opportunities.

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How is UK higher education perceived overseas?

Gayle: The 2016 World University Rankings have recently been released, and ten UK universities made the list. So we’re seeing the UK maintaining its position as a global market leader of higher education. However, Asian universities in particular are advancing into this marketplace and accelerating up the global rankings. The governments in China, Japan, and Southeast Asia are investing heavily in their public universities. As such, UK institutions are going to have to compete hard against them to maintain their position in the world rankings. In terms of healthcare education, the UK has some of the top medical schools in the world. Five universities are currently seeking medical degree-awarding powers, and Pinsent Masons are currently talking to a number of universities who are considering establishing medical schools here in the UK. The healthcare education sector is very much seen as a strong area of development due to the

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strong demand from international students who want to receive UK medical degree, whether delivered in the UK or overseas. We’re also seeing a number of UK institutions looking to expand overseas and develop collaborations with other overseas providers and medical schools. How does Pinsent Masons tie education and healthcare together?

Carly: This is a relatively new area for the firm but one that we’re really keen to expand on. In the last year Gayle and I conceived the idea of working together more closely in these areas. We’ve also noticed some of the larger accountancy firms joining their education and healthcare teams together as it is a comfortable fit with a certain amount of overlap. Gayle: We’re very much seeing education and healthcare coming together under the banner of social infrastructure – helping the UK meet the needs of society. We currently have a number of joint projects in development and some exciting opportunities under discussion; one involving an institution building a new medical facility on its campus in collaboration with the NHS Where should education sit in our priorities?

Gayle: Education is one of the largest growing global economies. This includes developing new products, enhancing digital learning and looking at new ways of offering education globally to a wide and diverse student base. Whether this involves tertiary healthcare education or continuing

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Pinsent Masons

| professional development, there will be extensive interaction and growth in this area. Historically in the UK, collaborations between universities and the NHS have been primarily focused on clinical research, but we are now seeing greater scope for collaboration on education and training. Carly: NHS trusts are starting to realise that their expertise can bring in much-needed revenue as they struggle with financial deficit. Many trusts are at the start of their journeys and don’t want to be sending consultants overseas full time at this juncture. They want to dip their toes in internationalisation and see education as a quick win. Essentially, they want to team up with overseas hospitals and offer some training and education, both in overseas locations as well as here in the UK and via digitial mediums. At the moment there are few trusts doing clinical services or hospital management, with the exception of the larger names like Kings and Moorfields Eye Hospital NHS Trust. Once they begin to build those relationships, they will evolve and expand. For example, The Christie NHS Trust, which specialises in cancer care, is now working with Pinsent Masons on their international strategy. NHS trusts can get quite nervous about running a hospital overseas or providing clinical services to overseas patients in NHS hospitals. There is a misconception that we’re taking NHS consultants away to run a hospital overseas. This simply isn’t the case. Gayle: However there are visa restrictions in the UK for overseas students who want to come to Britain to study. To grow and develop, UK universities need this overseas income, but visa restrictions can cause an issue for the government when implementing rules regarding overseas students who want to study here. So to meet

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that international demand for UK higher education, universities are looking overseas. This is something that we advise our universities on quite regularly in terms of development; projects could include an initial collaborative programme with a private or academic partner. When a client is ‘dipping their toe’ in the overseas market, it’s extremely important for them to look at who their partner is going to be. They should also consider the local geographic market as well as the relevant local institutions. For example, the local ministry of education will have restrictions on the way in which an offering can be made to its student market. What are the issues with bringing students and patients into the UK?

Gayle: UK higher education institutions benefit financially from international students coming to study here, particularly as historically there has been a cap on the number of UK and EU students that universities can recruit. However, visa restrictions have limited the amount of money that UK universities can gain from international students each year, inhibiting their ability to compete in the global education marketplace. The restrictions on the number of home and EU students that UK institutions can now recruit has been removed but more could be done to enable universities to have more flexibility to grow internationally. Carly: In terms of patient care there are only a certain number of hospitals that overseas patients will want to visit and be treated in, particularly big brand or specialist hospitals. But a hospital or trust has to be geared up for it, and currently there are not many that are very good at private patient care. Those who want to enter the marketplace must consider how they will create a good offering.

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Pinsent Masons

that international students also bring to the local economies in which they are studying. They bring financial and cultural benefits to the UK and ultimately, if they end up remaining in employment following graduation, there will be skills and tax benefits. What we want to do is educate the general public on the value that these graduates bring to the UK. Where are the needs for UK expertise in healthcare education? IMAGE: WWW.SHUTTERSTOCK.COM

How do we communicate the benefits of overseas students and patients?

Carly: The Christie NHS Trust, with the help of Pinsent Masons, has recently entered into a joint venture with HCA to run its private patient unit. The Trust’s share of revenue made from this new private care offering will benefit the trust and its NHS patients as a whole. It is very important to keep the private care offering and the NHS separate in people’s minds, and stress that a new private offering is not to the detriment of NHS patients. It actually benefits them because the facility is getting more money for improvements in other parts of the hospital. A doctor or surgeon would never be pulled away from an NHS operation to perform a private patient operation. This simply isn’t how it works. Some consultants may work for both but they will never be taken from their NHS work. Gayle: Universities absolutely thrive on the income generated from their international student portfolio. The student funding regime changed a number of years ago with home and EU students paying up to £9,000 per year. There is potential for this figure to be increased by individual institutions, but this is largely dependent on how the proposed new teaching excellence framework is going to operate. Although universities, whose teaching is deemed to be ‘excellent’, are going to be allowed to increase their student fees, this is only going to be a small, incremental amount when compared to the level of income they could get from international students. We are now seeing a number of private higher education providers operating within the UK. This is another challenge for the traditional university sector and the creation of a different and more competitive playing field. We’re going to see an increase in such competition over the next ten years and the traditional sector will need to adapt and change, ensuring that it is reacting to the international demand for a UK based education to remain ahead of the competition. International students will be key to the financial sustainability of the institutions themselves through the receipt of student fees, but it is important to recognise the financial benefits

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Carly: In the UK itself we still have a need to improve our healthcare education and to get the right numbers of people trained here. There are many countries that need better healthcare education. Generally, there’s a massive shortage worldwide of healthcare professionals or properly trained healthcare professionals. It’s very easy to build a new hospital, but staffing a new facility can be a massive issue because there are not enough highly trained professionals. Having an education provider alongside a healthcare provider makes perfect sense to ensure the success of a facility. There are projects to develop medical campuses that now involve a hospital, an education provider and other healthcare organisations. Gayle: We need to see greater collaboration in relation to all medical career pathways available in order to meet the demands of the evolving NHS. With universities competing amongst each other for students, it can be problematic to try to bring them together in a consortium arrangement. In contrast, we see greater collaboration within the NHS. This spirit of collaboration should be harnessed and the potential for healthcare and education joint projects explored. How can Pinsent Masons help?

Gayle: Our key message is for the parties to any proposed collaboration to involve us early on in the discussions of the arrangements. One focus will be to ensure that the structure benefits all parties so that the collaboration has the best possible chance of success. The parties may have different objectives from the collaboration and so these need to be carefully considered. We can help in aligning these in the contractual documentation. The structure also needs to take into account how any profits are shared and brought back into the UK. We can therefore advise upon the best way to structure any collaboration to meet your objectives in the most tax and operationally efficient way. Carly: Parties may choose not to use lawyers because they are concerned with cost. But we have done this before and have a lot to add at the early stages and particularly on the lessons learnt. We don’t just draw up the contracts. We understand the markets and can offer strategic advice on what works well.

Further information www.pinsentmasons.com

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HEE Genomics Education Programme

Shaping the future of medicine The National Health Service is committed to ensuring it remains a world-leader in genomic medicine, delivering a mainstream genomic medicine service for the 60m+ population that it serves, says Val Davison MBE, Scientific Advisor to the Health Education England Genomics Education Programme

t the heart of current developments is the 100,000 Genomes Project which is personally backed by the Prime Minister David Cameron. This £300m project will see 100,000 genomes sequenced from NHS patients with cancer, rare disorders and infectious diseases by 2017. The Health Education England Genomics Education Programme (GEP) is the NHS’s method of ensuring its staff have the knowledge, skills and experience to ensure that the health service remains a world leader in genomic and precision medicine with a particular role to support the nationwide network of NHS Genomic Medicine Centres (GMCs) and their contribution to the 100,000 Genomes Project. The GEP is achieving this through a three-fold approach: l Directly supporting those professionals involved in the 100,000 Genomes Project and Microbial Genomes work

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Supporting the wider transformation of services to integrate genomic technologies into healthcare l Upskilling existing staff so they can make the most of genomic technologies in their work The development of the GEP is being led and overseen by NHS Chief Scientific Officer for England Professor Sue Hill OBE, who is responsible for the NHS Genomics Programme, and Professor Nicki Latham, Chief Operating Officer of Health Education England. Together they are ensuring the GEP has the rigour and reach to match the pace of progress required by the National Health Service. l

Support and resources driving the workforce of the future The GEP is taking a multi-stranded approach to ensure the spread of genomic knowledge throughout the 1.3 million people who work for the NHS, tailored at an appropriate level to the needs of each individual’s role. A comprehensive three-year programme of resource, capacity and capability development has been established to address the genomics training needs of the highly specialised, specialised and general workforce of the NHS in England. This includes:

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| Developing range of online resources and self-directed education for NHS staff, including general courses, such as Introduction to Genomics and Introduction to Bioinformatics, and a number of modules specifically to support the 100,000 Genomes Project including tailored training around Consent and Ethics issues for Genomic Medicine Centre staff l Developing curricula and assuring delivery of formal academic-based training programmes for all of the multiprofessional workforce, such as the Masters in Genomic Medicine together with work to integrate key genomic knowledge into the basic training curricula across the clinical professions l Designing and delivering new structured training routes for key parts of the genomic workforce, such as Genomic Counsellors lA specific role around the development of new and existing curricula for the scientific workforce in the NHS at both Masters and Doctoral levels l The commissioning of additional NHSfunded places for staff on established training programmes l Co-ordinating workforce planning for the specialist staff required to deliver genomic technologies. l Supporting multiprofessional clinical research fellowships and doctoral posts in genomics and bioinformatics l

Academic strength and rigour All GEP materials are developed in conjunction with subject matter experts and extensively peer reviewed and tested prior to publication. This ensures that training and learning resources are effective in meeting the practical needs of a genomic medicine service and the staff working within it. In particular we have designed our Masters in Genomic Medicine with a modular structure so that it can be taken as an entire Masters qualification, or individual modules can be taken for Continuing Professional Development. Individual modules can subsequently be combined to build up to a Postgraduate Certificate or Postgraduate Diploma qualification or eventually into the full Masters qualification, if that better suits an individual’s role and learning style. To ensure that the delivery of genomic learning has a strong academic foundation, the GEP has joined forces with leading UK higher education institutions to form a nationwide network of universities. This network provides a breadth of provision to reflect the nationwide provision of NHS Genomic Medicine Centres while building on the strengths of individual universities in specialist areas.

Harnessing technology to delivery change The GEP is committed to using cutting-edge educational interventions and technology to ensure our resources are readily accessible for busy healthcare staff at the time and place they need it. We use digital delivery to ensure our range of factsheets, animations and other ‘just in

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HEE Genomics Education Programme VAL DAVISON MBE Val Davison MBE is Scientific Advisor to the Health Education England Genomics Education Programme. Val has contributed in many ways throughout her distinguished career as an NHS scientist, through research, service development, technological innovation and policy. Her most recent and significant contribution has been in the field of education and training, in particular the implementation of modernised training programmes for scientists, initially in genetics, then across healthcare science before leading the development of genomics education across all the multiprofessional groups of the NHS.

time’ resources are easily available when needed in clinical practice. Our online short courses are structured to allow self-directed learning, while being of sufficient rigour that they are being accredited for Continuing Professional Development points by Medical Royal Colleges. We are particularly pleased to be working in partnership with FutureLearn to use their acclaimed platform for Massive Open Online Courses (MOOCs) to open up genomic learning to as wide a group as possible, then encouraging people to build up their skills base through our range of learning options.

Monitored and evaluated for effectiveness A programme of ongoing review and evaluation is central to the GEP’s work, ensuring that our resources and support keeps pace with the speed of new understanding, technologies and approaches coming through as genomic medicine develops. We carefully monitor the effectiveness of our course and users are encouraged to complete evaluation questionnaires before starting and following completion of a course. Significant progress has already been made in the development of a range of educational resources to support the 100,000 Genomes Project for the highly specialised and specialised workforce. In addition, awareness-raising materials for the general workforce have been published. We have begun to address capacity and capability issues by commissioning additional training positions, devising curricula in developing areas – such as clinical bioinformatics and genomic counsellors – and through developing the Genomic Medicine Master’s and associated CPPD modules. The Genomics Education Programme’s work will continue to be underpinned by this evidence-based approach to ensure the strategy for workforce transformation is effective. While the results are facilitated by our integrated NHS, this structured approach is designed to be easily transferable to other healthcare systems.

Further information www.genomicseducation.hee.nhs.uk/

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Great Ormond Street Hospital for Children

Putting the children first globally Great Ormond Street Hospital for Children (GOSH) is committed to sharing its expertise through the education and training of children’s healthcare professionals, so that more children around the world can benefit from its work. says Trevor Clarke, Director of International Services, Great Ormond Street Hospital for Children

OSH has a successful record of delivering education and training programmes internationally. With years of experience, GOSH believes in a sustainable model that will enable partners to achieve a local standard of expertise that parallels the service and clinical outcomes achieved at GOSH. We actively engage with international health ministries and paediatric institutions to provide advice and support in developing local services. GOSH’s dedicated faculty of experts develops

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bespoke training programmes that are specifically tailored to meet the training needs of its partner organisation. The team works in partnership in assessing the local training needs and devising a curriculum that will take into consideration not only the educational content, but also the duration, frequency and cost.

Great Ormond Street Children’s Hospital Great Ormond Street Children’s Hospital (GOSH) in London is a world-class centre of excellence with over 50 different paediatric specialities and 300 world-leading consultants under one roof. Through pioneering translational research, GOSH provides cutting-edge treatment for the rarest and most complex paediatric conditions. GOSH is rated as one of the top five children’s hospitals in the world.

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| Our mission Our mission is to provide world-class clinical care and training, pioneering new research and treatments in partnership with others for the benefit of children in the UK and worldwide. In everything we do, we work hard to live up to our three core values: l Pioneering l World-class l Collaborative working

A world-class hospital We have the largest paediatric cardiac programme in the UK l We are the largest centre for children needing brain surgery in the UK and the largest epilepsy surgery centre in Europe l We are the third largest centre for children with cancer/leukaemia in the western world and the largest in Europe l We are the leading centre in the world for gene therapy in children l We are the leading centre in Europe for the management of conjoined twins l Along with University College London Hospitals, GOSH is the third largest centre for children with cancer in the western world and the largest in Europe l We are one of the two largest centres in Europe for paediatric BMT with outcomes that rank with the best units worldwide. We also pioneered BMT with reduced intensity conditioning in children. l

External endorsements Together GOSH and the ICH represent the largest paediatric research body in Europe. For the five years to 2014, GOSH/ICH research papers had the highest citation impact of any of the top five children’s hospitals in the world. l The Children’s Hospitals International Executive Forum (CHIEF) is a group of world leading children’s hospitals. CHIEF rates GOSH as one of the four leading paediatric research hospitals in the world. l Working in partnership with the UCL Institute of Child Health, we support the largest centre in Europe devoted to research and postgraduate teaching in children’s health. l The hospital is the UK’s only specialist Biomedical Research Centre in paediatrics and is part of an Academic Health Sciences centre comprising University College London and leading hospitals in London. l GOSH is the lead for the University College London Partners Genomic Medicine Centre, which is only one of 11 such designated centres in the UK. GOSH successfully co-ordinated the bid to become a Genomic Medicine Centre and recruit patients to the 100,000 Genomes Project. By collecting and analysing genetic samples and matching them with the symptoms and long-term outcomes associated with these conditions, the project aims to position the UK as the first country in the world to sequence 100,000 whole genomes. This will l

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Great Ormond Street Hospital for Children TREVOR CLARKE Trevor Clarke has been working in healthcare management for the past 25 years in the UK. He has undertaken a number of senior roles in Operational Management, Strategic Development and was Chief Operating Officer/Deputy Chief Executive at Great Ormond Street Hospital for Children. Lately he has taken the role of Director of International Services and has responsibility for the delivery of treatment services for international and private patients in London and the strategic development of education, training and consultancy services overseas.

help researchers and clinicians better understand, and ultimately treat, rare and inherited diseases and common cancers. l One of GOSH’s key strategies is to provide reliable care to children the first time, every time, delivered under ‘zero harm, no waits and no waste’. This approach was recognised with a British Medical Journal Berwick Patient Safety Team Award in 2014. The Quality Improvement team works in partnership with clinical teams to support, enable and empower clinical staff to continuously improve the quality of care provided to their patients. l Research into transformation of healthcare services indicates the need to have clinicians as key players in the change and improvement process. The

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Great Ormond Street Hospital for Children

GOSH Enabling Clinicians in Quality Improvement and Patient Safety (EQuIP) programme was shortlisted for the Health Service Journal and Nursing Times Patient Safety and Care Awards 2014. EQuIP encourages innovation and a positive change in the culture of the NHS by training and supporting young clinicians in the quality improvements projects. There have been over 60 improvement projects, some leading to Trust-wide adoption, such as delivering on 100 per cent completion of timely discharge summaries.

Education and Training services from GOSH GOSH has a successful record of delivering service development programmes internationally and continues to search actively for opportunities to collaborate with other paediatric institutions to build a sustainable healthcare model for children across the globe. GOSH believes in a model that will help to develop services locally through education, training, sharing expertise and transferring knowledge and information. GOSH has a wide range of Education and Training services available, which can be tailored to the individual requirements. We have an established referral office in Dubai and provide visiting consultants’ expertise to the Gulf region. GOSH has successfully delivered nurse SERVICE OPTION 1: SERVICE REVIEW AND DEVELOPMENT The aim of the service review is to engage a team of GOSH experts to work with the local clinical and non-clinical teams to: •Scope the service area identified by the partner. •Review the current service provision. • Provide a report recommending service development options. Benefits • GOSH is experienced in international service reviews and implementing the recommendations made following the scoping exercise. • GOSH can evidence success in delivering similar programmes. • Partners benefit from world class GOSH expertise in specific service areas. • Interim remote consultant advice and support through media devices to ensure continuity and the integration of the wider GOSH team at all times for the development phase and initial delivery phase. •Access to GOSH policies and protocols. •Assistance with new referrals. • Direct communication clinician to clinician. Service Deliverables •Resource is dependent on the individual case. • Each visit will contain 4 days content delivery, plus 2 days travel*. •Associated travel and accommodation costs . • The visit content, including preparation of training materials where appropriate, will be prepared in UK by a highly specialist team with expertise from specific service areas according to a mutually agreed timetable. *Variable depending on the scoping outcome

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Great Ormond Street Hospital for Children

SERVICE OPTION 2: VISITING CONSULTANT PROGRAMME Aims The aim of the visits is to provide support in clinical sub specialist services. This will be delivered through a programme that includes the following elements: • Established communication links between sites, including teleconferencing. • Patient consultations and ward round participation with local clinicians. • Specific case studies engaging multi-disciplinary teams from host hospital. • Lecture programme on pre-agreed topics for doctors and non-clinical staff groups. • Allied Health professional support programmes delivered in host hospital. • Support for training and education elements. • Review of treatment protocols. Benefits • The visiting GOSH specialist will provide continuity and consistent support in developing local knowledge and skills to achieve clinical excellence. • Interim remote consultant advice and support through media devices to ensure continuity and the integration of the wider GOSH team at all times for the contract duration. •Access to GOSH policies and protocols. • Patients followed up locally, avoiding the need to travel.

SERVICE OPTION 3: EDUCATION AND TRAINING Aims GOSH has previous experience in the field of international education and training for doctors, nurses and allied health professionals. The aim of the training module is to support the delivery of an integrated multi-modal education programme for clinical and non-clinical staff that that will enhance the visiting consultant programme. This will be provided through a programme that includes the following: • GOSH will work in partnership with the team at the host hospital to develop a service with target quality standards and outcomes that reflect the GOSH clinical service. • GOSH will design bespoke education and training courses. An in depth Training Needs Analysis, in collaboration with the local team, would need to be undertaken to enable the detailed design and development of the programmes. Examples include: • Non-Medical Practice Development Programmes - blended learning, including theory, practical skills training and formal assessment of competence in both elements. • Medical Leadership and clinical expertise through a programme of clinical support and mentorship. • Infection Prevention and Control: What makes Good Practice Medicines Management. •Assessment and Management of the Sick Child. • Leadership at the point of care: Clinical/service development and management. • General paediatric medicine and skills including accountability and clinical decision making. •Train the Trainer • Each module will be delivered by GOSH experts (including academics, Nurse Consultants, Advanced Nurse Practitioners (ANP), Clinical Nurse Specialists (CNS), Clinical Educators, Nurse Managers and other Allied Health Professionals (AHP), with training encompassing classroom and practical training sessions. • The training curriculum will be devised by the lead nurse in Education & Training at GOSH following a needs analysis. A report with recommendations will be provided with a proposed bespoke education programme. • Deliver training programmes via in house training modules and via other forms of learning and development, including distance learning activities and reading, remote conferencing, tutorial

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•Assistance with new referrals. •Developing the GOSH model. • Visiting programmes can be enhanced through the provision of a formal education and training component (see Service Option 2). • Visiting programmes can be enhanced by additional support such as a dedicated dietician infection, prevention and control officer, and a pharmacist, The post holders will develop services locally by providing: input to the clinical service, review patients and advise in their management, support in the implementation any recommendations made in the GOSH reports following the service scope and input to clinical training programmes to meet local needs. • Regular clinical updates on patients treated at GOSH. • Support from clinical and non-clinical staff at our Gulf Regional Office. • Direct communication between clinicians. Service Deliverables • Resource is based on a number of visits to be determined per year. Each visit will contain 4 days content delivery, plus 2 days travel*. • Associated travel and accommodation costs. • The visit content, including preparation of training materials where appropriate, will be prepared in UK by a highly specialist team with expertise from specific service areas according to a mutually agreed timetable. *Variable depending on the scoping outcome

and expert support and a range of formative and summative assessment methods. • Strong and dynamic clinical medical and nursing leadership to set, deliver and monitor high standards, excellent clinical outcomes and high quality patient care (safe efficient care which meets expectations and delivers a good patient experience). • A motivated workforce, with the knowledge, skills and competencies required to deliver the service to agreed standards. • Effective management to ensure the service meets agreed performance and quality standards and is delivered within an agreed budget. • Access to local support from our clinical and non-clinical staff via the GOSH Gulf Regional Office. • Multi-professional collaborative team working between clinicians, managers and support services to delivered a shared vision for the service. • A robust clinical and quality governance framework that monitors, measures and analyses systems to ensure patient safety and agreed outcomes. Benefits • The host hospital will have access to a specialist education team who are experts in paediatric services. • Development of multidisciplinary service delivery, i.e. ensuring that all components of intervention and care are delivered • Multidisciplinary peer review of all casework at team meetings e.g. formal multidisciplinary debriefing of all service users. • Staff acquire new skills, participate in decision making and take on more responsibility leading to increased job satisfaction. Service Deliverables • The GOSH education team will carry out a training needs assessment in advance of formalising specific training programmes to guarantee effective, quality modules and value for money. • Resource is based on a number of visits to be determined per year. Each visit will contain 4 days content delivery*. • Each visit will consist of between 2 to 4 specialist staff from GOSH.* *Variable depending on the scoping outcome

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Great Ormond Street Hospital for Children

| training programmes in the Gulf, for example, in Paediatric Nursing for Children with Cancer, and Assessment and Management of the Sick Child.

Our approach to delivery GOSH offers a holistic review of paediatric services, evaluating clinical effectiveness and opportunities for development, while appraising safety and the efficient use of resources when delivering the clinical service developments. Our experience is that implementation requires continual attention from dedicated personnel. We believe a personalized approach to delivery is the most effective model to support development; it allows continuity and support from the GOSH team through the improvement period.

Project governance For all Training, Education and Consultancy Programmes, we establish a project board that provides performance reports to both parties. The reports include progress against objectives, data review and achievements. Senior clinical leaders will work with project managers to ensure that key milestones are achieved.

Expert clinical support

Great Ormond Street Hospital for Children SERVICE OPTION 4: OBSERVERSHIPS TO GOSH Aims •Observerships to GOSH will enable staff to experience GOSH first hand. • Attachments will be available for all staff groups (including but not limited to: clinical, non-clinical, finance, administration, allied health professionals). • There will be specified aims and learning outcomes of these attachments linked to the individual, their role and their individual learning needs. Attachment programmes will be designed and supported to meet these requirements. Benefits •Staff experience the GOSH model in person. •Staff develop direct links with counterparts at GOSH. •Communication between hospitals improves. • Observerships can be arranged to run concurrently after a GOSH visiting consultant. Service Deliverables • The duration and regularity will be agreed subject to the requirements of the partner. • A bespoke timetable will be organised in advance of the attachment that will ensure visitors experience the MDT working practice at GOSH. • An identified clinical or (non-clinical where appropriate) supervisor will be named in advance; • GOSH will facilitate the attachments, including arrangement of flights, accommodation and associated costs; and • Certificates of attendance will be provided for each visit. • The attachment duration will vary depending upon the staff group.

SERVICE OPTION 5: DIAGNOSTIC TESTING

We have 300 world-leading consultants with specialist clinical expertise in over 50 paediatric specialties to deliver high-quality patient-centered outcomes through collaboration. Together with London South Bank University, we train the largest number of children’s nurses in the UK. We also play a leading role in training paediatric doctors and other health professionals, which includes training on non-technical skills (human factors). Our aim is to ensure all staff are supported in their education and training to be the best they can be. Our faculty of professionals will offer the full range of clinical specialties together with extensive expertise in service improvement and change management. Specialist teams will be tailored to the service identified by the partner institution.

Teaching methods GOSH can offer a wide range of support and teaching methods delivered in various formats that will be tailored to meet the individual requirements of the international partner. Options are agreed mutually to ensure the most effective methods are used for the identified team.

Aims GOSH will work with laboratories and other diagnostic modalities to provide a confirmatory diagnosis service Benefits • GOSH will review current service provision and identify areas for service development and collaboration • Access to GOSH expertise, protocols and procedures Service Deliverables • Protocols and procedures to send samples and images to GOSH will be implemented • Cases will be incorporated and discussed at weekly GOSH MDT meetings • Interim advice will be provided by named contacts at GOSH following MDT discussion. • Teleconferences can be organised with GOSH Consultant Histopathologists and other disciplines if required • Regular liaison with Paediatric Radiologists and laboratory staff • An internationally developed standard for diagnostic services • Quality assurance for diagnostic testing undertaken at home institution

SERVICE OPTION 6: REFERRALS TO GOSH Aims Whilst collaborating with GOSH and during the partnership term, more complex cases may still need to come to London for more specialist treatment. GOSH will streamline referral processes for patients to London Benefits • Dedicated point of contact at GOSH • Interim reports and weekly updates on longer term patients while at GOSH Service Deliverables • Continued communication between l referring clinicians to ensure all parties engaged with the patient pathway are informed • Communication will be established between referring consultant and receiving consultant at GOSH to ensure safe patient transfer and regular clinical updates during the patient’s stay at GOSH • Discharge planning communication with GOSH and receiving hospital teams

Further information Email: privateinfo@gosh.nhs.uk or visit www.gosh.ae

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Great Ormond Street Hospital for Children

Kuwait Ministry of Health approached GOSH to provide a programme to support the treatment of children with cancer in Kuwait, with the aim that in the longer term, Kuwaiti children will have access to an equivalent world class, multi-faceted clinical service

Treating children with cancer in Kuwait

reat Ormond Street Hospital (GOSH) entered into partnership with Kuwait Ministry of Health (MOH) in June 2010 to work in collaboration with the clinical team at NBK Hospital to design and deliver a programme that develops and enhances services for children and young people with cancer. The programme aimed to support clinicians (doctors and nurses) in Kuwait to establish systems, processes and internal capability and capacity to ensure that children can receive safe and effective care in Kuwait. This will enable them to remain in Kuwait for more of their treatment and thus reduce the need to send significant periods of time receiving treatment overseas. In the longer term, children with cancer in Kuwait will have access to a world class, multifaceted clinical service equivalent to that provided at GOSH.

Training and Education Modules To develop multi-disciplinary team working, nursing practice and other professional group expertise, GOSH specialist staff deliver a pre-agreed education programme that is evolving more towards advanced nursing knowledge for nurse specialists and continues to strengthen the leadership and management content delivered in the initial contract term. The focus is on very practical simulated learning as well as theory and includes head nurse leadership, management and development. On-going advice and remote support to the NBK team provided from London via telephone, videoconference, email support and advice to ensure continuity to the team in Kuwait. On site attachments for Kuwait staff at GOSH provide the opportunity to observe how GOSH works in practice. Visitors are supported by a professional

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mentor from their field of expertise. Wider exposure to haematology and oncology conditions, their treatment and management, processes and systems increase knowledge and skills. Attachments are available for all key staff groups including Medical Staff, Clinical Nurse Specialists, Clinical Pharmacists, Dieticians and Psycho-Social specialists. GOSH has carried out clinical service reviews in paediatric neurosurgery and paediatric BMT and presented a service development proposal to the MOH. In addition, GOSH experts in Infection, Prevention and Control, Pharmacy and Dietetics have reviewed the associated NBK service and presented a redevelopment programme to the MOH which GOSH will support when recommendations are implemented. The requirement for additional service reviews has been identified in clinical areas such as Paediatric Immunology and Paediatric Haemophilia. GOSH provided a diagnostic confirmation service for patients which includes slides, scans and samples. GOSH provides leading edge diagnostic capability to patients in Kuwait, through introducing Minimal Residual Disease (MRD) testing for children with leukaemia at NBK hospital.

Benefits assessment When evaluating the benefits of the partnership, it was evident that the success of the initial contract period saved between 6 and 7 child years in the UK.Â This was of significant financial saving for

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Great Ormond Street Hospital for Children IMAGE: WWW.SHUTTERSTOCK.COM

the Kuwait MOH, not only in the hospital charges but also in supporting the families in London with accommodation and daily allowances.Â Additional advantages included: l The developmentÂ of the Kuwait health infrastructure for treating complex paediatric conditions l Continued development of medical and nonmedical professionals in an MDT setting with improved links to a worldwide centre of paediatric excellence

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he use of the most up-to-date medical policies, T procedures and protocols to ensure the best possible clinical outcomes, with direct links to world-leading experts when required Treating the child in a surrounding that is familiar with the full family support infrastructure

Further information Email: privateinfo@gosh.nhs.uk or visit www.gosh.ae

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RNOH International training

Royal National Orthopaedic Hospital

How the Royal National Orthopaedic Hospital is working to improve orthopaedic treatment around the world

f you wanted to improve the specialist orthopaedic treatment at your hospital, who would you approach for training? It’s highly likely that the Royal National Orthopaedic Hospital (RNOH) would be top – if not first – on your list. The UK’s leading specialist orthopaedic provider, the RNOH is an International Centre of Excellence. It’s a top 10 UK hospital and top three Orthopaedic Centre in the world, delivering on all quality access and financial targets. It has an excellent reputation for care: 95% of RNOH patients rate their care as “good” or “excellent”, and over 90% of staff and patients would recommend the hospital to their friends or relatives (it earned second place in the NHS on this score). The hospital is also proud of their exemplary infection control – they are longest standing hospital in London with no MRSA acquired, and surgical site infections are a fraction of the national average. Treatments at RNOH range from the most acute spinal injuries, bone tumours and complex joint reconstruction, to orthopaedic medicine and specialist rehabilitation for people with chronic back pain. They have an internationally unique mix of academic and clinical activity linked to University College London and UCL P Academic Health Sciences Network – a world-leading university with clinical academics and engineers working alongside clinicians. The Trust is a national provider in the UK. 45% of its patients live in London, 22% are from the remainder of the south east and 31% from further afield in the UK. 2% are international. It employs over 1,300 staff (including 75 consultants) and treats 12,000 inpatients a year, with another 90,000 outpatient attendances. There are 217 beds, 10 operating theatres, 2 MRIs (plus one on the way) and two outpatient assessment centres – one in Central London and one in Stanmore. The RNOH also has an important royal connection. In 2002, when she was 12 years old,

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Princess Eugenie was diagnosed with scoliosis (curvature of the spine), and corrective surgery for her scoliosis was carried out at the hospital.

Specialist orthopaedic training Now the RNOH is extending its expertise into international training; working in partnership with hospitals to share their expertise, and help improve orthopaedic treatment for patients around the world. The RNOH provides hospitals with specialist orthopaedic training, which is built into their own rotation. They also provide registrar training, revision courses for FRC Orth, links to UCL Academic Health Science Centre education and training support infrastructure, and lectures based on sub-specialty interests. Consultants from RNOH visit partner hospitals on a quarterly basis (reciprocal visits also take place) to share good practice. Radiology, histopathology and complex surgical cases for spinal surgery, bone and soft tissue sarcomas and other complex orthopaedic conditions also benefit from second opinion reviews and tertiary referrals, and teleconferencing helps with diagnosis and treatment.

Links to trauma centres Other direct medical benefits include links to London Trauma centres expertise, and clinically led management expertise in setting up specialist orthopaedic services. From a service provision perspective, partner hospitals benefit from MSK nurse training in highly specialist areas such as spinal, sarcoma, upper limb, and spinal cord injuries, highly specialist physiotherapy including shoulder and scoliosis, and the sharing of expertise in the establishment of rehabilitation programmes and pain management programmes. Research and development benefits include collaborating on research projects, R&D supervision of students, prosthetics development (in conjunction

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| also with SIW, Biomedical Engineering) and the sharing of expertise, for example in the building of distal and proximal femurs. And finally, RNOH can help to set up a specialist orthopaedic hospital within partner hospitals, establish an infrastructure to maintain a safe environment for patients in this setting, cater for routine and specialist orthopaedic services, and help set up allied services including anaesthetic cover an ITU care along the lines of the RNOH model.

Raising the bar for orthopaedic care With access to world-leading orthpaedic diagnosis, treatment and care via hospital partnerships such as this, the prognosis for patients around the world can only get better.

Further information

Royal National Orthopaedic Hospital ROB HURD Rob Hurd has been Chief Executive of the Royal National Orthopaedic Hospital since 2008, after being Finance Director for three years. He is leading the RNOH through a major multi-million pound redevelopment of the RNOH Stanmore campus that will provide new paediatric and adult inpatient wards. Rob previously worked as Deputy Finance Director at UCLH where he was finance lead for the wave 1 UCLH Foundation Trust application. He has experience of leading on the financial aspects of major capital developments and is also Chair of the Specialist Orthopaedic Alliance, a collaboration of major specialist orthopaedic centres, which has a membership of 12 specialist orthopaedic units from across the UK.

www.rnoh.nhs.uk

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The Christie School of Oncology

| Specialist oncology training, bespoke educational programming and a sharing of international expertise, position The Christie NHS Trustâ&#x20AC;&#x2122;s School of Oncology at the fore says Dr Catherine Heaven, Associate Director of Education

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The Christie School of Oncology DR CATHERINE HEAVEN Dr Catherine Heaven completed her PhD in medical education in 2004. She worked as a nurse in Cambridge and London before joining the Cancer Research UK Psychological Medicine Group, where she built her research portfolio and became Communication Skills Tutor. She led the nationally recognised Maguire Communication Skills Unit, before becoming National Clinical Lead for the NHS Advanced Communication Skills Programme. She is also a member of the steering committee at the Department of Health’s End of Life Care Programme. Catherine has been the Associate Director of Education at The Christie School of Oncology since September 2010, where her passion for learning influenced the development of the School as a world leading education provider.

‘We aim to set the standards for cancer education internationally’

he Christie hospital is a UK based comprehensive cancer centre offering specialist cancer surgery, chemotherapy and radiotherapy. Founded in Manchester in 1887, The Christie leads the world in developing cancer treatments, including the production of the first international guidelines for radiation treatment. In the late 1930s Christie clinicians pioneered biological dosimetry in children, and for over a 100 years led the world in developing new treatments for breast cancer. The Christie developed bone marrow transplantation; they invented photodynamic lamp therapy for skin cancer and were the first centre in the world to use image guided radiotherapy. The Christie continues to build on its world firsts, pioneering peritoneal tumour surgery, making advances in robotic surgical techniques, and delivering a world renowned immunotherapy programme for renal cancers and melanoma. It is now the UK’s largest brachytherapy and molecular radiotherapy centre, is home to the country’s largest experimental cancer medicine group, and in 2018,

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will be the first centre in the UK to provide high energy proton therapy. The Christie School of Oncology was established as part of the Trust’s commitment to facilitate global access to the specialist expertise at The Christie, and to ensure the pedigree of discoveries and advances continues to be shared at a local, national and international level. We offer a knowledgeable and professional, high quality education service, with a dedicated, creative and innovative team motivated to work with both individuals and organisations to meet specialist and generic development needs. The School has access to a complete range of professionals with the knowledge and skills necessary to develop and deliver world class cancer services. These include medical, nursing, radiography and radiotherapy staff, medical physics and biological scientists, specialist pharmacists, physiotherapists and occupational therapists, as well as the complete range of service and performance managers essential to commissioning, developing and delivering effective and efficient services. This expertise allows the School to uniquely offer an inspirational portfolio of education for all health professionals involved in cancer care, research and treatment. Priding itself on being evidence based, multi-professional and patient centric The School

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The Christie School of Oncology

| delivers a programme of education events “meeting the needs of health professionals at every stage of their career”. The School offers education to all members of the healthcare team throughout their careers: from undergraduate education through to specialist training. Winners of an Excellence Award from Health Education England, The Christie School of Oncology has an enviable reputation for delivering high quality, flexible events, conferences and programmes. We take a flexible approach to working with organisations and aim to build relationships to develop sustainable programmes of education with our partners. We therefore offer a range of educational and development opportunities using different approaches including: l observerships and visits to The Christie Comprehensive Cancer Centre, l courses, workshops, seminar programmes and

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study days delivered at our Manchester site, through our online virtual learning environment, or through a travelling faculty l access to a range of academic cancer education programmes with our partner universities, including the University of Manchester l advice and consultancy on designing, commissioning, and developing cancer services, quality assurance of services and planning of patient pathways

Education observerships and visits The School has developed a specialist observership and placement service to enable educational visits from health care professionals from across the world. The service ensures a personal visit plan is developed for each individual’s visit, maximising the opportunity to spend time within our high profile, research driven environment and

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The Christie School of Oncology ensuring personal and organisational objectives are met. Our service includes a high level of practical and pastoral support for those visiting the UK for the first time. We have hosted people from across the world, e.g. Europe, Egypt, Uganda, Chile and Hong Kong. Examples of observerships include, specialist colorectal and pelvic surgery, management of lung cancer, radiotherapy planning and delivery, management of specialist services, nurse led chemotherapy services, developments in endocrinology. Our clients say: “I was thrilled to be able to get such a broad spectrum of departments and specialities throughout the week.”

Educational courses, workshops, seminar programmes and study days delivered at our Manchester site The School has a portfolio of academic and specialist training programmes which has been developed to meets the needs of today’s healthcare professionals. Courses vary from specialist surgical programmes, proton beam therapy courses to comprehensive academic revision programmes for Fellowship exams for the UK Royal Colleges e.g. Royal College of Radiologists and the Royal College of Surgeons. Programmes have been designed to meet the needs of health care professionals at different levels of development and practice This portfolio includes the delivery of an annual programme of conferences and study days, which attracts delegates from across the world. There are a wide variety of study days, including many specialist topics in cancer, for example ‘Older

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The Christie School of Oncology

people, dementia and cancer’ and ‘Brachytherapy for skin cancer.’ Whilst the conference programme aims to showcase specialities of Christie Services, e.g. ‘The Advanced Radiotherapy Summer School,’ the programme of events also aims to meet the professional development needs of specialist healthcare professionals, and attracts high profile speakers from across the world. Details of the events programme can be found at: www.christie.nhs.uk/professionals/education/ study-days-and-conferences/ Alongside these education programmes, the School benefits from hosting the internationally renowned Maguire Communication Skills Unit, with its long history of research, development and delivery in the area of clinical communications skills for consultant and senior level health professionals. The Unit has unrivalled expertise, and contributes to the development and delivery of training in communication skills locally, nationally and internationally with outstanding reviews for its training: Alongside its standing programme of education, The Christie School of Oncology also offers bespoke education, developing short and longer courses for groups of visiting professionals, or developing specific programmes to meet the needs of a particular organisation. Examples include developing conferences, and weeklong courses for a range of pharmaceutical and technical companies. Bespoke courses are always developed for organisations with sustainability in mind; the School works with leads from other organisations to set up training systems, programmes for service development, and train the trainer models to ensure on-going sustainability.

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‘The course was excellent and extremely helpful. It has equipped me with skills and tools which will be empowering in my clinical practice.’ Educational courses delivered through our Virtual Learning Environment The philosophy of The Christie School of Oncology is that education should be accessible and available on demand; it should give professionals the knowledge they need, when they need it, in a form they can access. Being service deliverers ourselves, The Christie recognises that sending people overseas to learn is not always feasible or even affordable. We have therefore developed our own virtual learning platform ChristieEducationLive! which allows individuals to join conferences and educational events from their workplace. The system allows virtual delegates an “in the audience” experience, with the opportunity to interact with the speaker and audience in real time, through an online service. All Christie study days and large meetings can be attended virtually in this way from anywhere in the world. To ensure access to “World class education at your fingertips”, our state of the art platform is also able to deliver 24 hour access to high quality educational resources, knowledge and learning. This includes the ChristieEducationOnDemand!

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The Christie School of Oncology

service with its access to conferences, meetings and other learning resources through high quality facilitated online environment. The content is accessible directly through the desktop or on the move using a range of mobile devices. This makes our programmes uniquely accessible to any healthcare professionals across the globe at any time of day or night.

Bespoke Education delivered by travelling faculty The Christie School of Oncology has an extensive record of success in developing education and training packages in collaboration with a wide variety of international healthcare providers in our partner’s own health care environment. The School offers a development service, scoping the requirements of potential partners putting together a faculty of key experts able to deliver training outside the UK. We currently have key partnerships in delivering Royal College Fellowship revision courses in Kolkata in India, support international symposia in Cairo, Egypt, and Chennai, India, and have sent a team of facilitators to New Zealand to set up a national advance care planning programme. Key to the success of such programmes has been developing a sustainable model and moving from delivery to support the development of clinical leads in the host country.

Access to a range of academic cancer education programmes with our partner universities, including the University of Manchester In developing programmes of learning, the School has access to, and the support of, world leading experts in cancer care, treatment and research. The School also partners with a number of prestigious, world shaping Universities in the development of academic programmes. These partnerships ensure

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that our academic programmes are supportive, fit for purpose and allow healthcare professionals to face future challenges with confidence. Our academic programmes include a range of higher degrees for nurses, allied health professionals, scientists and doctors/medics; our programmes are developed, and reviewed, with a clear understanding of the service requirements, career demands and aspirations and of health care professionals across the world. These partnerships of clinical and academic heritage, with our ‘real world’ experience, makes the School the first choice for professionals seeking higher education qualifications.

Advice and consultancy on designing, commissioning, and developing cancer services, quality assurance of services and planning of patient pathways In addition to traditional education, the School can also work with international clients to meet their needs in accessing expert advice and consultancy for the design, commissioning and development of cancer services. The Christie has more than 100 years of experience of delivering cancer care in a changing health care environment, and has experts in all aspects of service development. Particular specialities include commissioning hub and bespoke models of care, design and development of radiotherapy services (including commissioning of linear accelerators), and the design of ambulatory out-patient and inpatient chemotherapy services across a wide geography. Through sharing its knowledge and support The Christie aims to build partnerships worldwide, benefiting patients throughout the world.

Further information www.christie.nhs.uk/professionals/education/

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Central and North West London NHS Foundation Trust

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Central and North West London NHS Foundation Trust IMAGE: WWW.SHUTTERSTOCK.COM

DR ALEX LEWIS Dr Lewis is a successful medical manager having extensive expertise in healthcare both as a clinician and as a Medical Director in physical and mental health care in the NHS. He trained at University College London and subsequently at the Institute of Psychiatry and The Maudsley Hospital. He quickly became involved in innovative approaches and has led major change programmes covering a number of disease areas. He is the International lead at CNWL and is Associate Medical Director in mental health at NHS Improvement.

Life skills All learning should be lifelong, and the NHS spans almost a lifetime, says Dr Alex Lewis of Central and North West London Foundation Trust (CNWL)

NWL is one of the largest NHS trusts in the UK to bring together both physical and mental healthcare services. Patients are at the heart of everything the Trust does, and it is committed to providing the highest quality, safe and effective care. With more than 300 different health services across 150 sites and community settings, it employs 6,500 staff that work with patients who speak more than 100 languages. It is one of the leading providers of a wide range of specialities and training courses across northwest London, north London and London itself. A university teaching trust, CNWL also enjoys good relationships with training institutions. This commitment to learning is carried out not just in the classroom, but in a hands-on environment, either in London or in the countries where CNWL partners abroad.

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Central and North West London NHS Foundation Trust

| “There is basic training at undergraduate level that universities do very well. A large portion of the later years of undergraduate and nursing courses are very practical. So you need an NHS trust to provide the postgraduate training, particularly in medicine and nursing. Certainly, at the postgraduate level, the expertise lies here. And the NHS is in an ideal position to provide it, because of its high and consistent standards," says Dr Alex Lewis, former Medical Director at CNWL.

NHS Training Benefits Healthcare covers all of life’s stages from a patient point of view. This also applies to professional medical careers and the NHS has the capability to provide this training in an affordable way. “People come to CNWL because we’re part of the NHS, and I know there are a number of countries who view the NHS as being the best standard, the best quality, and the best value for money,” says Dr Lewis. “It’s the quality and the affordability, and that’s important. Generally, the NHS has achieved that balance and continues to do so." “All of our learning should be lifelong, reflecting how the NHS provides its healthcare right across people’s lives. It’s also our position to provide

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KEY FACTS ABOUT CNWL M ore than 300 different health services across 150 sites and in many more community settings l 6,500 staff across a range of disciplines l 292,783 patients cared for in 2014-15 l 47,325 community mental health patients l 3,586 mental health inpatients l 147,621 community physical health patients l 1,035 physical health inpatients l1 00+ first languages spoken in the Trust’s catchment area l Annual turnover of £451m. l

education throughout the lives of medical professionals," he continues. “There are lots of approaches to providing education, particularly in healthcare. The challenge is that you can’t do it all in the classroom; you need to have that hands-on experience, be it people coming to our organisation or us going out to visit them. In fact there’s wellestablished research about the amount of distance learning you can do; you still need a proportion of face-to-face contact - without a physical presence it’s difficult to get the most out of the learning system. “

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Central and North West London NHS Foundation Trust

Establishing education networks overseas

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CNWL engages with many organisations around the world (including the UN and WHO), with regions ranging from the Middle East (UAE, Kuwait), Africa (where it has a permanent link with Tanzania), and Asia (including China and India). Understanding the local context by actively engaging and involving local people makes a real difference to the services they receive. CNWL also has a long history of working with staff and students from overseas, for whom English is not their primary language. In the UK the Trust operates in a culturally diverse population, and has developed an in-house interpreting service which allows it to meet language requirements and better understand different cultural issues. In China CNWL runs training and clinical observation programmes for senior doctors and nurses. These can range from two weeks to three months, and engages in policy development work that covers integrated health and social care with various partners across the country. In India it is engaged in scoping work as part of the wider IndoUK Medi-City collaboration to set up 11 healthcare and education sites across in India, and has specifically advised on addictions services in Punjab as part of the project. In Sri Lanka the Trust's learning disability service has worked with mental health services to develop a training programme for the country's doctors. Twenty-five years of conflict and the 2004 Indian Ocean tsunami have led to serious, widespread mental health issues in Sri Lanka, including some of the highest suicide rates in the world. It is anticipated that the doctors trained will be inspired to pass on their knowledge to healthcare professionals at other institutions.

“It’s about understanding what the requirements are, meeting with key players in the country and understanding what the challenges are for them,” says Dr Lewis. “It’s also about being very clear about what the product is for those clients, and demonstrating that with them we can deliver and we do deliver. And that track record of delivery is really important." “We also have to make sure that the education we provide integrates with the provision that’s delivered locally. Any of these people who are expanding healthcare facilities and improving education are also providing care at the same time." In 2010 in Tanzania CWNL established a mental health partnership link with Mirembe Hospital and Nursing School in Dodoma, designed to encourage two way learning, capacity building and professional development in both organisations. Mental health is a problem in many emerging economies, particularly in India where suicide was the eighth largest cause of death in 2010. In London and the south east of England, CNWL has an extensive mental health programme, working with many different cultures, and has the experience to offer training courses for other countries looking to resolve their own mental health issues. “Aside from China and India, the Middle East is an area that we’re increasingly looking at,” says Dr Lewis. “Our strategy is to become even more skilled in those regions where we want to work. And that comes with our own due diligence, information, examining what’s possible, and what we think will work with the support of Healthcare UK and UKTI.”

Further information www.cnwl.nhs.uk

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Guy’s and St Thomas’ NHS FT

Guy’s and St Thomas’ NHS Foundation Trust is a unique combination of clinical, educational and academic excellence, says Victoria Cheston, Commercial Director

A unique combination G

uy’s and St Thomas’ NHS Foundation Trust is a world-class organisation with a proud history stretching back over 900 years. We are a centre of excellence for clinical services, education and research. Our clinical services are delivered from two of London’s best known teaching hospitals, Guy’s Hospital and St Thomas’ Hospital, where the Evelina London Children’s Hospital is also located. Guy’s and St Thomas’ is one of the largest, most clinically comprehensive and high quality hospital trusts in the United Kingdom, and we provide an

VICTORIA CHESTON As Commercial Director, Victoria is responsible for all the commercial activities of one of the largest teaching hospitals in the UK. This covers, NHS: Private sector partnerships and business development, clinical and educational consultancy services, international partnerships and collaborations, education and training as well as intellectual property and commercial research including spin outs. Victoria is a Director of GSTT Enterprises, the 100% owned subsidiary commercial company of Guy’s and St Thomas’ NHS Foundation Trust. She is also a GSTT Member of ViaPath the GSTT LLP for pathology and a GSTT Member Representative on the SSAFA: GSTT LLP Board which ensures the provision of healthcare to all the British Forces based in Germany. Victoria’s background is in Clinical Operations, which complements her commercial experience. She joined Guy’s and St Thomas’ NHS Foundation Trust in 2001 and was appointed to the role of Commercial Director in March 2012, a role she continues to fulfil.

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integrated community care service for the residents of Lambeth and Southwark, the London boroughs where our hospitals are based. We constantly strive to push the boundaries of the clinical care we offer in a safe and high quality environment which offers an outstanding patient experience. We are part of King’s Health Partners, one of only eight academic health sciences centres in the UK and 66 worldwide. King’s Health Partners brings together world-class research, clinicians with international reputations, and education and clinical practice for the benefit of patients. This mix ensures that lessons from research are used swiftly, efficiently and systematically to improve patient care, and that we continue to educate the future workforce. Together: l we provide services across central and outer London locations, covering a population of 4.2 million l we employ 36,000 staff l we educate 25,000 students l we have a combined annual turnover of £3.1bn. Guy’s and St Thomas’ has a strong tradition of collaboration and partnership. We work with partners within the UK and internationally across all spheres of our work: clinical, educational and research. We offer a breadth and depth of experience and expertise across a wide range of clinical specialties that our partners can draw upon, and we have a track record to match.

Training at Guy’s and St Thomas’ Excellence in education and training for healthcare professionals, students and support staff is at the heart of Guy’s and St Thomas’ work. We are committed to ensuring consistent standards of excellence, sharing good practice and innovation and maximising resources. We provide world class, innovative education and training in a wide range of health disciplines and create a culture in which learning is informed by research and utilises the best proven technological developments.

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Those training at Guy’s and St Thomas’ receive some of the best clinical education in the country. In terms of postgraduate medical education, we are one of the largest centres with more than 500 doctors in training, including foundation doctors, core medical trainees, core surgical trainees and specialist trainees at any one time. The academic component is provided by King’s College London (KCL), and the clinical teaching component is provided by Guy’s and St Thomas’. Our partnership with KCL also means that we can integrate KCL accredited academia when setting up bespoke programmes. Due to the size and nature of our hospitals, students can experience a wide range of specialist areas, and the diversity of our patient population means that we can provide a breadth of experience that few other institutions can match. As we train students from a number of professions, nursing and midwifery students can attend educational sessions with those from other disciplines.

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Guy’s and St Thomas’ NHS FT

Our international offer We offer a breadth and depth of experience and expertise across a wide range of clinical specialties that our partners can draw upon, from consultancy services to long-term partnerships, which improve clinical services and enhance the capacity and capability of the staff. We work with governments, international healthcare organisations, the military and industry and provide solutions that are tailormade to the client’s requirements, drawing on the expertise of our leading clinicians and operational managers. These include: l our Visiting Professional Programmes, which provide placements for clinicians, including doctors, nurses and allied health professionals who wish to observe or undertake hands-on practice, and experience Guy’s and St Thomas’ in operation as a London teaching hospital l bespoke conferences delivered in-country and developed to meet the specific requirements of the customer

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Guy’s and St Thomas’ NHS FT

SUPPORTING THE DEVELOPMENT OF AN OUTSTANDING CLINICAL SERVICE: EXTRACORPOREAL MEMBRANE OXYGENATION (ECMO) IN QATAR

ECMO is a supportive therapy based on cardiac bypass technology that allows patients to be kept alive whilst the damage to their lungs heals. It is provided in an intensive care unit and requires highly complex multidisciplinary care. The Guy’s and St Thomas’ ECMO service is one of the largest, most established and highest quality programmes for severe respiratory failure in the world, managing more than 100 adults with the most severe form of respiratory failure each year. In 2013, the intensive care units of Hamad Medical Corporation formed a partnership with Guy’s and St Thomas’ to develop an ECMO service for patients with severe respiratory failure in the general ICU at Hamad General Hospital (HGH). The creation of a severe respiratory failure centre with the ability to provide ECMO was a significant undertaking within Qatar, requiring investment in equipment as well as staff training and exposure to clinical cases. Dr Ibrahim Hassan and Dr Nicholas Barrett provided strong clinical leadership. We proposed the provision of a clinical support service on the ground in Qatar with members of the

orking in partnership to design bespoke w education and training programmes tailored to meet the specific needs of an organisation, from clinical services to corporate governance l providing the clinical component of medical and nursing degrees and courses alongside our partner KCL, where the teaching component is delivered by KCL and the clinical placement is delivered by Guy’s and St Thomas’. Guy’s and St Thomas’ possesses a unique combination of clinical excellence, academic expertise and commercial enterprise. Our worldclass expertise is built upon clinical, teaching and research excellence in a variety of settings and l

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Guy’s and St Thomas’ ECMO team flying in to provide direct support tailored on a case-by-case basis to the specific requirements of each particular patient. This approach meant that Hamad General Hospital was able to offer an ECMO service with immediate effect while a longer term and sustainable service model was implemented. We took a number of steps, including: the identification of key personnel in Hamad Medical Corporation; the development and delivery of an appropriate training programme supported by certification of competency; generation of the standards of governance and protocols of care in accordance with international best practice alongside clinical case exposure. The training and ECMO programme partnership which started in 2013 culminated in the first patient with severe respiratory failure being commenced on ECMO in Qatar by the Hamad Medical Corporation clinical team in mid 2014. The service has recently been rated as ‘outstanding’ by ELSO, the ExtraCorporeal Life Support Organisation.

across every major medical speciality. This expertise and the partnership experience we have outlined makes us the ideal partner for any healthcare organisation looking to adopt global best practice. If you wish to work with an organisation of international credibility and repute, contact us to find out how we can assist you.

Further information For further information on how Guy’s and St Thomas’ can help you achieve your healthcare ambitions, please contact us at commercial.services@gstt.nhs. uk or call +44 (0) 20 7188 9801 www.gsttcommercialservices.co.uk

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Leeds Teaching Hospitals NHS Trust

Leading the charge Thanks to its wealth of managerial and clinical expertise, the NHS is uniquely able to respond to opportunities for international partnerships, explains David Berridge, Deputy Chief Medical Officer, Leeds Teaching Hospitals NHS Trust

eeds Teaching Hospitals NHS Trust (LTHT) is one of the largest teaching hospitals in Europe. The hospital employs nearly 16,000 staff, including around 2,000 doctors and dentists, and more than 4,000 nurses. It also operates seven hospitals across six sites, has an annual budget in excess of £1bn, and delivers local and regional specialist services for more than 1.5 million patients each year. Leeds Teaching Hospitals also provide virtually every medical treatment and service – a range and complexity, coupled with strong academic and research experience, that ensures LTHT is recognised nationally and internationally as a centre of excellence in many areas. However, like many NHS organisations, LTHT faces a continual challenge to balance the best possible level of patient care with a demanding financial environment. And to continue its success, the Trust recognises it needs to be not just efficient in all it does, but to develop innovative solutions to win additional non-NHS income.

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LTHT has valuable assets in the form of a broad range of skills and expertise to draw on – and attract – international attention. Indeed, working with hospitals the size of LTHT and the NHS can often enable many healthcare services abroad to make a step-change in the quality and efficiency of their own services. As a result, Leeds has identified, with strong support from the Board and Executive team, the development of international commercial opportunities as a key strategic aim – and has already seen significant success in key areas.

Winning opportunities with Malta LTHT has won a series of commercial deals with Malta. Historically, Malta has strong ties with Britain, and its entry into the European Union in 2004

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| triggered a planned investment programme in much of the country’s infrastructure, including healthcare. Part of that investment has seen the building of a new Oncology Hospital for the island to replace old and inadequate facilities. Thanks to substantial EU funding, the €48m Sir Anthony Mamo Oncology Centre (SAMOC) opened last year. A new hospital, particularly a specialist oncology centre, needs a highly qualified workforce. And to ensure that the new SAMOC would be ready in time, in 2013 the Government of Malta placed an invitation to tender in the Official Journal of the European Union (OJEU) seeking bids from organisations to train their student medical physicists. LTHT submitted a successful bid, and in July 2013 six medical physicist students from Malta started a 22-month training programme at LTHT. The following year, LTHT was awarded a second tranche of nine students, all of whom have recently concluded the demanding training programme. The programme followed the training specified by IAEA publications covering three specialist areas: Radiotherapy Physics, Nuclear Medicine and Radiological Physics. However, the IAEA’s syllabuses are designed to be generic, catering for a wide range of healthcare environments. So a key step in the training was to understand Malta’s specific requirements and thus to give appropriate emphasis to the elements of each syllabus that would best equip the trainees to add maximum value to the Maltese healthcare enterprise. Undertaking this training in a department comprising a 200-strong team of physicists, engineers and technologists, based within one of the largest UK teaching hospitals, ensured that the trainees could gain first-hand experience of leadingedge physical science being deployed in support of state-of-the art clinical services. The staff at LTHT

Leeds Teaching Hospitals NHS Trust

DAVID BERRIDGE FRCS (EDIN), FRCS (ENG), DM, FEBVS David has been a Consultant Vascular Surgeon at Leeds Teaching Hospitals for over 20 years, having worked at Queen’s Medical Centre, Nottingham, the Freeman Hospital, Newcastle-Upon-Tyne and St Mary’s Hospital, London. As a member of Trust Board committees with responsibility for finance and performance, risk management, audit and quality, David works closely with executive and non-executive colleagues from across the organisation. David chairs the Trust Cancer Board, the Robotic Committee, Major Trauma Group and the Theatres Board. He also represents the Trust on a range of international, national and regional programmes, including the GS1 Scan4Safety Programme. In addition to responsibilities for the Trust, David has been a key driver in the development of relationships with Jordan, resulting in a Memorandum of Understanding with the King Hussein Cancer Centre, and the recent Oncology developments in Malta. Other developing relationships include India and Turkey.

also jointly supervised the Masters (MSc) research projects, undertaken as part of their academic training within the University of Malta. At the end of their training, an independent assessment of their competence was made by the Institute of Physics and Engineering in Medicine, with a 100% pass rate. Leeds Teaching Hospitals is now recognised as a centre of excellence in the training of international medical physicists and is actively seeking further opportunities in this area. The Trust’s relationship with Malta has developed into other areas too, including nurse training. In a significant step for the Trust, it also submitted a proposal to commission three LINACS being installed in their new cancer centre. This is highly complex work, not only in calibrating the radiotherapy equipment, but also integrating it with attendant software into medical and patient pathways; unfortunately, there are very few organisations that have the depth of expertise and resources to undertake it. After winning the contract, an LTHT team spent several months travelling to Malta to carry out this work, strengthening links that will bring mutual benefit for many years.

Setting sights on the future LTHT isn’t resting on its laurels following their achievements to date. Working in conjunction with Healthcare UK, staff have been exploring opportunities in Turkey and India, where major hospital building programmes have been announced. Thanks to their respected international reputation, experts from Leeds Teaching Hospitals were invited to speak at a Healthcare Summit in Istanbul, where they were able to showcase not only LTHT, but the NHS generally. They have since hosted a high level delegation from the Turkish Ministry of Health, during which they demonstrated the strength of Leeds across a very broad range of medical disciplines and services.

Further information www.leedsth.nhs.uk

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| Global Opportunity Healthcare Education 2016

BMJ BMJ

| With more than 1,400 e-learning modules and a new app, BMJ is leading the way in healthcare online learning, says Dr Kieran Walsh, Clinical Director of Clinical Improvement at BMJ

At the forefront of healthcare learning

f you work in the healthcare sector and want to ensure that your knowledge and practice is relevant and up-to-date – and your career progressing – you can never afford to stop learning. But with as many as 8,000 medical articles published every day, keeping up to date on your own is impossible. This is why e-learning courses like those offered by BMJ are becoming ever-more essential to healthcare professionals around the world today.

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A long heritage of medical learning BMJ has proudly been at the forefront of keeping doctors up to date since 1840. It has evolved from print through to online resources, and today has a dizzying array of e-learning content – from Masterclasses (over 22,000 GPs and physicians in the UK have taken BMJ Masterclasses since 2007) to high quality online exam preparation resources. In total they have more than 1,400 online learning modules and over 480,000 registered users spread across the world. Its peer-reviewed courses also offer certificates of completion for professionals doing CPD or postgraduate training, and are accredited in Albania, Australia, Austria, Columbia, Barbados,

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Bhutan, Brazil, Dubai, Europe (European Board for Accreditation in Cardiology), Delhi, Fiji, Goa, Hong Kong, Iraq, Ireland, Italy, Kingdom of Bahrain, Kuwait, New Zealand, Oman, Qatar, Singapore, South Africa, Spain, the Netherlands and Trinidad and Tobago. Independent of any commercial influence BMJ is entirely clinically-led, which enables it to evolve its content to match curricula and help clinicians get guidelines into action.

Leading the way in interactive learning Today, BMJ is leading the way in innovative, interactive learning technology in the healthcare sector. Not only are its content and webinars available online, but it recently made much of its content available to access easily through mobile devices via an app, which has made a huge difference to web-savvy medical students and junior doctors. Indeed, BMJ believes that the biggest future opportunities in education and training lie in mobile and multimedia content. It sees more primary care, practical and inter-professional content being available online for those who need it. But for BMJ, offering e-learning is about much more than just making content available more conveniently and instantly – it is about helping to democratise health education. In many countries around the world, geography, technology and cost make traditional face-to-face or even desktop-based online learning prohibitive. Healthcare professionals either cannot physically get to training locations, afford the travel expenses, own a desktop computer or have reliable access to a WiFi connection. (A case in point for this would be primary care doctors working in hard-to-reach rural areas.)

High quality content can be accessed anywhere However, the ease of accessing high quality, affordable, accredited courses and webinars online and via their mobile devices opens up a world of new opportunities for them and their patients. Now they can simply download an app to their phone and work on their training offline in their own time. They also have the reassurance of UK-based training. Over the years, the UK has led the way in good general practice. Many countries haven’t established a pattern of general practice, and they look to the UK for guidance on how to do it. Now healthcare professionals around the world all have access to the same high quality training.

A broad range of content So how does the training work, and what does it cover? There is a broad range of content, but the most popular is the clinical content; primary care or hospital medicine, chronic diseases like COPD or diabetes, and diseases generally relating to an ageing population. Mandatory training content on things like patient safety or quality improvement is also popular.

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‘Independent of any commercial influence BMJ is entirely clinically-led, which enables it to evolve its content to match curricula and help clinicians get guidelines into action.’ Usually institutions take out an institutional subscription to the content or a journal for their employees, but healthcare professionals are also able to sign up for BMJ’s content and pay for it themselves. Currently BMJ products are available in many of universities and medical schools in the UK, Europe and around the world. BMJ’s content crosses horizontally and vertically across the healthcare professions. It’s used by doctors, nurses and other allied healthcare professionals, as well as undergraduate medical students.

An important CPD resource BMJ is an important CPD resource. While different countries may have different regulatory frameworks for their training and CPD, most expect healthcare professionals to continue learning and put that new learning into action for the benefit of patients.

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BMJ

DR KIERAN WALSH Dr Kieran Walsh is Clinical Director of Clinical Improvement at BMJ. He is responsible for editorial strategy and standards in medical education, quality improvement, and evidence based medicine. He has a vast amount of experience in online medical education, face to face delivery of medical education and both summative and formative assessment. He has published over 200 papers in the biomedical literature and has published three books: the first and only book on cost effectiveness in medical education; a dictionary of quotations in medical education; and the Oxford Textbook of Medical Education. He is a Fellow of the Higher Education Academy, a Fellow of the Royal College of Physicians of Ireland and a Fellow of the Academy of Medical Educators. In the past he has trained as a hospital doctor specialising in General Internal Medicine and Geriatric Medicine.

DR DEAN JENKINS FRCP Dean was co-founder of OnExamination.com which was acquired by BMJ where he now works. He is a Fellow of the Royal College of Physicians. At BMJ he enjoys developing new business especially involving emerging technologies and working with external collaborators. He works on “Research to Publication” an online training programme in science publishing for research faculty - a partnership between BMJ and UCSF. He is also developing an online diabetes programme with BMJ India in partnership with Fortis C-DOC which launched in Novermber 2015. He helped develop the Postgraduate Diploma in Diabetes in partnership with University of Leicester which was the Silver winner Best Online Distance Learning Programme at the 2013 e-learning awards.

Learning in abstract isn’t enough; you need to be able to demonstrate actual improvement in clinical practice. And that’s where BMJ’s Masterclasses come into their own. They exist largely for the purpose of CPD and are aimed mostly at GPs. They involve one or two-day interactive, face-to-face meetings in locations like UK, Ireland, Sweden, India or Dubai, and the content is targeted to different types of audiences (GPs or specialists). At the end of CPD or postgraduate training, BMJ awards certificates of completion. These are accredited by as many as 25 institutions around the world, including medical councils and governments.

Raising the bar in healthcare As technology and medical knowledge rapidly evolve, BMJ is there, ready to ensure that medical professionals and institutions around the world have access to the knowledge and training they need to continually make a difference, and raise the bar in healthcare for all of us.

BMJ and FutureLearn BMJ is excited to see the developments at FutureLearn and hopes to join as a provider of healthcare-related education. Since 1840, BMJ has been at the forefront of keeping doctors up-todate in print and more recently through the web to

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BMJ

‘BMJ believes that the biggest future opportunities in education and training lie in mobile and multimedia content.’ desktops, smart devices, and apps enabling users to learn anytime, anywhere. Continuous medical education is essential for healthcare professionals and web-based learning gives them the flexibility to improve the skills they need to provide better patient outcomes. By working with FutureLearn, says Dr Dean Jenkins, we hope to be able to reach new learners who would welcome courses that run at a particular time over a few weeks and where a number of learners are studying together, sharing and putting their learning into action.

Further information learning.bmj.com For information on BMJ’s masterclasses, as well as exam preparation, quality improvement and clinical decision support tools please visit bmj.com

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Coventry University

| Creating better futures Coventry University is creating better futures through transformative approaches to international healthcare education, says Dr Mark Norrish, Associate Dean (International) in the Faculty of Health and Life Sciences

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though working internationally to ensure that all our students have the opportunity to develop intercultural competence through international experiences. We work with our network of international partners to help them develop these same qualities in their own graduates. Perhaps no other university in the UK has seen such a phenomenal and sustained rise in both reputation and ranking in recent years. Coventry University has established its position as the best modern university in the UK, receiving the accolade from both The Times and the Good University Guide in 2014, 2015 and 2016. In addition was named as ‘University of the Year’ by Times Higher Education in 2015. It is now ranked 15th in the Guardian University Guide 2017. Coventry University is also at the forefront of internationalisation of higher education in the UK, with recognition of its international achievements including The Queen’s

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STILLS TAKEN FROM WWW.COVENTRY.AC.UK

he world of healthcare is diverse. It can sometimes be seen as moving in disparate directions with ever increasing health inequalities. The issues faced by countries with an aging population are quite different from those faced in countries with a different demographic and a rapidly emerging healthcare sector, while in both scenarios there needs to be a reasoned approach to balancing the costs of healthcare services. However, what is clear and universal is that having sufficient numbers of high quality and appropriately trained healthcare workers is essential in all situations. Just as the provision of healthcare is becoming increasingly globalised, so too there is an increasing need for interculturally competent global healthcare graduates. Coventry University is committed to creating better futures for our students and for their service users. One of the ways that we create these better futures is

| Award for Enterprise for International Trade in 2015, an award that has never previously been awarded to a University. The European Association for International Education awarded Coventry University for its Innovation in Internationalisation (2014). Through our drive towards high quality and globally-relevant education, we aim to create better futures for our students, and for society. This is perhaps best exemplified through our international partnerships in the area of healthcare education. Coventry University has a multifaceted approach to working internationally and to internationalisation of the curriculum: ● All our health courses consider intercultural learning as part of their curriculum design ● Many courses have the opportunity for the students to study collaboratively with students in other countries through an online learning project ● Many students have the opportunity to undertake short international study trips ● Some students take up the opportunity for a studyabroad year during their studies ● Several of our awards are delivered through franchise or validated arrangements with our international partners. As a whole Coventry University has more than 12,000 students studying for CU awards with our collaborative partnerships in universities and colleges across Europe, Africa, Middle East, and Asia. In the Faculty of Health and Life Sciences we want to produce graduates and faculty who are confident and sensitive when working in any cultural setting; who understand different perspectives beyond, that of their home culture, and who have solid international experience. We want them to gain intercultural competencies (ICC): to be flexible, curious, tolerant and adaptable, and able to communicate and operate appropriately and effectively in multicultural teams and environments. Studies show that students with these qualities get better degrees, better jobs, and better careers. We recognise that our network of international partners will be crucial to help us develop these intercultural competencies.

Coventry University

DR MARK NORRISH, PHD, SFHEA, FRSM Mark Norrish is an expert in transnational education within health care provision. He is currently the Associate Dean (International) in the Faculty of Health and Life Sciences at Coventry University. Coventry University is currently sector-leading in its approach to both transnational education and ensuring intercultural competency of all its students through both online international learning and international student mobility. Prior to this, Mark worked for many years as the Head of Department of Behavioural Medicine in a medical school in Oman, ensuring the delivery of culturally contextualised medical education in collaboration with a US partner university.

International mobility We recognise that travelling overseas as part of a formal learning opportunity is one of the best ways to enhance intercultural intelligence in our students, which in turn helps to prepare them for the increasingly globalised world of healthcare. As a university we now have 5000 of our UK-based students taking part in travelling overseas on short or medium term learning experiences. Many of these student mobility opportunities are short-term field trips related to their course of study and some are credit-bearing. By 2020, we want to help half our students travel abroad and encourage all of them to develop intercultural skills as part of our curricular programmes. Recent subject-based short international trips have included; Midwifery students travelling to Tanzania to experience local midwifery practices, Occupational Therapy students in Lithuania, Bulgaria and Finland, students helping with an NGO in Malawi, as well as trips to Tokyo, Sri Lanka, Zambia and throughout Europe.

Nursing students in China The Faculty of Health and Life Sciences is working with Hubei University of Science and Technology, in Xanning, China to collaboratively deliver nursing education. Students from China spend their first three years of the academic programme in China with an option to spend their fourth and final year at Coventry University. To support the development of a deep and quality enhancing partnership Coventry University faculty also travel to China to assist in the delivery of specialised content during the early year years of the programme. The final year at Coventry gives the Chinese nursing students an opportunity to be taught alongside UK nursing students and network directly with them on differences and similarities between healthcare practice in the UK and China. In addition Coventry University hosts a delegation of students and faculty from Hubei for two weeks to experience a clinical placement environment as well as practical and academic aspects of nursing education.

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Through an academic partnership with Colombo Institute of Research and Psychology, Sri Lanka, Coventry University is helping to enhance education and practice in psychological health education through a range of undergraduate and postgraduate degree courses. The undergraduate degree in Psychology with CIRP is the first such internationally delivered programme to receive accreditation from the British Psychological Society. This partnership is considered an example of a ‘deep collaboration’, with delivery of joint programmes, faculty exchanges, student field trips and online international shared learning projects with students from both universities. All this has has an impact on the local community, most notably by revitalising the provision of much needed psychological intervention through educating of medical professionals to treat post traumatic and other disorders that have arisen following both natural disasters and conflict. This collaborative approach is helping CIRP to emerge as a regional educational centre for psychology, itself attracting international students from the surrounding countries.

‘It is not necessary to travel overseas in order to engage in international learning and enhance intercultural competency.’

online delivery increases globally it is increasingly important that, within healthcare, the quality of the content and the learning experience are properly preparing students for their field of work or practice. In 2016 Coventry University started delivering an online blended learning postgraduate degree in Psychology in collaboration with Emirates Aviation University. This course blends online and face-toface instruction to provide an authentic learning experience for students. This pattern of delivery dramatically widens availability, both geographically and situationally, being more accessible to parttime in-work students. Technology is also used to support experiential learning. A virtual reality learning resource has been developed to give students the opportunity to experience the challenges faced by people with dementia. The Centre for Excellence in Learning Enhancement has created the aptly named ‘myShoes’ project which puts students, safely, ‘in the shoes of’ a person with dementia. The students carry out day-to-day activities in the virtual self-contained flat, whilst experiencing confusion, self-doubt, visual and auditory impairment and difficulties navigating their environment. This form of technology-enabled experientially learning is

Online International Learning It is not necessary to travel overseas in order to engage in international learning and enhance intercultural competency. Coventry University has an ever increasing diet of Online International Learning (OIL) projects that allow educational collaboration between students internationally. In a typical OIL project teaching faculty work with faculty from another country to identify an area of the core curriculum that is shared by both groups of health students. A specific learning project is then developed and students studying in both countries interact online to explore and discuss the project area, sharing ideas and reflecting on any cultural differences. This intercultural dialogue helps students to appreciate the global nature of modern healthcare and to enhance their own intercultural competency. These OIL projects are universally appreciated by students, who often comment this is one of their first opportunities to interact formally with students in another country. For many students this ‘dipping of their toes’ into the world of global healthcare encourages them to go on an international field trip later in their course, and perhaps to start a journey toward becoming a global practitioner themselves. The Faculty of Health and Life Sciences has collaboratively delivered online international learning projects between Coventry University students and students from a wide variety of countries including Hong Kong, Singapore, India, South Africa, Ethiopia, Turkey, Canada, USA, and across Europe.

Technology enabled health One of the defining features of the educational landscape in recent years has been the impact that technology has on teaching and learning. As

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Coventry University

Psychology and Mental Health in Sri Lanka

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helping to transform the way in which students understand some areas of their curriculum. Not only are advances in technology transforming healthcare education but they are having an ever increasing impact on practice. As a leading entrepreneurial university, Coventry University is well positioned to be at the forefront of these advances.

Coventry University

In July 2016 the University’s Serious Games Institute (SGI) is hosting the ‘Games for Health’ UK conference, where global experts in the groundbreaking fields of serious games and virtual reality will be discussing the role of games to improve health and wellbeing. Previous successes from SGI include a ‘serious’ game that brings benefits to children with attention deficit hyperactivity disorder (ADHD). ‘Plan-It Commander’, was developed which research showed helps players develop skills to cope with daily life challenges, in particular, time management, organisation and social skills. The Faculty of Health and Life Sciences is also involved in developing educational apps. One such app, endorsed by the National Society for the Prevention of Cruelty to Children, helps to protect young girls and women from female genital mutilation (FGM). Another, the Liver App, helps to support transition decisions in young people with liver disease, helping to empower them in making choices about the care and services they receive. As healthcare becomes increasingly globalised we look forward to working ever more closely with our international partners to help educate and train students, building a global healthcare work force that will help to create better futures in their local communities.

Further information www.coventry.ac.uk

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| Global Opportunity Healthcare Education 2016

With new models of integrated and emergency care, education and training, Northumbria Healthcare NHS Foundation Trust is pioneering the next generation of integrated services across primary, acute, community and social care says Jack Ball

Northumbria Healthcare NHS Trust

Innovative emergency medical care

utside Europe in developing healthcare systems there is a growing demand to treat a greater number of patients with a limited supply of professional healthcare workers available. With over 65 years of clinical experience embedded within the NHS, there are huge opportunities for these developing healthcare systems to learn from the NHS as they resolve new challenges, build on best practices and avoid costly mistakes and clinical inefficiencies. One example of this success has been Northumbria Healthcare NHS Foundation Trust in the North of England which is leading the way nationally by providing integrated care and joining up primary, acute, community and social care services. The Trust is treating more patients outside of hospital, thereby alleviating pressure on hospital admissions whilst also continuing to provide exceptional levels of clinical care and training.

Specialist emergency care When an emergency makes hospital admittance an absolutely necessity, the Trust has pioneered a new model of emergency care. Built in 2015, the Northumbria Specialist Emergency Care Hospital in Cramlington is the first of its kind in England with emergency care consultants on site 24 hours a day, seven days a week in one purpose built facility. Specialists in a range of conditions also work seven days a week. “By travelling those few extra miles to Northumbria Specialist Emergency Hospital, those sick patients can ensure that they are seen by the right people,” says Dr Jackie Gregson, an emergency medicine consultant based at the new facility. “It is these experts that can ultimately start their pathway of care much sooner than they can at the moment.”

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The reasoning behind the Trust’s new emergency care hospital is straightforward. Separating serious emergencies from planned and on-going care for non-emergency patients means levels of care will not be diminished by emergency patients whose care must always be prioritised. “From those first couple of hours onwards there will be a senior consultant involved in their care,” says Dr Chris Biggin, an emergency care consultant. “That’s very different to much of the care in the UK.” The Trust’s ambulatory care service at this new facility is also designed to reduce patient admission. Consultant-led with specialist nurse practitioners, the service provides medical care to patients on the same day as they arrive and aims to prevent a patient being admitted to a ward wherever possible. This can help free up bed space for serious cases that require prolonged care in hospital. “The service was set up because patients do not like being in hospital,” says Maria Towart, an ambulatory care nurse practitioner. “What we found was that we needed to shape our services around the needs of the patient, improve the patient experience and also free up unnecessary hospital admissions.” Northumbria Healthcare’s remaining general hospitals now focus on providing planned operations, procedures, tests, outpatient clinics and on-going care. “These hospitals will move to becoming centres for elective care and local community services,” says Trust CEO, David Evans. The opening of the Northumbria Specialist Emergency Care Hospital and the redesigning of urgent care services at the Trust’s general hospitals marked the first phase of work to create a ‘primary and acute care system’ in Northumberland, introducing a new model of integrated care. This aims to make it even easier for people to access primary care through extended access to local doctors in the community via polyclinics. This will help to reduce reliance on hospitalbased services and see the further development of integrated care across Northumberland to help to deliver healthcare locally and support patient’s

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Northumbria Healthcare NHS Trust

Staff at Northumbria Healthcare’s new hospital at Cramlington

‘What we found was that we needed to shape our services around the needs of the patient, improve the patient experience and also free up unnecessary hospital admissions.’ wellbeing in their local communities. Northumbria is leading on this work for the NHS.

Excellence in clinical training Specialities in the Trust are extremely broad, ranging from obstetrics and gynaecology to paediatrics and anaesthetics. Comprehensive specialist departments including one of largest orthopaedics departments in the region also carry out thousands of elective and emergency operations each year. Given the superior clinical expertise contained in such facilities, opportunities for unrivalled access to superior medical education and training are abundant. Indeed, results from the General Medical Council’s 2014 national training survey indicated that the North East region was voted the top region in England for doctors’ training in trauma and orthopaedics.

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As part of their two year foundation training with Health Education North East, hundreds of junior doctors every year also join the Trust as part of the front of house emergency teams, back of house ward teams, working across various clinical environments. Moreover, the survey also ranked North Tyneside General Hospital’s trauma and orthopaedic training top in the country by its junior doctors. In terms of elderly patient care training, June 2014 saw the Trust open a state of the art facility designed primarily to support elderly patients who require inpatient support following illness; Haltwhistle War Memorial Hospital is part of the Trust’s £4.6 million integrated health and social care scheme and is one of the first facilities of its kind in the country to provide hospital and social care support under one roof. The Trust’s specialist training centre at Hexham General Hospital also runs specialist courses in laparoscopic (keyhole) surgery to surgeons across the UK and Europe. This work is part of the Trust’s continued commitment to share its expertise within the wider NHS, as well as further afield in countries such as India, which could benefit substantially from the innovative work undertaken by the Trust.

Further information Contact Brenda Longstaff at internationalpartnerships@northumbria.nhs.uk www.northumbria.nhs.uk

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University of Nottingham

A world class university

anked in the top 1% of universities worldwide, the University of Nottingham is a world-class institution. Indeed, in 2014, the Times Good University Guide noted that: “Nottingham is the nearest Britain has to a truly global university, with campuses in China and Malaysia modelled on a headquarters that is among the most attractive in Britain... A member of the

Russell Group, Nottingham is in the top 75 in the QS World University rankings and one of the most popular universities in the country.” And the good news today is that you don’t need to move to the UK, or even China or Malaysia to take advantage of its world-leading courses and workshops, thanks to its innovative digital learning developments.

School of Health Sciences The School of Health Sciences is part of the University of Nottingham’s Faculty of Medicine and Health Sciences. Consisting of three divisions (Nursing, Midwifery and Physiotherapy/ Rehabilitation Sciences), the School’s mission is to

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| How the University of Nottingham’s School of Health Science is leading the way in elearning, evidence based healthcare and innovative delivery of studies, say Catrin Evans, Heather Wharrad and Fiona Bath-Hextall

University of Nottingham

CATRIN EVANS Catrin Evans is Director of Global Engagement within the School of Health Sciences and the Faculty. She is passionate about internationalising healthcare higher education and works closely with international educational institutions and research partners from around the world to achieve this aim.

HEATHER WHARRAD Heather Wharrad is a Professor of e-Learning and Health Informatics in the School of Health Sciences at the University of Nottingham. She is the Academic Lead of the Health e-Learning & Media (HELM) Group and the Digital Innovations in Healthcare Education research group.

FIONA BATH-HEXTALL Fiona Bath-Hextall is Professor in Evidence Based Health Care (CEBHC) in the School of Health Sciences and Honorary Professor in the Centre of Evidence Based Dermatology, University of Nottingham. She is also the Director of the Centre of Evidence Based Healthcare.

Global reach in healthcare education The School is firmly committed to promoting quality in healthcare globally, and works with healthcare providers, higher education institutions and government ministries across the world in a wide range of educational, research and faculty development partnerships. Their global reach is enhanced by an international reputation for the development of high quality, open access health e-learning resources. The School has a specialist E-learning centre (HELM) and augments traditional classroom teaching methods with on-line delivery – giving them greater flexibility in course design and delivery across international markets. provide excellent healthcare education that inspires its students to make an enlightened and valued contribution to society, and conduct outstanding research that enables individuals and communities to transform their health and wellbeing. They achieve this by working in partnership with their students, people using health services and their respective agencies, partner healthcare institutions, and funding agencies. The School is driven by values that include nurturing staff and students, upholding academic freedom and curiosity, and exceeding their own and others’ expectations. They uphold the University of Nottingham’s principles of thinking globally, delivering locally and engaging personally.

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Evidence-based healthcare The University of Nottingham Centre for EvidenceBased Healthcare (CEBHC) is a world-renowned Centre of Excellence in the field and is firmly committed to ensuring that healthcare decisionmaking is based upon the best available research evidence. Its team is made up of internationally-recognised health service researchers, information scientists and clinical practitioners who deliver a range of courses and workshops in evidence-based healthcare tailored to the needs to specific audiences. They also deliver short courses several times a year in Nottingham and, upon request, overseas.

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University of Nottingham

| The courses range from highly specialist short courses in systematic reviewing (3-5 days), to more generic courses covering the principles and processes of evidence-based healthcare. These latter courses are particularly popular among nurses, midwives and allied health professions, and for hospitals seeking international quality accreditation (such as Magnet). Many of these bespoke courses include an implementation project where practitioners are require to ensure that newly discovered evidence on clinical topics is fed back into practice to make changes, or is used to inform policy and guidelines. The Centre’s team has expertise in all forms of systematic review and strong links with the two leading global organisations promoting evidencebased healthcare – the Cochrane Collaboration and the Joanna Briggs Institute (JBI) – and following the short courses they are always on hand to provide mentorship to anyone undertaking a review.

Health e-Learning The Health e-Learning and Media (HELM) Group based in the School of Health Sciences at the University of Nottingham is globally renowned for their collection of digital learning tools. HELM is a team of academics and learning technologists offering design, development and evaluation workshops to translate ideas, concepts and reallife experiences in healthcare into high quality, multimedia, bite-sized, stand-alone reusable learning objects (RLOs). To date, around 1.5m people in over 50 countries have accessed HELM resources for teaching or self-directed learning, with satisfaction levels ranging from 96% in African respondents, to 100% in South American and Caribbean and Middle East respondents. As demand for the School’s workshops has

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University of Nottingham

increased in recent years, they have adapted their development approach as a FutureLearn MOOC, taking students through the process alongside a virtual group. Students can design their own resource, and the virtual communities mimic the interactivity and peer review/support provided in the workshops. This approach works well with evidence-based practice in a global context for two reasons. Firstly, because an understanding of the nature of evidence in healthcare is a multi-stakeholder concept, with many different groups having a significantly important contribution to share. And secondly, as it has a proven ability to engage a global audience in content sharing and development.

Continuing Professional Development (CPD) Provision In addition to being a Centre of Excellence for evidence-based healthcare and health elearning and media, the School of Health Sciences offers flexible CPD courses in a wide array of other topic areas. These range from full, one-year MSc courses in Nursing, Midwifery and Physiotherapy, to bespoke short courses and workshops in specialist areas.

World-leading research The School has six world-leading research groups, and is keen to support PhD students to come and study with them. The groups are Skin Integrity, Maternal Health and Well Being, Mental Health, Rehabilitation, Digital Health, Palliative and End of Life Care.

Further information www.nottingham.ac.uk/healthsciences www.nottingham.ac.uk/research/groups/cebhc www.nottingham.ac.uk/helm

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Lancaster University

End of Life Care A free online course about palliative care allows staff around the world to flexibly access quality education, says Dr Nancy Preston, Senior Lecturer in Health Research at Lancaster University

he World Health Organisation (WHO) defines palliative care as “an approach that improves the quality of life of patients and their families facing the problems associated with life threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual”. However, nine out of 10 people in need of palliative care to relieve the pain and symptoms related to life-threatening illnesses - the majority of whom live in poor countries – are not receiving it. Research from the WHO and the Worldwide Palliative Care Alliance (WPCA) found that just 20 countries have palliative care fully integrated into their healthcare services. The WHO and WPCA’s Global Atlas of Palliative Care at the End of Life estimates that 20 million patients will need palliative care at the end of their lives - a figure that doubles if people needing care before death are also included. However, just three million of those patients will receive such care and the majority of those will only receive it at the end of their lives. As a speciality, palliative care is a relatively new field of medicine with medical practitioners traditionally having been trained within a curative model of care. The UK is at the forefront of the field of palliative care. The Economist Intelligence Unit’s latest Quality of Death Index saw the United Kingdom achieve the highest rating for palliative care out of 80 countries including Australia, United States and Sweden. The UK has achieved this position as a result of its wide-ranging national policies, largescale integration of palliative care into its National Health Service and strong hospice movement. The UK’s global standing when it comes to palliative care has also seen it become a leader in palliative care education and research. Universities are now looking to provide education programmes, in the form of free online courses, to help practitioners in developing countries to up their palliative care knowledge without taking time

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Lancaster University

DR NANCY PRESTON Dr Nancy Preston is a Senior Lecturer at the International Observatory on end of Life Care at Lancaster University. The Observatory is one of the premier international research groups in the world to focus on palliative and end of life care. Nancy teaches on the PhD in Palliative Care, which combines online and face to face study, and attracts students from all over the world. Hence she is very used to teaching in an online format. The free online course grew out of findings with a European funded research study Insup-C which was evaluating best practice in delivering palliative care with other health services. She also works on another European study about advance care planning where participants are helped to record their wishes and preferences and the benefits are evaluated in a trial. She has a strong research record in symptom control. The Observatory was one of leaders in plotting the development of palliative care internationally and sees education as one of the primary methods of improving access to palliative care across the world.

off, something that Nancy Preston, Senior Lecturer in Health Research at Lancaster University, says is crucial. “Palliative care affects all people in the world due to the inevitability of death. As such all healthcare professionals need some palliative care understanding,” she says. “Free online courses allow staff around the world to access quality education flexibly.” Gaining palliative care education has previously been difficult outside the US, UK and Australasia. Indigenous courses in Eastern Europe and Asia are few and far between and at present free online courses in palliative care are only available through faculties in the United States. The US has a very different palliative care system from that of Europe and elsewhere, and these differences have created a void in palliative care education that Lancaster University is now looking to fill. Nancy says: “There is limited palliative care education outside of America, the UK and Australasia so there is a major need to open up access to tools especially in developing countries and Central European countries.” The University, which is also home to the International Observatory on End of Life Care (IOELC), is launching a free online course for

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staff working in palliative care whether as part of their general role in hospices, hospital teams, care homes, community teams and third party organisations, or for those with an interest in palliative care such as patients and family caregivers. This course will commence in October 2016 with registration with FutureLearn opening in July 2016. Lancaster’s free online course is largely based upon a European-funded study, Insup C (UK, Netherlands, Germany, Belgium and Hungary), and the Atlantes Project (Spain) which plot palliative care services in Europe. The course will be of particular interest to those in Eastern Europe as well as other countries with a European-style healthcare system. And Nancy says the access to such research, coupled with the IOELC’s input, means Lancaster’s course could provide real benefit to practitioners, patients and families outside the UK. “The IOELC is one of the world leaders in palliative care and we work closely with all the research centres in the UK and Europe,” she says. “There is a genuine international need for palliative care research and our free online course will help to meet that demand.” Lancaster University is a leading centre for providing online learning, including PhDs in the health-related fields of Palliative Care, Public Health, Organisation and Wellbeing, and Mental Health. These courses attract students from all over the world and further information is available on the Lancaster University website.

Further information www.lancaster.ac.uk/study/free-courses/ http://www.lancaster.ac.uk/fhm/research/ioelc/ http://www.insup-c.eu

Issue 01

| Global Opportunity Healthcare Education 2016

University of St Mark & St John

Communicative excellence in healthcare goes further than simply speaking and listening says Michael Hall, Programme Area Leader in the Department of English & Language Sciences, University of St. Mark & St. John

The central role of language in healthcare

ealthcare practitioners may come with a wide range of titles â&#x20AC;&#x201C; from surgeons to psychiatrists, midwives to radiographers, pharmacists to physiotherapists â&#x20AC;&#x201C; but all are bound together by a common knowledge base, the need to communicate with patients and a common purpose to treat those with clinical need, to relieve suffering and care for the unwell and vulnerable in society. In addition to the specialist clinical knowledge and skills that apply to specific areas of professional activity, there are generic skills that all health professionals need. They need to manage their relations and interactions with both patients and colleagues. This requires assimilating messages efficiently and acting on them appropriately. It requires supporting and empowering patients and allowing them to contribute to their own clinical improvement. It requires handling tension and conflict, keeping calm and focused in situations loaded with stress and emotion. All of these professional skills are performed using

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language, whether face to face, over the phone or online. Interacting with patients and their family members requires high levels of precision and sensitivity. Even descriptions of a simple procedure such as taking a blood test need to be clear and reassuring. Giving or receiving information from a patient requires the ability to listen carefully and speak unambiguously. Whereas a conversation with a colleague might involve a mix of technical vocabulary and quite informal expressions, communicating test results to a patient needs to be undertaken using everyday language and in a manner which sets the patient at ease. Over recent years the world of healthcare has become more globalised. Healthcare expertise and the development of health technologies have, for many years, been international in nature, but the exciting expansion in the exchange of knowhow, investment and human capital is truly gamechanging. The world of healthcare has never been smaller or more effective but it brings with it a set of challenges around efficient and appropriate communication. The growing demands of an ageing population, the availability of an increased number of treatment modalities, an emerging middle class in many

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University of St Mark & St John

IMAGE: WWW.SHUTTERSTOCK.COM

MICHAEL HALL Michael Hall runs the English for Healthcare Professionals programme at the University of St Mark & St John, Plymouth. In his role as Programme Leader of International English he has had responsibility for many years for needs analysis, syllabus design, delivery and assessment of bespoke short courses. Tailored to the needs of sponsors – ministries, universities, cultural organisations - these courses focus on language training in a wide area of professional specialisms, including healthcare and professional communication skills.

Underlying all of these skills is proficiency in English, what linguists call “communicative competence” – if you want to communicate your ideas it’s not enough to know how English works as a system, you also have to know how to use it and adapt it to the situation you’re in. developing regions of the world and further industrialisation will all place demands on global healthcare activities and will drive the demand for more healthcare workers. This, in turn, will drive the international exchange and migration of healthcare expertise. In medical environments where English is increasingly used as a lingua franca, practitioners will be exposed to a wide range of varieties of English. Patients and colleagues communicating in English, whether as native or non-native speakers, may use non-standard forms of pronunciation, grammar and vocabulary which place great demands on the listener’s comprehension skills. In cases where the patient does not have enough English, the practitioner may have to operate as an interpreter, translating not just between languages but also registers (medical specialist to patient and back again) and even cultures (the modern hi-tech world with the value systems of a traditional society). This is a lot to expect of someone whose medical knowledge may have been acquired in a language other than English. The language skills required of practitioners are not confined to speaking and listening. Access to up-to-date medical information is likely to be through English, and there are forms to complete, medical records to update, logs and emails to be written. Competence in reading and writing in English are therefore key measures of efficiency and professionalism. Medical communication is a highly complex business, performed across situations determined by the context (café, office, bedside or theatre), the participants (talking to a patient or a surgeon) and the topic (medical, administrative, social). Mastering this range of highly complex skills requires commitment and determination over a long period of time, therefore we should not assume that these skills can be picked up on the job.

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Effective training programmes As an international community, how do we go about addressing all of these language challenges? We need to: l Use methodologies to identify the strengths and weaknesses of individuals’ communication skills in English and map them on to the needs of their professional position l Utilise a high-quality graded syllabus with realistic and measurable aims and objectives, so that real progress can be achieved in relevant professional skills l Engage with a programme which is built around the needs of the learner, assessing progress and the maintenance of standards in relation to changing language needs l Link training programmes to authentic clinical environments and knowledge repositories. A truly effective training programme takes account of individual learning styles. It can be monitored and calibrated in response to the progress of individual learners. It can motivate learners to continue improving in their own time, through study, online learning and use on the job. All this requires the active engagement of individuals with their own learning experience, to reflect on their performance in English in order to enhance it through use. The possession of effective communication skills bestows greater competence, efficiency and higher self-esteem. This leads to happier patients, better professional relations among colleagues, a more functional working environment and more positive outcomes. It also enables the development of the global healthcare workforce that world health requires. No medical activity would be successful without it.

Further information Email: mhall@marjon.ac.uk www.marjon.ac.uk

Issue 01

| Global Opportunity Healthcare Education 2016

University of East Anglia

Improving Elderly Care -Novel Teaching Methods The University of East Anglia is pioneering experiential approaches to Dementia Training says Sarah Housden, Senior Lecturer in Nursing Sciences

here are an estimated 46.8 million people worldwide living with dementia in 2015. This number will almost double every 20 years meaning that novel approaches must be developed to train healthcare professionals in response. Taking an evidence-led approach, the University of East Anglia (UEA) has progressively transformed dementia-related training for qualified health care practitioners by moving from a traditional lecturestyle format for delivering Continuing Professional Development (CPD) teaching, to an interactive and experiential approach which leads participants to be more engaged in their own learning. The Dementia and Ageing Teaching Team within UEA’s School of Health Sciences is responsible for the delivery of teaching which focuses on promoting the health and wellbeing of older people and those living with dementia. Age simulation suits, which provide insight into the experience of living in an ageing body, have proved to be a particularly successful aspect of experiential learning. Lecturers have used the suits to enhance understanding, knowledge and skills of students, but above all, they have been found to be effective in fostering a greater degree of empathy towards older people and those living with dementia. At first sight, there appears to be nothing about these suits which could simulate the experience of living with a dementia. However, lecturers have found that by combining the wearing of the suits with a range of physical, sensory and social changes to the environment, participants can quickly become confused, leading to changes in cognitive, behavioural and interactional style reminiscent of the symptoms associated with dementia syndrome. This has been an essential

aspect of the pedagogical value of simulation suits, as participants’ understanding of how their own behaviour towards people living with dementia can exacerbate difficulties regarding the orientation to the environment and self-expression. The use of the simulation suits is just one aspect of experiential learning used in CPD dementiarelated training at the university. Lecturers utilise a range of techniques to simulate the experience of memory-loss, dysphasia, restricted mobility and

‘Age Simulation Suits used as part of experiential learning’

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| confusion. This innovative approach ensures that students engage at a greater depth than is possible with traditional style learning, i.e. seminars and lectures, increasing the rate of transformational learning that may lead to lasting changes in the realworld setting. Feedback from training sessions suggest participants undergo a moving experience that has lasting effects in terms of their understanding of ageing and dementia. This is not achieved through a purely experiential approach. Following each episode of experiential learning, participants are encouraged to apply their learning into practice with reference to dementia care theory and the research evidencebase for best practice. A comprehensive debriefing following the experience is a key aspect of the approach, ensuring that the wellbeing of participants is not compromised and that their experience will lead to a constructive opportunity for improving practice.

Experiential learning The active engagement of students’ cognitions, emotions and interactions during these teaching sessions, increases their understanding of the material being taught, and the likelihood that their learning will be not only applied, but also passed onto their colleagues in the workplace. UEA’s adoption of experiential learning in dementia training

University of East Anglia

SARAH HOUSDEN Sarah Housden is a Senior Lecturer in Nursing Sciences in the School of Health Sciences at the University of East Anglia. With a background in Occupational Therapy her main research, teaching and professional interests centre on improving the health and quality of life of older people and those living with dementia. In addition to her Occupational Therapy qualification, she holds an undergraduate degree in Health and Social Care, a Master’s Degree in Health Sciences and has recently completed a Doctorate in Education.

was partly inspired by the need to find innovative ways of cost effective cascaded-learning to achieve maximum impact in clinical settings. The difficulties associated with releasing staff from the workplace to attend training meant that an innovative approach to teaching staff of all grades and disciplines was required, which they could then take back to their workplaces and share with colleagues. The techniques used are relatively straightforward to learn, making them universally accessible learning tools for all grades of staff. Experiential learning is a way of levelling the ground, ensuring that every person in the room, whatever their prior experience or training, can engage with the learning from the point of view of their own experience of the activities. Thus, it is possible to have senior practitioners learning alongside comparatively junior members of staff, with each of them having transformational learning experiences during the same activity. This is because our approach engages emotions and interactions, as well as cognitions. As such, all participants learn what is relevant to them, regardless of their pre-existing knowledge and understanding. Keys to success in experiential learning:

1E ngage the social, emotional and cognitive domains of the person in the learning activity. 2 Always ensure that there is at least twice as much time available for debriefing as is spent in activity. 3 Health and safety is paramount – ensure that a risk assessment is carried out in advance and that there is ongoing assessment and management of health and safety during these activities. 4 Use an empowering, student-centred approach – enable participants to take ownership of their learning and to apply their new understanding to changes in practice. 5 Make links between the theory and research evidence-base for best practice. 6 Ensure participants have a good understanding of debriefing and ethics before they make use of these activities with their colleagues.

Further information Email: S.Housden@uea.ac.uk www.uea.ac.uk

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Issue 01

| Global Opportunity Healthcare Education 2016

University of East Anglia

| Internationalising training in Clinical Psychology Through their international partnerships, UEA has developed a leading Doctoral Programme in Clinical Psychology, say Dr SiĂ˘n Coker, Deputy Programme Director and Professor Ken Laidlaw, Programme Director

he global prominence of psychological issues such as depression and anxiety, addictive behaviours, challenging behaviours and relationship problems highlights the need for expertly trained clinical psychologists throughout the world. The ClinPsyD at University of East Anglia (UK), Norwich, UK is a full-time professional doctoral training programme in Clinical Psychology. We are commissioned to train clinical psychologists by Health Education England (the body responsible for

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the workforce development of the English National Health Service). Our Clinical Psychology Programme, which is approved by the Health & Care Professions Council (HCPC) and accredited by the British Psychology Society (BPS), is informed by partnerships in training to deliver highly competent, robust and resilient trainees. Embodying and upholding the six values of the NHS Constitution, our trainees are enabled to deliver better care at the level of individual, service and population need. The Programme works jointly with clinicians in the region to support research activity linked with the mental health research strategies of local Trusts and is in tune with clinical priorities of local services. The Programme understands clinical psychology to be a reflective, caring and compassionate profession where we act with integrity to make a difference to people at times of vulnerability and distress, reflecting the NHS values and constitution.

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University of East Anglia

‘I’m really enjoying the course so far and am very happy I came here.’ ‘I have had brilliant support from the course so far.’ Student feedback

We offer a unique route to Clinical Psychology training at the UEA that allows international students an opportunity to train as a clinical psychologist with clinical practice experience gained in the UK , with an option to return to their country of residence (international) to complete their final year of training. This doctorate (ClinPsyD) entitles students to apply for registration as a chartered Clinical Psychologist with the British Psychological Society and become accredited with the UK Health and Care Professions Council (HCPC).

teaching and research in and around Norwich. During this period the clinical placements are designed to equip trainees to develop core competences in clinical practice. During years one and two trainees gain experience of working across the life-span, of working in residential and community settings with people who have severe and/or enduring problems. The ClinPsyD adheres to a model of teaching-placement synchronization and students are required to engage in servicebased research projects and to produce a research portfolio (up to 40,000 words) comprising a systematic review and empirical paper that makes a significant contribution to their knowledge. Upon successful completion of years one and two, international students have the option of continuing their training at UEA and clinical practice placements in the NHS in East Anglia or return to their country of residence and complete the final year of the Programme by undertaking specialist clinical placements whilst completing their research. The UEA ClinPsyD Programme staff will provide oversight of placements and provide supervision during year three of the Programme. If a trainee elects to return to their country of residence, teaching in year three will be delivered via a variety of modalities (including videoconferencing), recorded video-seminars, and various online methods including the Blackboard virtual learning environment.

Our Model of Training

International Student

In the first two years international students will join the trainee cohort to complete the ClinPsyD programme of supervised clinical placements,

“I consider myself very lucky to study in this programme, leading me to have an enjoyable learning experience. With support of other trainees and academic staff, race and cultural difference is never a big issue and I never feel alone. As long as you keep an open-mind to meet new friends and try out new things, you will find lots of happiness whilst studying here.”

Presentation at Sunway University, Malaysia on “The International route into Clinical Psychology Training at UEA” by Dr Coker and Professor Laidlaw from UEA

A new Route to Clinical Psychology Training

DR SIÂN COKER & PROFESSOR KEN LAIDLAW Dr. Siân Coker is Deputy Programme Director of the ClinPsyD Clinical Psychology Training Programme, member of the Graduate School Executive and is the Postgraduate Research Director for Clinical Psychology. Dr. Coker leads the National subgroup of Trainers in Clinical Psychology (GTiCP) for Internationally Recruited Students. She is registered with the Health and Care Professions Council (HCPC). Professor Ken Laidlaw is Head of the Department of Clinical Psychology and Programme Director of the ClinPsyD Clinical Psychology Training Programme. He is a member of the Medical School Executive Committee within Norwich Medical School at UEA.

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Essential Entry Criteria

Applicants must meet the same entry criteria as those applying for NHS funded places and must also have overseas fees status. For further details on the Doctoral Training Programme in Clinical Psychology at UEA see https://www.uea.ac.uk/ medicine/research-degrees/ international-applicants

Further information Contact Dr Siân Coker, Deputy Programme Director/ Head of International Developments and Strategy. s.coker@uea.ac.uk

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| Global Opportunity Healthcare Education 2016

University of Dundee

Learning to stop a modern killer The University of Dundeeâ&#x20AC;&#x2122;s postgraduate course in diabetes care is transforming treatment of the condition in Kuwait, says Professor Mairi Scott, Professor of General Practice and Medical Education and Associate Dean (International) at the School of Medicine, University of Dundee

s modern lifestyles become ever more sedentary, diabetes diagnosis and deaths from the disease are rising alarmingly fast. According to the World Health Organisation (WHO), around 347 million people worldwide have diabetes. By the year 2030, it is predicted to become the 7th leading cause of death in the world, and is a leading cause of blindness, amputation and kidney failure. The University of Dundee (Scottish University of the Year, 2015) is combining its Medical Schoolâ&#x20AC;&#x2122;s world leading experience in diabetes research & teaching and its links with NHS Tayside to help improve diabetes healthcare in Kuwait. According to the International Diabetes Federation 17.9 per cent of the adult population in Kuwait has diabetes. Additionally with in excess of 70 per cent of adults and children overweight in Kuwait the prevalence of diabetes is increasing. In 2014 there were 424,000 known cases and itâ&#x20AC;&#x2122;s

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estimated that a further 172,600 were undiagnosed. The causes of diabetes are complex, but the WHO acknowledges that the increase is largely due to sedentary lifestyles which lead to obesity. Increased education and coordinated international and national policies are needed to reduce exposure to the known risk factors for diabetes and to improve access to high quality co-ordinated care. The University of Dundee (UoD) is actively working to increase awareness and knowledge of diabetes care and management to healthcare professionals in Kuwait. Since 2011, the UoD has been in partnership with the Dasman Diabetes Institute (DDI) in Kuwait and along with NHS Tayside have developed and deliver a Postgraduate Certificate, Diploma and Masters in Diabetes Care, Education and Management (DCEM). The programme is delivered through a blend of face-toface teaching in Kuwait, project based assignments and online support for learning. Since 2011, 93 students have graduated from the programme (23 with a certificate, 44 with a Diploma and 26 with a Masters). There are currently 165 students registered on the programme. The programme focuses on interdisciplinary learning and has a modular structure to allow students to choose the topics that are most suited to their own professional development needs, whilst ensuring that they develop knowledge of the application of clinical, educational, leadership and organisational theories. All students are required to be employed across the Kuwaiti Healthcare sector, in both Kuwait Ministry of Health and private company roles. Students study part-time and have a background in a wide range of clinical and non-clinical healthcare related roles. More than 95 per cent of students rate face-to-face teaching and the overall modules as good, excellent, or satisfactory. Already, more than 1000 student workplace based improvement projects have been completed as part of the assessed elements of the programme.

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These projects are designed to directly impact on Kuwaiti healthcare systems and also to help develop students research skills and potential. This has already led to not only students’ Masters dissertations but also journal publications, international conference presentations, posters and workshop delivery. Graduates also are now providing invaluable teaching support to colleagues within their own workplaces and consequently bringing about significant improvements in diabetes care in Kuwait. The 2014 Technopolis Peer Review of the Dasman Diabetes Institute noted that the University of Dundee programme is of high quality, innovative and clearly adapted to local conditions making it essential for the development of diabetes services in Kuwait. The University of Dundee is in the top 200 Universities worldwide and the Medical School is ranked number 4 in the UK. The Diabetes Care, Education and Management programme is now heading into its sixth year with ever-increasing student numbers, two nominations for a Times Higher Education International Collaboration of the Year award and increasing research outputs. Practical and applicable diabetes knowledge and management skills are required world-wide. Given the WHO’s predictions, diabetes will become even more acute in the years to come. Thanks to the UoD, Kuwait is working hard to become one step ahead with their diabetes care.

University of Dundee

PROFESSOR MAIRI SCOTT Professor Mairi Scott is Professor of General Practice and Medical Education and Associate Dean (International) at the School of Medicine, University of Dundee. She is the Director of the Centre for Medical Education and also offers consultancy support and post-graduate development programmes on all aspects educational governance, management and leadership. In addition she is the Director of the Kuwait Scotland Health Innovation Network which delivers a Masters level programme in Diabetes Care, Education and Management for health care professionals in Kuwait. She is the head of Tayside Centre for General Practice, an Honorary Consultant and a General Practitioner with NHS Tayside. Mairi was Chair of the Royal College of General Practitioners in Scotland from 2003 until 2007 and represented General Practice on many working groups within NHS Scotland and the Scottish Executive/ Government including the Kerr report (Building a Health Service Fit for the Future) and the white paper ‘Delivering for Health’. She also served alongside Professor David Kerr on the ‘Delivering for Health’ Implementation Board which reported to the Minster for Health. She built up strong working relationships with the Health Committee of the Scottish Parliament (giving formal evidence many times) and senior civil servants within the Scottish Executive Health Department.

Further information r.cumberland@dundee.ac.uk

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| Global Opportunity Healthcare Education 2016

University of Reading

Research Intensive The University of Reading offers world class teaching and research addressing global health concerns

he University of Reading is one of the UK’s leading research-intensive universities, and is in the top 1 per cent of universities worldwide. The University is a tight, bustling community that offers an outstanding experience for all students – inspiring students academically and equipping them for their next step after graduation, whether that is work or further study. The University offers over 200 flexible courses, teaching of the highest calibre, and a multitude of opportunities, from studying abroad to learning languages to work placements. Expectations are high for all students with these opportunities helping them all reach their full potential.

The School of Psychology and Clinical Language Sciences With over 80 years of experience, the University’s School of Psychology and Clinical Language Sciences is a world leader in teaching, research and training. The international research standing of the School is based on a world-class contribution to psychology and neuroscience in a number of areas. The School offers a range of sector-leading

courses and, as one of the leading academic schools in the UK, it attracts outstanding students and academics from across the globe, including a dynamic community of over 150 masters and 70 PhD students. Alongside career-focused training, access to dedicated research and computing facilities, all their students directly benefit from studying under worldrenowned academic staff. The School also holds the prestigious Athena Swan Bronze award, which recognises their on-going commitment to supporting the careers of women in science.

Their courses All the School’s BSc courses are Honours courses recognised by a number of professional bodies, including the British Psychological Society, Health

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and Care Professions Council, and the Royal College of Speech and Language Therapists. So it’s no surprise to learn that their students go on to succeed in both vocational careers (psychologists, speech and language therapists, teachers) and in areas such as business, marketing, law, and other industries where logic and critical thinking are valued. Their courses and syllabus cover a variety of experimental approaches and a wide range of topics, and they take great pride in their teaching programme, which is regularly reviewed to incorporate new specialist areas to reflect recent research developments. Their teaching staff are actively involved in research, and their course programme reflects their evidence-based approach to psychology.

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University of Reading

The School of Pharmacy The University’s School of Pharmacy was established in 2004 with a £7m investment. Their first cohort of undergraduates graduated with accredited MPharm degrees in 2009, and are now contributing to the pharmacy profession, particularly within hospital and community pharmacies. The school’s pharmacy practice suite uses professional dispensing software and real medicines to build up students’ experience of key processes and handling substances. Students also have the option to gain a Certificate in Business Administration through a course run by the awardwinning Henley Business School. The School currently has an undergraduate intake of around 130 students per year on the 4-year MPharm degree programme and around

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| Global Opportunity Healthcare Education 2016

University of Reading

41 postgraduate students are registered for PhD degrees. It’s also a major provider of postgraduate professional training for registered pharmacists and other healthcare workers.

A leading centre of health research The University of Reading has a strong research focus on both the fundamental basis of diseases and clinical treatments. Their health strategy focuses strongly on inter-disciplinarity and collegiality to tackle modern health challenges – from obesity, diabetes and cardiovascular disease, to mental health and wellbeing, cognitive decline and healthy aging. A key development for their health research is the establishment of the Thames Valley Clinical Trials unit, which promises to provide better access to clinical trials for patients in their region (it is well established that involvement with clinical research delivers better health outcomes for patients). The University’s interdisciplinary research is ambitious, and they are addressing key global health challenges. Through their research themes of food, environment and health, they have the world-leading expertise to understand and mitigate the detrimental health effects of climate and environmental change, consequential population migrations and urbanisation, the impacts on access to clean water, sanitation and health care systems, food security and societal resilience.

Study pharmacy and psychology in Malaysia The good news is that you don’t need to move to the UK to study at the University of Reading – you can now work towards a UK degree from a brand new University of Reading Malaysia (UoRM) campus in EduCity, Iskandar, Malaysia. UoRM is the University of Reading’s first overseas campus and, uniquely, it guarantees students the opportunity to study for part of their course in the UK. University of Reading students from the UK are also given the chance to study at UoRM,

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encouraging greater international collaboration and enhancing the teaching and learning experience. UoRM offers a wide range of professional programmes at foundation, undergraduate and postgraduate level. Home to the internationally renowned, triple-accredited Henley Business School, its programmes include the prestigious Henley MBA. Students are taught by international academic staff – the best in their field – and have the same highquality learning experience as in the UK. They’re also well prepared to excel in their chosen careers; 93 per cent of the University of Reading’s students are employed or in further study within six months of graduation.

University of Reading Malaysia’s new state of the art campus in EduCity, Iskandar, Malaysia

Prepare for study with a MOOC The University of Reading also offers free online courses, or MOOCs, via the FutureLearn platform. Over 450,000 people worldwide have now signed up for one of these courses. Reading’s MOOCs on health topics offer a taste of its specialisms in these areas to a global audience, and provide an excellent taster for those contemplating degree-level study. Reading’s free online courses include ‘Heart Health: A beginner’s Guide to Cardiovascular Disease’. Drawing on expertise from the worldrenowned Institute for Cardiovascular and Metabolic Research, the four-week course gives you an introduction into cardiovascular disease – one of the biggest killers in the UK and worldwide. A second, science-based course, ‘Obesity: Causes and Consequences’, examines the causes of the global obesity epidemic and the impact it has on life. Adapted from the successful Certificate in Obesity Management from the School of Pharmacy, the four-week course teaches more about the prevalence and perception of obesity; how it is defined and measured; what causes obesity to develop; and the consequences it has on individual health and society more broadly.

Further information www.reading.ac.uk

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Monash University

Healthy learning

Monash’s medical and pharmaceutical science programmes are internationally recognised and aim to integrate medicine and healthy living for the benefit of patients, says Professor Darrell Evans, Vice-Provost (Learning and Teaching)

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hen Monash University first decided to partner with FutureLearn to deliver free online courses, it seemed natural to begin their STEM offering with ‘The Science of Medicines’. “Medical and pharmaceutical sciences are strengths for Monash,” says Professor Darrell Evans, Vice-Provost (Learning and Teaching) at Monash. “It’s not just the research we’re doing, it’s also the way we’re stretching and improving our teaching. We want our students to think critically, ask questions, and interrogate evidence, and we’ve created some really clever teaching technologies around that. We knew that would translate well to online courses.” According to international rankings, Monash does punch above its weight in both medical and pharmaceutical sciences. The university’s Faculty of Medicine, Nursing and Health Sciences is the only Australian member of the M8 Alliance, a collaborative network of the world’s best medical universities and teaching hospitals that gives the annual World Health Summit its rigorous academic foundation. Monash shares the Alliance’s commitment to the “bench to bedside to population” model, a multi-disciplinary approach that accelerates the translation of frontier scientific discoveries into diagnostic tools, effective treatments, and measurable health benefits. Meanwhile, the Monash Faculty of Pharmacy and Pharmaceutical Sciences – the birthplace of the

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| breakthrough influenza treatment Relenza – not only educates future pharmacists and scientists, but also collaborates with partners worldwide to create, test and trial potential new drugs. Researchers have, for example, been working for years on creating safe, effective and affordable treatments for many of the tropical diseases that afflict areas like Sub-Saharan Africa, including the holy grail: a single-dose malaria treatment. It’s also created some particularly innovative teaching, like gaming technology that gives students thousands of hours of pharmaceutical experience before they have to dispense real drugs to real people. ‘The Science of Medicines’, which will return to FutureLearn in 2016, harnesses all this expertise. It is taught by academics from both faculties, demonstrating the university’s cross-disciplinary approach. Each week, the course examines a particular condition and unpacks the science around a corresponding medication. Over six weeks, students learn the origin and mechanisms of medicines that help people manage heart disease, depression, diabetes, pain and smoking addiction. The course has no prerequisites, and has drawn a diverse audience. Some students have, or care for someone who has, one of the conditions it explores. Others are test-driving a new career.

Enhancing the brain Monash will again deliver the popular FutureLearn course ‘Mindfulness for Wellbeing and Peak Performance’ in 2016. In recent years, mindfulness has become mainstream. Robust evidence continues to demonstrate its capacity to reduce stress, increase resilience, and enhance cognitive performance. Yet it remains more discussed than actually practiced. ‘Mindfulness for Wellbeing and Peak Performance’ aims to change that. While students are steeped in the science and philosophy of mindfulness over the six-week course, the emphasis is firmly on creating and maintaining a personal practice. Monash is particularly well placed to deliver this course. In a pioneering move, it integrated mindfulness across its own curriculum. All staff and students have access to a range of mindfulness programmes, from regular lunchtime drop-in meditation to courses targeted specifically to academic success. It is part of the core curriculum in several facilities and is expanding into others. While ‘The Science of Medicines’ and ‘Mindfulness for Wellbeing and Peak Performance’ cater for a general audience, ‘Food as Medicine’, a fresh FutureLearn offering, is specifically for health professionals. ‘Food as Medicine’ begins with a three-week introductory course. Students then add one or more two-week specialist modules, based on their own professional interests. These will include ‘Food and our Gut’, ‘Food and our Brain’, ‘Food and our Genes’, ‘Food, Fertility and Pregnancy’, and ‘Food and Weight Management’. These practical units unpack the latest research and give students the tools to translate their new knowledge into their health practice.

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Monash University

PROFESSOR DARRELL EVANS BSC, PHD, FSB, FRMS, FHEA As Vice-Provost (Learning and Teaching) at Monash University, Professor Darrell Evans developed ‘Better teaching, Better Learning’, the university’s flagship four-year education strategy. With development complete, Professor Evans now leads implementation, which includes strategic management, curriculum development, quality assurance and enhancement, and improvement and renewal agendas. He actively contributes to local, national and international debate and policymaking. An engaging, energetic active and award-winning teacher in his own area – anatomy and developmental biology – Professor Evans is now also recognised internationally for advances and creativity in higher education practice.

GPs, nurses, community health workers, and other professionals will be able to study ‘Food as Medicine’ in the latter half of 2016. The ‘Food as Medicine’ suite of courses borrows its model from one of Monash’s own online course offerings: the Master of Advanced Health Care Practice. Like the FutureLearn course, this master’s programme allows health professionals to expand their careers – albeit in far more committed way, and over a year and a half rather than a matter of weeks. It begins with a common unit – ‘Essentials of advanced health care practice and research’ – then allows students to choose from a range of specialisations to match their existing careers or ambitions. The programme gives health professionals a strong academic framework along with advanced problem-solving and decision-making skills to achieve best practice health outcomes for patients and clients. Because it is delivered entirely online (except the clinical midwifery specialisation), health care practitioners worldwide can gain the knowledge and skills to meet the challenges that beset the modern health care system. Whether it’s collaborating with FutureLearn or delivering its own courses, Monash has embraced online learning. Its international and collaborative nature allows the university to share not only its dynamic research in the health sciences, but also its teaching and learning expertise. That’s important in a world where our access to knowledge about science has never been greater, but our scientific literacy hasn’t followed suit. “We want all our students to develop amazing critical and analytic skills,” says Professor Evans. “Not just for one course, or one field of study, but skills you can take to any situation, academic or otherwise, and long after the course is over. That’s our ambition for anyone who studies with Monash.”

Further information www.monash.edu

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University of Woolongong

Need a new body part? Print one! 3D printing is revolutionising medical treatments but it raises as many questions as it answers, says Professor Gordon Wallace

edical science is continually seeking new innovations that will transform our ability to heal and cure, and increase survival rates and quality of life. And one of the most exciting recent developments is 3D bioprinting. It may have been around since the early 1980s, but it wasn’t until the last few years that 3D printing, and its wealth of potential, has really emerged into the public consciousness. And one particularly exciting area of development is 3D bioprinting. In simple terms, 3D bioprinting is the result of a collision between the world of biomaterials and advances in 3D printing, enabling the rapid

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development of new materials and prototype devices. One dramatic example of this new medical technology in action is the story of Kaiba. Born in late 2011, Kaiba was born with a rare and lifethreatening birth defect. His left bronchial tube was so weak that, when he was just six weeks old, it collapsed and he stopped breathing. His parents rushed him to the hospital and he was resuscitated. However, over the next few weeks, the attacks continued and Kaiba’s parents were told that, without help, his airway would never grow strong enough to allow for normal breathing. A few years ago, that may have been the end of this story. But Kaiba’s doctors had heard about an emerging new science of tissue engineering and contacted researchers at the University of Michigan. The scientists took a CT scan of Kaiba’s airways and used the data to print a replica 3D cast. This

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| cast allowed them to create a flexible, bio-material sleeve that was a perfect fit for his bronchus. The material they used was designed to dissolve in the body, giving Kaiba’s bronchus time to grow strong before disappearing within three years – eliminating the need for surgical removal. The 3D printed sleeve was implanted in Kaiba in January 2012, and now he has the strong breathing of a healthy boy. While this story may sound incredible to us today, with increased developments in 3D bioprinting, ‘miraculous’ recoveries like this will soon become commonplace. And one institution that is determined to see progress in 3D bioprinting is the University of Wollongong. It has developed an an open online course that introduces commonly used biomaterials such as metals, ceramics and polymers that are incorporated into medical devices, and examines current 3D printing capabilities for each. Using case studies just like Kaiba’s story, they illustrate the impact that 3D printing already has on our ability to create customised medical devices. Their case studies include the 3D printing of personalised titanium hip implants using selective laser melting, the creation of made-to-fit masks for facial transplant recipients using hot melt extrusion, and the potential for lab-grown organs structured through the ink-jet printing of living cells.

Limitless potential This technology is enabled by a convergence of several revolutionary scientific advances, including 3D printing and the development of biomaterials that can seamlessly integrate into the body. The University of Wollongong believes that we may be only a few years away from a time when every major hospital has 3D printing capabilities, and this open online course tells the story of this revolution. It is written for a general audience and answers questions such as: What is 3D printing? How did it come about? Is it really possible to print structures that incorporate both living and artificial components? What is possible right now? What will be possible in 20 years? In 50 years? What are the limitations of this technology? Synergistic advances in materials science and fabrication machinery have resulted in a technological progress spike that is inevitably leading to ethical, regulatory and social engagement challenges. As we consider what might be just around the corner, some of these issues are becoming even more profound. No one really knows what the future holds for us, but one thing is certain. Medical science will continually explore and develop exciting new technologies, and the sooner we embrace them, the sooner we can increase patient care and survival rates. This 3D open online course runs in March, July and November 2016. In addition to this 3D course, Associate Professor Romy Lawson says the University is also very excited to work in partnership with FutureLearn, with their free online courses further engaging learners

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University of Wollongong

PROFESSOR GORDON WALLACE Prof Gordon Wallace is the Executive Research Director of the Australian Research Council Centre of Excellence for Electromaterials Science. His current focus involves the use of these tools and materials in developing biocommunications from the molecular to skeletal domains in order to improve human performance via medical Bionics.

PROFESSOR ROMY LAWSON Romy is the Director of Learning, Teaching & Curriculum at the University of Wollongong. Romy has been involved in teaching and learning in higher education for over 20 years in both the UK and Australia. She led the National Projects and is currently coordinating the partnership with FutureLearn.

and world leading experts from across the globe on cutting edge questions around health and wellbeing.

Understanding childhood diseases This course follows the development of a child from a baby through to infant and on to primary school age, looking at the common health problems faced by children at each stage of development. Topics covered will explore the reasons behind the symptoms, the medical treatments available in a GP and hospital setting, an explanation of how the treatments work and the likely consequence of the disease process. This six week online FutureLearn course will offer general information and a background to the subject area suitable for the general pre-university population but still of interest to the undergraduate level student. Parents and carers of children and those in related healthcare professions, or those considering studying this area. The course commences in September 2016.

Young Children’s Health and Wellbeing (ESRI) The course will provide a perspective on child advocacy across a range of health and developmental domains including: • Physical health (healthy weight, eating, sleep, physical activity, screen time) • Cognitive health (executive function) • Social and Emotional health This six week online FutureLearn course is aimed for parents and carers of children, childhood educators and child care workers as well as potential students considering studying in the field. This course commences in November 2016.

Further information www.uow.edu.au/study-at-uow/free-online-courses/ index.html

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University of Glasgow

Global community learning The University of Glasgow is providing flexible online education that is interactive and fun, says Dr Jo-Anne Murray, Associate Dean of Digital Education in the College of Medical Veterinary and Life Sciences

he University of Glasgow is committed to delivering world-class education at a distance allowing learners to obtain a high quality degree that is identical to on-campus qualifications, but delivered part-time, flexibly and online. These programmes are predominantly aimed at those who wish to study for a postgraduate qualification alongside ongoing work and other responsibilities. Online and part-time over a flexible period of study makes these programmes ideal for people who wish to gain a world class award while maintaining busy professional and personal commitments. Students can study online over a period of between one and six years depending on which

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level of study they are undertaking, for example a postgraduate certificate (PgCert), postgraduate diploma (PgDip) or full masters, and the amount of time they have to spare to complete their studies. Or if they prefer not to sign up for a full degree programme, they can take one of our short online courses that focus on a specific area of healthcare. These short courses are credit bearing and can be used to enhance professional development or

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| can contribute towards gaining a PgCert, PgDip or masters. The development of these programmes is being led by Dr Jo-Anne Murray at the University of Glasgow. Dr Murray has extensive experience of delivering high quality online distance learning programmes. “Our aim is to provide quality, flexible online education that is interactive and fun. Delivering education online brings students and tutors together from around the globe, fostering international collaborative learning,” she says. The University of Glasgow is renowned for providing an excellent student experience in a friendly, supportive and engaging educational environment. Glasgow online allows learners to benefit from this outstanding educational experience and achieve a high quality degree from a world class University without having to relocate to the campus in Glasgow. “Studying online with us offers you flexibility to your learning. You can study at a time and location convenient to you, allowing you to fit your studies around your personal and professional commitments,” she adds. Online learners at the University of Glasgow become part of a global community of learners, connecting with fellow students and tutors through the University’s virtual learning environment, which contains a multitude of learning resources including recorded lectures, live seminars, videos, interactive quizzes, journal articles, electronic books and other web resources. Our vision at Glasgow is to lead the way in online teaching, learning and assessment by delivering world-class education that makes effective use of educational technologies. “Community building and collaborative learning is a key focus of our online delivery here at Glasgow. Great emphasis is placed on making sure that our students feel well supported in their learning and that they have good interactions with everyone on the programme. We have participants from all around the globe and they bring a wide range of experiences from their part of the world to the online discussions.” All you need to participate in these online programmes is a computer and internet access. You do not have to have experience of studying online as you will be guided through how to access and use all of the online resources by the University’s online learning support team. “Our focus here at Glasgow is about providing you with high quality, flexible education that is interactive and enjoyable. Our aim is to ensure you have an excellent educational experience that enables you to fulfil your potential and realise your career and personal ambitions.” If you would like to join one of the leading research and teaching institutions in the world and be the best you can be, please get in touch and we will be delighted to get you started on your exciting journey.‌

Further information For further information on the University of Glasgow’s online programmes visit: http://www.glasgow.ac.uk/odl

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University of Glasgow

DR JO-ANNE MURRAY Dr Jo-Anne Murray is Associate Dean of Digital Education in the College of Medical, Veterinary & Life Sciences (MVLS). Previously she was Deputy Director for Postgraduate Taught in the College of Medicine & Veterinary Medicine at the University of Edinburgh, where she developed one of the first online masters programmes in the University. She also has a postgraduate certificate in University Teaching and is a Fellow of the Higher Education Academy. Jo-Anne has developed and delivered many new online distance learning programmes and was part of the team that launched the first set of Massive Open Online Courses (MOOC) at the University of Edinburgh. Jo-Anne’s vision is to put MVLS at the forefront of online education by delivering world-class programmes that make effective use of educational technologies for both on-campus and online distance education students.

Are you looking for flexible, career-enhancing education, but have a hectic schedule? Is there a particular area of healthcare you are keen to explore? If so then online distance learning at the University of Glasgow could be just what you are looking for. The College of Medical, Veterinary and Life Sciences at the University of Glasgow currently offers part-time online distance learning programmes in: l Health Professions Education (MSc, PgDip, PgCert) l Health Technology Assessment (MSc, PgDip, PgCert) lS ports and Exercise Science and Medicine (MSc, PgDip, PgCert) With more programmes coming online in 2016 in the following areas: l Primary Care l Public Health l Global Mental Health l Palliative Care l Healthcare Leadership

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Eastwood Park Training

Raising Safety Standards T echnical problems with steam sterilisers or washer disinfectors, a faulty heart or foetal monitor or significant power failure to a busy operating theatre are everyday encounters within hospitals all around the world. These and other related issues have a significant impact on patient safety within critical hospital services. How these services are managed effectively and patient safety safe guarded reflects on the knowledge, skills and competencies of both staff and management. Although recognising the serious impacts of the examples above, are health organisations today doing enough to help equip their staff and minimise risk? The role of technology in the provision of healthcare continues to increase rapidly from acute and primary to social care. Inevitably this presents a challenge to the highly specialised and technical support functions within healthcare engineering. Increasingly, hospital engineering support is delivered by in-house or external specialised service providers; workforces globally are predominantly ageing and male, with recruitment and retention proving a challenge. This is partially due to limited awareness of engineering and estates career opportunities, but is also due to a lack of relevant technical skills held by young adults within the health sector, a situation further compounded by limited availability of specialised training and progressive career development opportunities. This leads to issues for both employers and employees related to succession planning and workforce development. Undoubtedly more needs to be done to attract new talent to the sector and apprenticeships, which contain knowledge and competencebased qualifications, prepare new entrants for a specific trade. Apprenticeships complement the more traditional academic routes to professional engineering roles. Undoubtedly the growing source of new talent amongst graduates is equally valued as they bring in-depth technical knowledge and important research skills, although may be lacking the practical skills. In Malaysia many healthcare engineering students undertake the Advanced Diploma in Medical Engineering in order to gain the relevant vocational

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knowledge and understanding. However in many cases colleges and some universities lack the facilities for students to get â&#x20AC;&#x2DC;hands onâ&#x20AC;&#x2122; training with actual medical equipment. To overcome this Eastwood Park delivers practical training using a range of medical equipment, through simulated work related learning environments to put theoretical training into practice. In our UK training centre, we offer training in a simulated operating theatre and other replica hospital environments, where learning can take place in as close to a real hospital environment as possible, yet enabling students to learn from their mistakes, safely and without risk to others. Eastwood Park has been working alongside several hospitals in the Middle East where many organisations have been keen to replicate and work to UK standards that have already been developed and are well respected within the National Health Service. Many countries are keen to adopt the engineering Health Technical Memoranda, more

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| commonly known as (HTMs) that provide best practice and guidance adhered to in the UK, supported by European and international best practice/guidance.

Eastwood Park Training

JOHN THATCHER As CEO, John has led Eastwood Park for over 20 years both from within the National Health Service and following a management buy-out in 2003. He has been active in driving the development of the training offered and extensive customer base to the wide-ranging portfolio and international markets serviced today. Eastwood Park has developed a reputation worldwide for its delivery of specialist technical engineering, facilities and estates management and support services training, primarily to the healthcare sector.

Developing strategies In Qatar, we have been working with the Hamad Corporation in establishing engineering systems through appointing and developing staff in accordance with International Standards and Codes of Practice in all eight of its hospitals. Working with senior Hamad staff, we identified clear responsibilities and the required competencies for the maintenance, management and quality assurance of engineering and facilities systems, plant and hospital equipment including medical gases, electrical, water, lifts, air conditioning and steam boilers. The roles of Competent and Authorised Persons and Authorising Engineers were adopted from EU Approved Codes of Practice and the competencies for these roles informed the training programmes that we developed. Over 300 staff were appointed, trained and accredited with internationally recognised competency qualifications at the appropriate level to undertake these roles and up to 900 nurses were training as Designated Nursing Officers within Medical Gases. In addition to the training, engineering systems were audited, redeveloped and redesigned to ensure compliance to international benchmarks of good practice. Service improvements are being recognised and Eastwood Park has an Biomedical equipment training

on-going relationship supporting the Hamad Medical Corporation with continued support and refresher training. With decontamination a huge priority, another significant training programme has been our association with King Faisal Specialist Hospital and Research Centre in Riyadh, KSA. Here we have been leading a work-based programme within the Central Sterile Services Department (CSSD). An extensive programme, which included developing new CSSD policies and procedures and delivering a training programme to ensure the new procedures were understood and being followed. As part of the organisationâ&#x20AC;&#x2122;s succession planning, Eastwood Park also trained and qualified CSSD supervisors to support and assess their own technicians in applying the new policies and procedures and recognised standards of competence. More recently Eastwood Park returned to the graduation of a new group of technicians that joined the CSSD department directly from college and have now fully qualified and recognised as a highly skilled and valued team. Another critical hospital service is the supply and management of medical gases. Maintaining an effective working supply is another aspect of Eastwood Parkâ&#x20AC;&#x2122;s training. Most recently we have been delivering medical gas training in India for Praxairâ&#x20AC;&#x2122;s engineers and technicians, in Malaysia and the Kingdom of Saudi Arabia for the relevant Ministry of Health as well as for Draeger Academy and Aras Medical Devices & Equipment in Dubai. The global healthcare arena needs to develop clear strategies to ensure there is a well-equipped workforce that can support advances in technologies and the increasing demands for high levels of service. Developing effective recruitment strategies to attract the right quality of staff and the range of staff needed remains at the start of the process. Our challenge at Eastwood Park is to work alongside the international healthcare market and continue to develop training strategies that support best practice and continue to raise safety standards internationally.

Further information www.eastwoodparktraining.co.uk

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CHECK

Training goals Recognised as one of the world leaders in healthcare education, the UK is well placed to assist China to meet its goals for healthcare education, training and development, says Professor Lynn Kilbride, Chair of China Healthcare Education Consortium UK

s the size and scale of China prevents one institution making a significant contribution on its own, the China Healthcare Education Consortium UK (CHECK) was established in 2013. CHECK consists of nine universities and colleges that have joined together so that any collaborative healthcare opportunity from China can be met effectively on the scale required. The members are spread over the UK and each brings a unique contribution of skills, knowledge and experience to ensure that the scope of a project can be fully met and exceed the requirements of the partner. The current CHECK members are: l Anglia Ruskin University l University of Brighton l De Montfort University l Edinburgh Napier University l Glasgow Caledonian University l London South Bank University l Sheffield Hallam University l Swansea University l Forth Valley College

What does CHECK provide ? Although there are a large number of Institutions there is a CHECK steering group that is led by senior UK academics from each of the participating institutions. Each individual has extensive experience of working collaboratively in China. This has many benefits in terms of ensuring that the services provided by CHECK are fit for purpose and are culturally sensitive.

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CHECK can provide all of its range of services to both public and private organisations and to date many have been interested in the specialist education that can be provided by CHECK with the main attraction being that all specialist education is underpinned by the research and practice expertise of the academic staff working within CHECK organisations. Below is a range of the specialist services that CHECK can provide. Primary Care l Public Health l Ageing Studies l Health Promotion l Rehabilitation lC hronic Conditions (diabetes, cancer, stroke, dementia) lA ccreditation and Credit Rating l Health Management l

Train the Trainers Mindfulness l Health Optimisation lS ports and Exercise Training l Consultancy l Dietetics l Research & Evaluation l Clinical Research l Care of the Elderly l l

MASTERS (MSC) IN HEALTH ADMINISTRATION This innovative programme is intended specifically for graduates who have an leadership or administration role within health or social care. This programme has a multi-professional approach that will enable students to develop the knowledge and skills required to continue at a more advanced level and enhance their career development. It can be delivered on line and/or in country and specific aspects of the programme can be accessed for individuals to take as short courses eg financial management. The MSc Health Administration programme is designed to prepare participants to function more

effectively within the complex and rapidly evolving environments of health and social care. Through the programme students will be provided with the opportunity to enhance their knowledge and skills set base within a broad international context. Learning, teaching and assessment methods focus on providing students with engaging and contemporary materials which link theory to practice and require them to take a critical perspective on both. Critical appraisal of culturally relevant health and social policy is used to facilitate students achieve advanced levels of practice and influence decision making at local and strategic levels.

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INTRODUCTION TO CARE PRACTICE The Introduction to Care Practice course was delivered to international delegates looking to enter or return to employment in the care sector. The 36 hour course schedule was practice led and embedded care values and principles. Cultural and language diversity amongst delegates generated energetic discussion and encouraged delegates to reflect on their own beliefs and experiences. Delegates enjoyed practical training in essential care skills including safer people handling, prevention of infection and first aid. The schedule of the course was flexible and tailored to suit the needs and level of the group. The group also opted to complete Scotland’s Mental Health First Aid programme as part of the schedule and all were certificated for this. This student centred approach ensured a high level of engagement from participants

and all would recommend the course. On completion of the course delegates could progress directly to entry level employment within the care sector or to a full-time Health and Social care course within Forth Valley College. Delegate feedback included: l “I plan to tweak my job prospects at least a bit so with more confidence gained on this course, hopefully I will achieve just that” l “Just an enormous gratitude for helping me rediscover this new path in my life; whole new beginning starts now” l “ I would just like to say that I very much enjoyed this programme and I will definitely do further programmes in the future” l ”I learned more than I thought, and definitely want to work in the care sector”

Assisting our partners to meet their healthcare education needs CHECK is a unique organisation in terms of size and scale. It can therefore provide a one-stop healthcare partner for Chinese public and private agencies. CHECK collectively has access to 1,500 highly qualified healthcare staff, of which 83 are at professorial level, and currently provides a wide range of healthcare education to 4,500 post graduate and 17,000 undergraduate healthcare students throughout the world. As well as being able to provide education on a large scale, the size of CHECK makes it unique in terms of the depth and breadth of the healthcare education and research that it can provide.

Working in Partnership CHECK’s success to date has been enhanced by the strategic relationships it has developed with organisations such as UKTI, Healthcare UK and CBBC. By being closely aligned with organisations who are key contacts for Chinese organisations seeking partnerships in the UK there are many advantages for CHECK and their potential partners: l All healthcare related opportunities are sent directly to CHECK to prevent delays l Translation can be facilitated l Face to face meetings can be arranged if possible, giving a good business and cultural orientation to assist with the development of collaborative ventures l Meetings result in a series of planned activities which will bring business to CHECK partners and lead to other opportunities.

Further information Contact Professor Lynn Kilbride Email: lynn.kilbride@gcu.ac.uk Tel: +44 1413318788

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CHECK

CHECK can prepare many Healthcare Professionals such as l GPs l Nurses (All Levels) l Occupational Therapists l Dieticians l Social Workers l Physiotherapists l Podiatrists l Sports and Exercise Therapists l Clinical Research Staff The type and nature of education and training services that CHECK can provide is extensive and every partner can dictate a bespoke service. If CHECK does not currently deliver the type of educational package that a partner requires, the CHECK experts can will work to develop an exclusive package to suit the demand and nature of the clients requirements. The range of services that CHECK can offer vary significantly: to date CHECK members have provided for both public and private partners: l Degree programmes, l Short courses l Train the trainers courses, l Online learning packages l Research and evaluation studies l Consultancy Services l Summer schools l Consultancy services l Credit Rating & Accreditation

PROFESSOR LYNN KILBRIDE Lynn is Head of Nursing and Community Health Department at Glasgow Caledonian University. The Department is one of the larger providers of Nursing Education in Scotland and is the only WHO nursing and midwifery collaborating centre in the UK. Lynn’s clinical expertise lies in the area of neurosciences and she has maintained research expertise in these areas as well as diabetes. Lynn is internationally recognised for her expertise in developing and delivering nursing curricula internationally and has received recognition for this in a number of countries including Singapore and China. Lynn has successfully engaged with private, public and governmental agencies throughout her career and has innovatively used nursing and health expertise to benefit each of these organisations and their employees through the development of bespoke education that facilitates the career and educational alignment of individuals. It is this expertise that has allowed Lynn to be appointed to many groups and organisations in a consultancy/advisory capacity.

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Training Gateway Training Gateway

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Healthcare education: joining the dots Demand for UK education and training in healthcare is continuing to rise. Jack Ball asks Amanda Selvaratnam, Director at The Training Gateway, how they’re creating bespoke solutions

oday, overseas students and professionals have a wealth of training programmes to choose from online – so many that it’s often difficult to know where to start. And as a world leader in education, it’s not surprising that demand for UK courses is high. But not every course will be right for every individual or organisation seeking training; the right solution needs to be tailored to their specific needs. This is the driving principle behind The Training Gateway, regarded as one of the leading training and education training brokerage organisations in the UK. The Training Gateway was set up in 2008 with the idea of helping the UK education and training sector promote their products, services and expertise to overseas organisations. As a rule, most training providers have a catalogue from which a client can search and select courses that address their particular training needs. The Training Gateway, however, goes one step further and actively tailors a training approach to the individual

needs of each client, as Amanda Selvaratnam, Director at The Training Gateway explains: “We don’t have a catalogue. We clearly identify from the outset exactly what the learning outcomes are and interpret this for our members with a very clear brief. This means every client is provided with a unique and tailored programme with suppliers fully aware of what’s being asked of them.” As with all training and education provision, measuring the quality of teaching through proper accreditation channels is also crucial. “Although we don’t accredit any of the organisations, every member organisation has some form of recognised accreditation or formal accountability,” says Selvaratnam. “This restricts our membership to only those who have a recognised accreditation or UK Government recognition and endorsement, meaning clients can be assured that our membership is not simply a group of people who think they are trainers and try to sell themselves to the highest bidder.”

Healthcare training Opportunities for overseas partnerships have always been present in healthcare education and training, as Selvaratnam points out: “It was obvious there were going to lots of opportunities for

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Training Gateway

| healthcare education and training when we started The Training Gateway. Identifying our membership, we made sure to contact the nursing schools, universities and other allied health practitioner training centres and tell them that we’d like them to be involved because they’re a high quality healthcare training provider.” The particular success of UK-based education and training in healthcare can be partly attributed to the NHS. With a history spanning nearly 70 years, the NHS is a globally-recognised flagship healthcare organisation. “People from all over the world are in awe of [the NHS]. They recognise the quality of care and the quality of the staff. They understand that the NHS system is supported by an excellent educational system that meets the training needs of its staff at all levels,” explains Selvaratnam. “Combining this with the excellent reputation that the British education system has more generally has resulted in a winning combination- a fantastic education sector and an amazing healthcare sector means that people want what we’ve got.” So it’s no surprise that many Training Gateway healthcare clients request that their doctors, nurses and allied healthcare professionals learn from NHS staff in NHS hospitals: “Healthcare is a people’s profession and nothing beats delivering training with real people in real situations. They want to experience the NHS. They want to be on the wards and see how things are done properly. If you’re trying to give people an experience like the UK training process then there needs to some face to face ‘on the ward’ training.” However, while it may be universally beneficial, face-to-face education and training is not always practical, legal or feasible, as Selvaratnam explains: “In these cases we try to deliver theory in the UK and practice back in their own healthcare organisations.”

Projects large and small

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The Training Gateway may be relatively small in size, but their experience and scope is extremely broad. When they’re approached to train a large or national healthcare workforce, they have the capacity

Training Gateway

AMANDA SELVARATNAM Following a scientific career in research and industry, Amanda moved into business intelligence with Glaxo SmithKline prior to joining the University of York in 1999 as head of Corporate Training. In 2008 Amanda founded the Training Gateway a FREE brokerage service which provides a quick and easy way for any organisation wishing to source corporate, vocational and executive training and educational partnerships from UK universities, colleges and private training providers. Amanda has worked extensively in the Middle East and South East Asia promoting UK education and training services.

to coordinate a single offering by bringing together various UK educational institutions. “We have on occasion worked at a government level,” says Selvaratnam. “In 2007 for example we brought together 24 universities who were interested in helping reform Libya’s healthcare system. We coordinated the group coming together before identifying a lead partner who then worked with the other organisations and universities to deliver the project.” The knowledge contained within The Training Gateway’s partner organisations ensures the success of any large-scale training project: “Although we can bring organisations together, we generally prefer an organisation with real knowledge of what’s required to lead the consortium throughout the delivery of the entire project.” For UK training organisations, accessing opportunities like these is made very simple. “There is a section on our website called business opportunities where members can see details on how to apply. We receive a lot of information from UKTI as well as from our contacts overseas,” says Selvaratnam. In many ways the value of The Training Gateway to overseas governments and organisations is their wide network of high quality UK training providers. “We get phenomenal feedback from clients in terms of the time it’s saved, the quality of the providers as well as the knowledge and access that the team has in making sure that the training request is written and composed in a way that can be serviced by UK providers.” All of which is excellent news to any overseas students or organisations seeking help navigating the maze of training on offer. Instead of stumbling blindly through the options available, they can get help to find the right training providers for their unique needs.

Further information www.thetraininggateway.com

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University of the West of Scotland

The University of the West of Scotland is raising its international game with a brand new London campus, focusing on strong work-based and online courses for nursing and social care students, says Dr Tim Duffy, Assistant Dean (International)

London calling

n a competitive market it’s important for any organisation to realise its potential, and education is no different. The University of the West of Scotland’s Corporate Strategy 2014-2020, set out plans for a new sense of purpose and identity as a truly 21st century university with a strong global outlook. UWS was established in 2008 but has origins dating back to 1897. It has four campuses in Scotland, a recently opened London campus, and a student population of 16,000, over 2,000 of whom are international students from 90 countries. This is

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a number the university aims to increase by focusing on the delivery of high-quality, internationalised, research, teaching and learning. The UWS London campus is designed to help achieve this. It provides a delivery point for degree and postgraduate programmes, giving the university’s growing international student population a global outlook and preparing them for the best international career opportunities available. Courses are available across a range of subject areas, including business, education, music, science and health, nursing and midwifery. As part of the university’s new global strategy, positions have been created within each school, including Dr Tim Duffy’s role as Assistant Dean (International). He describes his job within the university’s School of Health, Nursing & Midwifery

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University of the West of Scotland DR TIM DUFFY Dr Tim Duffy, Assistant Dean (International), School of Health, Nursing & Midwifery, University of the West of Scotland (CQSW B.A., PhD). Dr Duffy has 25 years of academic experience in the development, delivery and assessment of undergraduate and postgraduate courses. As a strong advocate of new teaching methodologies, he has fully embraced distance and e-learning techniques. As Director of Distance Learning he has managed nursing programmes for students in over 30 countries. As an active researcher with over 50 academic outputs he has particular interests in student motivation and in health related behavioural change and motivation. His current focus is on increasing international student recruitment; distance learning; transnational education; student and staff mobility and internationalising the curriculum.

as to “drive everything international” – something he believes is a huge growth market in healthcare education.

Work-based, career-driven programmes

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“There’s a shortage of nurses in England,” Dr Duffy says. “London alone is short of several thousand nurses, and considerable efforts are being made by health authorities to recruit from overseas.” “To be a qualified nurse in England you need an International English Language Test System (IELTS) score of seven. Many international students undertake education programmes with universities. But then to become professionally approved, they need to successfully complete an NMC approved programme.” UWS already has a strong reputation for students gaining jobs when they leave – currently 97 per cent of Health, Nursing and Midwifery students go on to jobs or further study six months after graduating – and Dr Duffy believes that international students will benefit greatly from the university’s experience of providing work-based, career-driven programmes. “Students coming to our London campus will come in as already qualified nurses in their own country, be it parts of Africa or the Philippines or India. We’ll take them through a top-up programme which will elevate them to degree level,” he explains. “We’re looking at building in work experience for them, so they not only develop professionally, but so they also have a flavour of working in the NHS. We’re also building in an English language course that will take them from an IELTS score of six to the required level seven, so that as they study they will continue to improve their English.” “We also have health-related programmes which are not for nurses or midwives, but for health and social care. We’ve identified a niche market in

London for people who’ve completed a Higher National Diploma (HND) in Health and Social Care at local colleges and want to progress to a degree. So we’ve incorporated a programme – BSc Hons Professional Health Studies – that we already deliver in Scotland, which started in April 2016.”

Cost effective online learning Dr Duffy has a strong background in social care, having worked at the coalface of a very challenging profession, as a senior social worker in Scotland’s biggest prison specialising in alcohol and drug offenders. He then moved to UWS where he has developed the university’s online health, nursing and midwifery education for 20 years. “I was the director for online health, nursing and midwifery education. In terms of increasing delivery it’s the way to go,” he explains. “We started by launching a pilot with students in Hong Kong during the handover time in 1995. We identified a local partner and had 40 part-time staff members who worked on our behalf. We produced all the education materials, the local tutors provided local support and we provided the quality assurance, the graduation ceremonies and the problem solving, making sure it worked. Over a five-year period we had 1,000 students there. After that we launched in the UK and international market and had students in 33 countries.” Over the past 20 years, advances in technology have made online learning a lot easier, more flexible and cost effective. “We developed our materials over the years, and now we’re adding value and keeping our courses current,” Dr Duffy says. “Our programme would be a top-up degree rather than a whole nursing degree. So, for example, students might have to do the final year of a degree, which is six modules. We charge £720 a module, whereas other universities may charge significantly more.”

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University of the West of Scotland

‘We developed our materials over the years, and now we’re adding value and keeping our courses current’. All the university’s programmes have to be validated. As part of this, UWS consults with the local health boards who advise on the programmes and sit on the university’s validation panel. Student engagement is another consideration. “When we have overseas students online, they’re in contact with students and tutors here in the UK,” says Dr Duffy. “All the students are given the same access to the online resources which are updated by the Scottish tutors, and there is an engagement between the students who are physically sitting in a classroom on a part-time basis and the international students. So there is that collaborative approach.”

Strong interest from China The UWS’s experience and expertise in overseas e-learning is already paying off, attracting strong interest from education providers in China. “In the last month or so we’ve officially linked up with the University of South China,” Dr Duffy reveals. “We’ve got a Memorandum of Understanding (MoU) with them so we can actively engage in course delivery, research and continued professional development programmes. “China has stated they want to train five million nurses and eight million healthcare professionals. We’re positioning ourselves to engage with different

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partners in order to take part of that market. One of the biggest issues coming through is elderly care and service development, dementia care, Alzheimer’s and so on. We are currently leading a European project specifically about dementia care and developing different delivery modes.” UWS has university staff based in Beijing and around China, as well as other countries, including India. Altogether the university has more than 200 agents around the world who recruit students on behalf of UWS. And while it’s clear that a market the size of China will bring huge challenges in terms of programme delivery and resources, Dr Duffy believes the university is up to the job. “We’re still at the building blocks stage at the moment, but the university is very supportive. We are looking at the demand and how we respond to it. London is a good example. Instead of our staff travelling down from Scotland, we’ll engage additional staff members in London. We’re also looking at options to deliver our programmes in a number of countries.”

The key to UWS’ success The key to UWS’ successful approach to global healthcare education is not only in the content and delivery of its UK-based and online courses, but its understanding of local markets. It’s this approach that Dr Duffy hopes will continue to enable UWS to build upon its success and continue to realise its full potential across all aspects of its business – especially the delivery of highquality, internationalised, research, teaching and learning.

Further information www.uws.ac.uk/london

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Occupational English Test

Language confidence Good communication skills are vital to ensure safety and quality in healthcare. And as demand for healthcare professionals grows, so too does the need to ensure an increasingly global workforce has a proven standard of healthcare-specific language proficiency, says Simon Beeston, Director of Cambridge English Language Assessment

he number of healthcare professionals signing up to the Occupational English Test (OET) is rising – and with good reason. OET is a standardised test that has been specifically designed to assess the English language and communication skills of healthcare professionals. The test is accepted by the majority of regulatory healthcare boards and councils in Australia, New Zealand and Singapore and is used by many other organisations, including hospitals, universities and employers as evidence of a candidate’s ability to communicate effectively in English-speaking healthcare settings. Simon Beeston, Director of the majority owner of OET, Cambridge English Language Assessment,

explains why the test is increasingly popular. “At some level if you are going to be successful in healthcare you will need to be able to communicate in English. Wherever you go in the world, very often the operating medium is English, whether for research purposes, management, meetings or working with patients. The purpose of OET has always been to ensure patient safety and quality of care. If you can’t communicate effectively with your patients or can’t understand what they’re trying to say to you, it’s impossible to look after them effectively and the potential for making errors becomes significant.”

A reliable and secure test OET is developed in Melbourne, Australia. The content is created and tested by experienced test developers, healthcare professionals and assessment experts, including Cambridge English Language Assessment, to ensure it is relevant, upto-date and technically correct.

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| OET is also highly secure. Candidates undergo a rigorous ID check on registration and on test day, and there is a strict code of practice for storage and transportation of test materials. All tests are then assessed in Melbourne by trained assessors using double marking and statistical analysis to ensure results are accurate and fair. “As an organisation, Cambridge English Language Assessment has more than 2,000 people working on a range of assessments. We have been running for over 100 years and undoubtedly have a pedigree in terms of understanding educational measurement and assessment processes. This underpins the quality of the value proposition that OET offers in the healthcare sector, and the combination of the two is very powerful,” Beeston explains.

Occupational English Test

SIMON BEESTON Simon has worked in education for 35 years, first as a teacher and teacher trainer, before moving into language assessment and educational measurement. He has held roles in the private sector leading digital learning projects, as well as in international publishing where he developed both the technology and the content for an online computer adaptive English language test. His current role at Cambridge Assessment is leading a team responsible for the delivery of international admissions tests for a number of disciplines including undergraduate medicine, and he has overall responsibility for the Occupational English Test (OET) on which he works closely with the OET CEO Sujata Stead.

OET subtests OET is divided into four subsets – reading, writing, speaking and listening – and offers tests for 12 professions, including dentistry, dietetics, medicine, nursing, occupational therapy, optometry, pharmacy, physiotherapy, podiatry, radiography, speech pathology and veterinary science. “An interesting feature of OET is that the speaking and writing tests are profession specific while the reading and listening tests use general

healthcare scenarios. The listening test involves note taking on a recorded professional consultation and a range of questions on a health-related talk recording. A speaking test could be a patient-doctor role play where the candidate is the qualified doctor and an interlocutor plays the role of the patient or carer with a particular concern,” says Beeston. He continues, “What’s important to note, is that

OET TESTS WRITING, SPEAKING, READING AND LISTENING SKILLS USING REAL HEALTHCARE SCENARIOS.

WRITING (45 min) Writing a professionspecific letter of referral or discharge; or a letter to inform or advise a patient, carer or group.

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SPEAKING (20 min) Profession-specific scenario role-plays with an interlocutor who plays the part of a patient, relative or carer.

READING (60 min) Completion of a healthrelated summary paragraph and multiple choice questions on a longer health-related text.

LISTENING (50 min) Note-taking on a recorded professional consultation and a range of questions on a healthrelated recordings.

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CASE STUDY

Ma-Annjit Singh qualified as a nurse in the Philippines, graduating from Our Lady of Fatima University (OLFU). With four years of postgraduate clinical nursing experience under her belt, she migrated to Australia on a student visa with the aim gaining registration as a nurse. Ma-Annjit took the OET test before enrolling in a bridging programme, the Initial Registration for Overseas Nurses course, and says the skills she acquired through OET made the course much easier. “The scenarios used in the OET test gave me a glimpse into different ways of communicating so I knew what to expect. For example, documents are written in a different way in the Philippines,” she said. On graduation from the bridging course, Ma-Annjit gained her Australian nursing registration with the help of her OET results. The Nursing and Midwifery Council of Australia accepts a minimum of 4 B’s in all subtests as proof of English proficiency to register and work as a nurse in Australia. “I’m working as an agency nurse until I get permanent residency, and I’m very confident that the way I’m communicating is correct. OET gave us scenarios that we really do use and it made the transition to working in Australia much easier.”

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the test uses vocabulary, scenarios and skills that the candidate will use in their professional career. In the writing test, candidates are asked to write, for example, a letter of referral on a specific scenario. Use of these real scenarios show why the test is so relevant to the healthcare sector.”

Support materials OET also provides a wide range of preparation support materials, many of which are free of charge. Candidates can access free resources such as a masterclass webinar, free practice resources and free preparation packs. They can buy preparation books from OET and sign up for an online course with a personalised feedback session on writing and speaking as well. Preparation is offered by private training providers who offer face-to-face courses and digital training, ensuring candidates have access to a wealth of support to help build skills that are vital in the workplace and assessed in the test. OET has also made it as easy as possible for candidates to access the test. With online registration, OET has more than 70 test centres in over 30 countries. Candidates can take the test up to 12 times per year, and benefit from the uniform experience provided by trained invigilators and professionals able to run the test efficiently and effectively.

Occupational English Test

Ageing populations and chronic health conditions have caused skill shortages in countries such as the UK, Australia and New Zealand, and foreigntrained healthcare professionals are needed to fill the gap. There is also a growing need for healthcare professionals in medical tourism destinations to be proficient in English, and OET is seeing interest from healthcare providers from the most popular destinations in the Middle East and Asia. As Simon Beeston notes, “Typically, our candidates have graduated in a healthcare profession such as medicine or nursing in countries like India or the Philippines and want to work in New Zealand, Australia or Singapore. Healthcare regulators in those countries usually stipulate a minimum of four Bs in OET to pass the English language requirements for registration. It is crucial for them to be able to pass this test so that they can work and practise in their trained healthcare profession. And, OET is also accepted by the Australian Department of Immigration for all visa categories so applicants only have to take one test to get registration and a visa to work there.” Increasingly, OET is being used by healthcare educators as a minimum entry requirement for language proficiency. Healthcare educators are also exploring embedding OET preparation and testing into healthcare courses to ensure students have work-ready language skills. Embedding OET creates a contextualised learning environment where students learn English based on the healthcare course content. For example, during a unit on asthma management, English is taught using a scenario involving asthma. This generates greater student engagement and development of English skills directly related to their chosen profession.

Leading experts OET is underpinned by 30 years of research by the University of Melbourne and supported by the validation department at Cambridge English Language Assessment. A number of studies have shown that OET prepares candidates to communicate in an English-speaking healthcare setting, and that OET test takers are perceived as effective communicators by colleagues and stakeholders. As the test uses real healthcare scenarios, many test takers recommend it to health professionals because they know the subject matter well and that makes them feel more confident on test day. “We invest time and money to ensure the test is up to date, relevant, valid and reliable, and we’re proud of the high quality assessment we can provide through OET,” Beeston concludes.

Who is taking OET? The number of candidates taking OET has doubled since 2013, and there has been an increasing demand for healthcare professionals for several years, especially in English-speaking countries.

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Further information www.occupationalenglishtest.org/global-opportunity

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Sheffield Hallam University

Enhancing your practice Flexible and connected learning by practitioners is the order of the day says David Eddy, flexible learning lead for allied health professions at Sheffield Hallam University

n the 21st century, advances in technology have delivered technical affordances, which enable educators to create and deliver innovative eLearning solutions to meet the needs and requirements of an increasingly busy, global healthcare workforce. Ongoing dialogue with key stakeholders - learners, practitioners, managers and commissioning bodies over the past decade, delivered consistent messages about the challenges of accessing quality post-registration education and continuing professional development (CPD). It is proving increasingly difficult for healthcare staff to secure release to attend conventional face to face courses, particularly when geographically remote. This, combined with stakeholder desire for access to anytime, anyplace, anywhere learning, encouraged the Allied Health Professions Department (AHP) at Sheffield Hallam University (SHU) to innovate and invest in a range of readily accessible, e learning solutions for the healthcare workforce. Learning (and healthcare) knows no boundaries. Hence eLearning can provide access to a quality, cost effective learning experience affording the sharing of knowledge and practice globally. Cutting edge content (developed and curated by course tutors), information and resources are available online 24/7. Expert facilitation from enthusiastic tutors whose prime directive is to support and enable learning, results in an active, engaging and transformative educational experience which will impact on practice.

Health & Social Care Expertise at SHU The AHP Department comprises physiotherapists, occupational therapists, diagnostic radiographers, radiation therapists, operating department practitioners and paramedic practice, in addition to specialist inter-professional, vocational rehabilitation, ultrasound and end of life care educators. The AHP Department sits within a Faculty of Health & Well Being alongside Nursing & Midwifery, the Centre for Leadership and Social Work departments. Because we are inter-professional by default, we exploit the potential synergies in developing provision for a wide range of health and social care professions and

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| reflect the inter-professional nature of working in a clinical environment. The AHP Department is increasingly recognised by learners internationally, as a centre of excellence for transformative, authentic, technology enhanced, flexible and personalised eLearning. A flexible learning approach recognises the personalised nature of the learning process and supports a continuum of approaches to delivery, from face to face, through blended to fully online and mobile learning, affording a collaborative, connected, increasingly open, anytime, anyplace, anywhere learning experience. Change is the norm in health care globally and technical advances are prevalent. A key challenge we share in education, is to ensure the technology remains secondary, invisible as far as possible. Technology should enhance the services we offer, not drive or shape them. It’s all about the quality of care and the interactions we have with patients. Similarly in education, at SHU, we strive to make the technology as invisible as possible, an enabler of, not a barrier to learning, since engagement is key.

Online distance learning (ODL) at SHU Online distance learning is a rewarding and flexible way to learn. Learners study at the time, place and often pace of their choosing, to fit around personal and working lives. Like all types of learning, this requires skills in personal organisation, time management, self-motivation, and a commitment to academic study. For an ODL learning student, there is no requirement for campus attendance. It does however, require reliable internet access to allow active participation with our online learning community either from home, work or on the move (we design for mobile as a matter of course). Our ODL courses are delivered via a range of virtual learning spaces including Blackboard, PebblePad and Google Apps, sometimes these are utilised in combination. We prepare learners for ODL through an online induction package, designed to facilitate the development and practise of digital skills and promote learner confidence in expressing their digital voice in a range of contexts. This includes our unique ‘Access All Areas’ resource to ensure that PC, laptop, tablet or other mobile device is set up to enable access to all the resources and forums which may be encountered. Engagement with learners, managers, sponsors and other key stakeholders is crucial. This ongoing dialogue has shaped the nature and extent of our portfolio both for credit and non-credit rated provision. Hence, as an agile and responsive university, the vast majority of our credit rated provision for qualified health care professionals, is

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Sheffield Hallam University

DAVID EDDY A radiation therapist by profession, David moved into education at SHU in 1991. In 2005 he spearheaded the introduction of online distance learning (DL) in the MSc Radiotherapy & Oncology. In 2006 with Angela Eddy, he conceived and developed the CPD Anywhere™ framework. He is the co-founder and past Editor-in -Chief of the international, peer reviewed Journal of Radiotherapy in Practice (1999-2007). From 2007 - 2015 he was a Teaching Fellow (DL) supporting, enabling and delivery of online courses in a range of contexts. During 2014 he conceived and undertook the learning design of SHU’s first SHOOC (Sheffield Hallam Open Online Course) ‘Enhancing Prostate Cancer Care’ in collaboration with Prostate Cancer UK. Subsequently he further developed the concept of SHOOCs and supported the delivery of the second of these, Conversations About End of Life Care which was delivered in collaboration with St Luke’s Hospice in November 2015.

now delivered via online distance learning (ODL). This includes a wide range of post graduate courses and awards, all of which comprise modules which are available for study on a stand-alone basis i.e. don’t have to sign up for a whole course or award. Learners can ‘dip a toe in the water’, try a module which piques their interest. Having enjoyed the experience, they may then sign up for an additional module and subsequently discuss with their individual Academic Advisor planning a personal learning pathway towards a designated award. Or simply continue undertaking modules as part of their continuing professional development (CPD).

Anytime, anyplace, anywhere learning CPD Anywhere™ launched back in 2006, is a flexible CPD resource and support framework for health and social care professionals. This can be accessed by individuals, groups of professionals, departments or organisations. Crucially, participants determine the time, place, pace, content, and mode of delivery. CPD Anywhere™ comprises five dimensions: ● CPD Online – online CPD provision (includes SHOOCs) ● CPD Doorstep Delivery – delivering ‘off the peg’ or bespoke study days, courses locally (UK and International). ● CPD SHU – study days, short courses, conferences etc. delivered at SHU and requiring attendance. ● CPD Byte Size - short, focused packages of resource and combining textual, audio-visual and other learning objects, available ‘off the peg’ or colleagues can request and commission bespoke packages tailored to individual or organisational needs. ● CPD Consultancy – where we work with an organisation to facilitate staff development, CPD and related activity.

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| ‘You would not believe how quickly the course material has impacted my day to day practice, with an increase in my palliative advanced prostate cancer patients in the last two months. Thank you for the opportunity to attend this online education.’ Christopher McNamara, Prostate Cancer Specialist Nurse, Australia

Sheffield Hallam University

participants from 35 countries internationally. The development of SHOOCs provides healthcare practitioners with an opportunity to engage in an active, professionally facilitated learning experience in a range of virtual learning spaces to help build confidence and digital capabilities – crucial skills in modern healthcare. These also provide ‘try before you buy’ learning opportunities for those participants considering embarking on postgraduate study. At the very least they offer integrated evidence of CPD to help practitioners remain in good standing with professional and statutory bodies. To find out about our latest SHOOCs, you can follow us on Twitter @ahpshooc

Making connections globally Engaging with learners over a decade of ODL, has taught us that content, whilst important, is not a means to an end. We are educating learners not simply teaching subjects. Hence a key focus for us is ‘the conversation’ – the sharing of practice, the discussions, defining meaning, floating and refining ideas, co-creating content and solutions etc. This is where the meaningful and deep learning takes place and this is how we support and facilitate practitioners to impact upon practice. This ensures that learning is relevant to the local context, wherever in the world that may be. To keep up to date with our CPD Anywhere™ offer, you can follow us on Twitter @cpdanywhere

SHOOC® – Sheffield Hallam Open Online Courses In the AHP Department at SHU, we foster a culture of innovation and openness placing learners at the heart of everything we do. Collaborating internally (we are inter-professional by default) and externally, we are always seeking to developing partnerships to enhance, inform and/or fast-track enhancements for our learners. A recent example illustrating the value of our partnership and collaborative working has been the development of SHOOCs. A Sheffield Hallam Open Online Course is an open access offering, free at the point of delivery. A SHOOC® is characterised by: ● open content (available to recycle and repurpose) providing the spark for learning conversations; ● an active, engaging, professionally facilitated learning experience; ● authentic online tasks within an integrated reward and recognition pathway e.g. Open Badges evidencing engagement; ● wherever possible, maps a route into achievement of academic credit. The first SHOOC was a collaboration with the Prostate Cancer UK charity and PebblePad in 2014 ‘Enhancing Prostate Cancer Care.’ This engaged 970 participants from 33 countries. More recently (November 2015) we delivered a Conversations About End of Life Care SHOOC in partnership with St Luke’s Hospice in Sheffield, attracting over 1300

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One of the most powerful and tangible benefits of our ODL, CPD Anywhere™ and SHOOC® developments, has been the opportunity to enhance the connectedness of educators, healthcare practitioners and patients internationally. Healthcare practitioners are all connected globally now and the key to remaining up to date and current is largely determined by a practitioner’s personal learning network i.e. who they are connected with online. How they engage with, harness and utilise that valuable resource via Twitter, LinkedIn, Facebook and other social media tools is increasingly important. Digital literacies in this context are key. It is important to invest in these. This is not something healthcare practitioners should lack confidence in. Look at all the technology they have to deal with every day of their working lives and the skills amassed to enable them to utilise this expertly. These are transferable skills which they should be confident of re-deploying in a range of online contexts – formal and informal, personal, social or collaborative. As always, if you don’t know, or have a problem, you ask – only now we are globally connected, healthcare practitioners have access to so many more people when seeking solutions.

Striving for enhancements As an institution, we are constantly evolving our eLearning offer to meet the ever changing needs and requirements of our target audience. Whilst we have good international coverage in terms of individual students, we see the next step being to work with partners in organisations and institutions globally. That way, we can continue to demonstrate the exciting opportunities presented by eLearning to meet the flexible learning needs of more healthcare professionals globally. Learning and (healthcare) particularly eLearning has no national boundaries. As educators, we at SHU are proud to be part of a global phenomenon.

Further information Please contact Kate Grafton: k.grafton@shu.ac.uk www.shu.ac.uk/faculties/hwb/cpd/online-distancelearning/

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