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G18(P) Developing Strong Local Faculties to Improve Teaching For the MRCPCH and Enhance Paediatric Training
  1. S Sukhani1,
  2. M Menden1,
  3. A Long1,2,
  4. Q Mok1,2,
  5. J Moreiras1,
  6. R L’Heureux1,
  7. F Cunnington2
  1. 1London Specialty School of Paediatrics, London Deanery, London, UK
  2. 2Postgraduate Medical Education Department, Great Ormond Street Hospital, London, UK


Background Pass rates for the Paediatric Clinical Membership exam (MRCPCH) vary across the UK1. This is equally true for London, where the availability of high quality exam-focused teaching differs significantly among hospitals 2. Contributing factors include lack of familiarity with examination format, lack of time and/or faculty teaching expertise.

This disadvantages many trainees as repeated failures delay training progression. Some may be asked to leave the training programme.

Method The London School of Paediatrics has developed a bespoke faculty development programme, RIPPLE, which aims to equip local trainers with skills to deliver high quality education, including exam-focused teaching.

The programme consists of an initial 3-day training course: day 1 focuses on enhancing teaching and facilitation skills. Day 2 aims to improve exam-focused teaching for the clinical MRCPCH. Day 3 provides trainers with coaching and mentoring skills to support trainees for the exam and in their workplace.

This was followed by an experiential component, including peer-observed learning, local Action Learning Sets and Regional sector-based projects. The programme was accredited for CPD and mapped against the London Deanery Educational Supervisor Framework.

RIPPLE was delivered locally to address the needs of local trainers and to encourage networking in neighbouring Trusts.

Results The programme was well received in all 5 sectors across London, with 83 local trainers attending as delegates.

Pre- and post-course evaluation showed a dramatic increase in delegate confidence in delivering effective clinical MRCPCH teaching and supporting trainees with exam preparation. Delegates felt more confident in their ability to apply new teaching skills in various contexts and provide trainees with high quality feedback.

Following the course, delegates within every sector have successfully developed MRCPCH teaching programmes locally or as part of a regional programme. New teaching initiatives have also been instituted as result of the sector-based projects, which will further enhance postgraduate training in Paediatrics.

Conclusion This unique programme has equipped local faculty across London with skills to teach and support trainees through their MRCPCH exam. It also promotes integration of high quality teaching within daily clinical practise. Developing strong local faculties enhance local teaching quality and support trainees to achieve excellence in paediatric training.

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