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Professional regulation
Published in Robert Jones, Fiona Jenkins, Managing and Leading in the Allied Health Professions, 2021
The role of registrants in the regulatory process is to practise self-regulation. They should of themselves be committed to the notion of professional regulation and continually monitor their own performance against the standards set by the regulatory body and with the patient’s best interest in mind. They also participate in the development of the standards along with the professional bodies and the public and play a key role in the implementation of the regulatory body’s processes, including those related to fitness to practise adjudications.
Making Sense of the Regulatory Process
Published in Clare Gerada, Zaid Al-Najjar, Beneath the White Coat, 2020
IOTs decide if a doctor’s practice should be restricted while an investigation takes place or following completion of an FtP tribunal.5 They are able to put in holding arrangements (suspension or conditions) without making any judgement on the validity of the complaint or concern, only that if it were true, this would pose a risk to patient safety or seriously jeopardise the public interest in the profession, or where there is a concern that a doctor’s fitness-to-practise maybe impaired by reason of ill-health, deficient performance or misconduct. Any doctor can be asked to attend an IOT at any stage, though it is usually quite early on once the GMC are first aware of the complaint.6 Tim was asked to attend an early IOT as their might have been concerns that he used drugs at work.
Regulation and control
Published in Geraldine Lee-Treweek, Tom Heller, Hilary MacQueen, Julie Stone, Sue Spurr, Complementary and Alternative Medicine: Structures and Safeguards, 2020
Julie Stone, Geraldine Lee-Treweek
Another concern for CAM therapists is whether their current qualifications are sufficient to gain entry to a statutory register. Once a statutory scheme is established, a relevant qualification from an approved training institution secures entry to the statutory register. However, when a statutory register is created for the first time, transitional arrangements have to be negotiated in order to determine who should be admitted to the initial register of members. In making the transition from voluntary to statutory status, all existing therapists have to satisfy their new statutory council that they provide safe and competent treatment. Fitness to practise also requires practitioners to demonstrate that they are in good physical and mental health. In short, practitioners have to demonstrate competence in various ways required of them by the regulatory body. The establishment of the osteopaths register required therapists to prepare an extensive Professional Practice Portfolio and, for some practitioners, there were interviews and site visits to their place of practice.
Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients
Published in Medical Teacher, 2021
Tim Dornan, Ciara Lee, Florence Findlay-White, Hannah Gillespie, Richard Conn
In the final years of the twentieth century, opinion leaders were advocating strongly for curricula to have defined, measurable learning outcomes. The twenty-first century was ushered in by the influential report ‘To err is human’, which begins with the sentence: ‘Health care in the United States is not as safe as it should be – and can be’ (Kohn et al. 2000). Education researchers had, meanwhile, developed two eminently implementable tools: simulation; and reliable assessments of clinicians’ ability to demonstrate competencies under test conditions (Reid et al. 2021). CBME, the result, was a trinity of assessing simple outcomes in simplified contexts to make simple judgements of individuals’ fitness to practise. CBME brought medicine within educators’ control.
‘GP Live’- recorded General Practice consultations as a learning tool for junior medical students faced with the COVID-19 pandemic restrictions
Published in Education for Primary Care, 2020
Naomi Dow, Val Wass, David Macleod, Laura Muirhead, John McKeown
The Panopto® video platform has proved a simple tool for GPs to use to capture live consultations. The logistics of patient and tutor consent followed well established procedures used in the UK for GP vocational training and assessment. It proved easy to obtain for undergraduate teaching. Given the videos are stored safely within the University, as we face the challenges of the COVID-19 pandemic, GP Live is well placed to adapt to online sessions on our University virtual learning platforms in the future. Initial meetings of small student groups with a GP tutor will happen within Microsoft® TEAMS to discuss the learning objectives and need for confidentiality. Students will be aware that any attempt to breach this material will lead to Fitness to Practise procedures. This will be followed by a screening of the recording to all students via a web link to the University Panopto® platform which will be restricted to prevent direct download of the video by students. They will then break back into their small groups for discussion facilitated by the GP tutor. The ability to pause the video during the consultation is lost but the overall face-to-face format retained.
‘If you're crying this much you shouldn't be a consultant’: the lived experience of UK doctors in training with mental illness*
Published in International Review of Psychiatry, 2019
Andrew Grant, Andrew Rix, Duncan Shrewsbury
This view of the potential harm that disclosure might cause was voiced strongly by the focus group participants (who did not have personal experience of mental illness), but none of them could give an example of a medical student whose career had actually been harmed in any way as a result of disclosure. Many students voiced concern about fitness to practise proceedings as the method by which they would be censured or their career ended if they disclosed a mental illness (Grant et al., 2013; Winter, Rix, & Grant, 2017). Several sources indicated that not only did some medical students remain vulnerable as they proceeded into their Foundation years and subsequent specialist training, but the same pressures to hide mental illness, to conform to unrealistic role models, and to be ‘present’ even when their health condition would indicate otherwise, applied even more strongly as they assumed more significant responsibilities.