The Milton Keynes Traffic Light System How to get round Milton Keynes avoiding the roundabouts A...
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Transcript of The Milton Keynes Traffic Light System How to get round Milton Keynes avoiding the roundabouts A...
The Milton Keynes Traffic Light System
How to get round Milton Keynes avoiding the roundabouts
A structured mechanism for identifying trainees in difficulty
The RDM-p Model
• Tim Norfolk – Quality in Primary Care 2009 17 (1), pp37-49
• Unifying theory of clinical practice• Links Relationship, Diagnostics, Management
and Professionalism• Overarching model, provides a framework
that can incorporates criteria and competencies across the range of assessments of a GP's work
RDMp Relationshipsdescriptor descriptor
R=relationships Negative positive
•Holistic•Consulting skills•Communicating•Working with colleagues
•Lacks warmth in voice/manner•uses too many closed questions•Unable to adapt language•Unclear when communicating•Gives little support•confrontational (+p)•Authoritarian (+p)
•Good non verbal behaviour•Uses open questions•Adjusts questioning•Expresses ideas clearly•Encourages contribution•Delegates appropriately•Non-judgemental
Adapted from Tim Norfolk; Quality in Primary Care 2009
RDMp Diagnosticsdescriptor descriptor
D=Diagnostics negative positive
•Data gathering•Data interpretation•Making diagnoses•Making decisions•Clinical Management•Managing complexity
•Can’t find a way of resolving the problem (D+M)•Makes immediate assumptions•Dogmatic•Overlooks important information•Options too limited
•Positive when dealing with problems•Thinks around issues•Open to new ideas•Shows interest and understanding•Identifies key points•Aware of options
Adapted from Tim Norfolk, Quality in Primary Care 2009
RDMp Managementdescriptor descriptor
M= management negative positive
•Community orientation•Practice Management•IMT•Maintaining performance•Learning and teaching
•Unsystematic•Fails to apply lessons•Disorganised•Doesn't keep up to date•Poor prioritisation•Misses reasonable deadlines•Doesn't think ahead•Doesn't cope well with unexpected•Becomes agitated
•Sound systematic judgement•Admits to and learns from mistakes•Organised•Regularly updates job related skills•Prioritises effectively•Coordinates activity•Thinks ahead•Delivers on time•Stays calm under pressure
adapted from Tim Norfolk, Quality in primary care 2009
RDMp professionalismdescriptor descriptor
P= professionalism negative positive
•Ethics•Fitness to practice
•Defensive (M+P)•Critical•Shows favouritism•Narrow perspective•Fails to take responsibility for poor actions•Treat issues as problems•Disrespectful to colleagues, staff or patients•Finds it difficult to seek help when appropriate
•Receptive•Gives constructive feedback and support•Collaborates•Sees bigger picture•Takes responsibility appropriately•Recognises limitations•Shows respect•Seeks help when necessary
Adapted from Tim Norfolk, Quality in primary care 2009
Using the Traffic Light System• Look at descriptors for RDMp domains• Apply the grading in each domain using your
knowledge of the trainee, experience and evidence e.g. eportfolio, feedback
• Decide whether the trainee demonstrates insight with reflective ability with + or -
• Categorise Green/ Amber/ Red
Grading (Milton Keynes)
• 1 = clearly failing• 2 = concerns• 3 = expected stage• 4 = above expectation for stage• 5 = ready for independent practice
• Add in insight/lack insight (+/-)
Amar Rughani’s Insight TablePerformance
InsightReflect
What do you think??
Good Good •Ideal 5+
Good Poor •Unconsciously competent doctors may not adapt to changing situations as they don't understand why they are (currently) competent. They may also engage in risky practices through lack of insight regarding the connection between action and effects.
Poor Good •Consciously incompetent doctors might be difficult because they have low motivation to improve. The causes of low motivation, such as stress need to be looked for.
Poor Poor •Unconsciously incompetent doctors may be the most difficult to remediate because despite regular exposure to deficiencies in performance, they may lack the capacity to change 1-
Insight/ Reflection
ROMp - Defines the Performance Concern, records the behavioural evidence and looks for themes
Relationship Diagnostics Management Professionalism
With patients Assessing patients and their needs
Managing patients Respect for people
With staff Assessing oneself Managing oneself: Performance, health, well being
Respect for protocol
With other colleagues inside/outside practice
Assessing staff and colleagues
Managing staff and colleagues
Being aware of and carrying out contractual responsibilities
Decision making in practice related activities
Managing practice related activities
Traffic Light System for MKVTS- Tables
colour concern eportfolio ES PD/AD
Green none •Sufficient number and quality of entries. •Progression in PDP and skills log•Satisfactory coverage curriculum•Satisfactory completion Assessments
•Continue regular review eportfolio•Continue 6/12ly reviews•RDMp3+ in all areas
•Monitor eportfolio
Traffic light system for MKVTScolour concern ePortfolio ES PD/AD
Amber Some •Consistently poor quality/ number of entries•Poor PDP•Poor coverage of curriculum•Inadequate number of mandatory assessments
•RDMp2 in any one area•One area may be (-) for insight
PD interviews trainee + ES
Traffic light system for MKVTScolour concern ePortfolio ES PD/AD
Red Significant •Failure to engage ePortfolio•Unsatisfactory progress signalled by ES or CS
•RDMp1/2 in more than one area•poor insight (-) in multiple domains
Interview with PD/AD with ES with a view to referral to ARCP
Looking for the Cause of Performance Problems - often several contributing factors
Past Factors Current Factors - External Current Factors -Internal interacting with the individual acting within the individual
Personal history Work environment Attitudes
Upbringing/culture Relationships Personality : Traits/AttributesPrimary relationships Resources Health& Capacity- Physical/mentalOther significant Workloadexperiences/influences Systems etc
Professional history Non-work environment These all have an effect on:
Style of med education Home & Social life Skills and KnowledgeMedical experience Relationships
ResourcesResponsibilities
Non Medical ProfessionalHistory