From source to glass


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  • Not sure whether we should turn ‘knowledge’ to ‘competency’? OUTCOME: Consumer confidence in a resource for well-being?
  • From source to glass

    1. 1. From source to glass….. <ul><li>Outcomes </li></ul><ul><li>Visible group leadership </li></ul><ul><li>Confident, knowledgeable candidates </li></ul><ul><li>Peer support </li></ul>……… the knowledge and the skills to pass The Faculty of Public Health Part A examination <ul><li>Process </li></ul><ul><li>Gained ownership from a range of stakeholders </li></ul><ul><li>Prepared material based on learning from others </li></ul><ul><li>Structure </li></ul><ul><li>Readily accessible, scattered resources </li></ul><ul><li>Channelled into a framework </li></ul>
    2. 2. Our message <ul><li>Knowledge and skills development is core to developing public health competencies during training. </li></ul><ul><li>There are many readily available resources to assist in this, however, Registrars often access these in an ad hoc fashion so not achieving maximum benefit. </li></ul><ul><li>The regional trainee group used an upstream approach to address this, channelling readily available, local resources into a formal network of support for the Part A examination. </li></ul><ul><li>This not only addresses knowledge and skills development, but also uses peer support to maintain social cohesion and well being. </li></ul>
    3. 3. Our image <ul><li>Our image symbolises the pathway we developed to the support programme. </li></ul><ul><li>Evidence of similar initiatives from elsewhere were gathered to form a framework for the programme. </li></ul><ul><li>Key speakers, past exam papers and course materials were harnessed as readily available resources. </li></ul><ul><li>Individual trainees acted as champions for different syllabus areas. </li></ul><ul><li>This was combined with the support of key leaders and stakeholders within the region to enable the development of a streamlined process for knowledge and skill development, enhancing both the confidence and well-being of trainees within the region. </li></ul>
    4. 4. Decision-making <ul><li>By producing a clear and sustainable vision for effective learning, we assisted our Programme Directors in their decision to support a formal programme of exam preparation. </li></ul><ul><li>The pathway also assists trainees in developing a clear direction for their own learning. </li></ul><ul><li>Incorporating continuous evaluation should enable us to influence future decisions about training needs in our region. </li></ul>
    5. 5. Public health competencies (1 of 2) <ul><li>We assessed the needs of Part A candidates in this region and compared support available across regions. (competency 1) </li></ul><ul><li>It is critical to our future progression that registrars pass the Part A exam. Currently a high failure rate (60%) means that the opportunity cost of retaking the exam at least once is high. There are significant risks associated with failure. (competency 3) </li></ul><ul><li>We worked with our trainers, Programme Directors and academics to develop the programme content. (competency 4) </li></ul>
    6. 6. Public health competencies (2 of 2) <ul><li>We have a consistent approach to Part A preparation within the region, ensuring that those candidates who are unfamiliar with particular aspects of the syllabus receive the additional support required. (competency 5) </li></ul><ul><li>Harnessing our influence as a regional group, we developed a vision for enhanced knowledge and skill development. (competency 8) </li></ul><ul><li>This is a group-led programme that takes responsibility for our collective success with this exam. (competency 10) </li></ul>Jane Beenstock ( and Gayle Dolan (, on behalf of registrars in the North East region