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CETI Annual Report 2011


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2011 Clinical Education and Training Institute
Annual report 2011

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CETI Annual Report 2011

  1. 1. Clinical Education and Training Institute Annual Report 2010-2011 Clinical education for excellence in patient care
  2. 2. Legislation Health Services Act 1997, Order Amending Schedule 2 of the Act(insertion of entry for Clinical Education and Training Institute) June 2010.Clinical Education and Training Institute Annual Report 2010-2011State Health Publication Number (CETI) 110268ISSN 1839-7549Key words: Clinical education, New South Wales Australia.Suggested citation for manuscripts and publications:Clinical Education and Training Institute Annual Report 2010-2011.Clinical Education and Training Institute, Sydney, October 2011.Clinical Education and Training InstituteBuilding 12, Gladesville Hospital, GLADESVILLE NSW 2111Locked Bag 5022 GLADESVILLE NSW 1675Tel. (02) 9844 6551 Fax. (02) 9844 6544Homepage: Email:© CETI 2011. This work is copyright.It may be reproduced in whole or in part for study or training purposessubject to the inclusion of an acknowledgement of the source.Further copies can be downloaded on cover and pages 16, 25, 30, 32 and 35 courtesy of Audio Visual Services, Sydney Local Health DistrictImages on pages 3, 18, 20 and 24 thanks to allied health staff at Prince of Wales HospitalImages on pages 6 and 10 thanks to nursing & midwifery staff at Orange Base Hospital
  3. 3. ContentsLetter of submission 02 2. Report against our goals 16 3. Our people 361. Overview 02 Goal 1: Education and training Management and staff 36 supporting safe, multi-disciplinary, Committees 37Who we are and what we do 03 team-based, patient-centred care 16Management and structure 05 4. Financial report 48 Goal 2: Professional developmentChief Executive’s report 08 to build clinical skills, knowledge, 5. Appendices 90General Manager’s report 09 competency and capacity 18 Compliance requirements 90Operational highlights 10 Goal 3: Workforce management 21 Internal audit and risk statement 95Publications and resources 12 Goal 4: Flexibility, innovation and Abbreviations 96Conferences/forums 13 quality in learning 24 Glossary 97Our strategic plan 14 Goal 5: Improved standards in Index 99Overview of financial performance 15 education and learning 26 Goal 6: Knowledge and knowledge management 28 Goal 7: Communication 30 Goal 8: Collaboration 32 Evaluation 34 CETI > ANNUAL REPORT 2010/11 1
  4. 4. 1 Overview Letter of submission The Hon Jillian Skinner Minister for Health Governor Macquarie Tower 1 Farrer Place SYDNEY NSW 2000 Dear Minister We have pleasure in submitting the Clinical Education and Training Institute (CETI) Annual Report 2011. The report complies with the requirements for annual reporting under the Annual Reports (Statutory Bodies) Regulation 2010 under the Annual Reports (Statutory Bodies) Act 1984. This report summarises our performance for 2010-2011, our first year of operation. This report enunciates the education and training programs coordinated by CETI, outcomes from the programs and collaborative achievements. It includes comments on our financial results and our contributions to the development and improvement of education and training across the NSW health system. We commend to you this report on the Clinical Education and Training Institute’s involvement in the development and delivery of innovative and collaborative training programs for health professionals in the NSW, supporting excellence in patient care. Yours sincerely Professor Steven Boyages Dr Gaynor Heading Chief Executive General Manager2 OVERVIEW
  5. 5. Who we are and what we doOur history 1. To provide leadership, and work 3. To design, commission, conduct,The Clinical Education and Training closely with area health service and coordinate, support and evaluateInstitute (CETI) was established on other public health organisations and such other postgraduate clinical1 July 2010 by the NSW Government clinical training providers, to ensure education and training programsunder the Health Services Act 1997 the development and delivery of as the Director-General may directas one of the “four pillar” key health clinical education and training across from time to timeorganisations recommended by the NSW public health system which: 4. To design, commission, conduct,the 2009 Garling Inquiry. CETI is a a. Supports safe, high quality, multi- coordinate and support professionalstatewide multidisciplinary education disciplinary team based, patient development programs to enableand training agency dedicated to the centred care clinicians to become skilled teachers,support and development of the health b. Meets service delivery needs clinical leaders, trainers andworkforce and quality and safety in and operational requirements supervisorspatient care. c. Enhances workforce skills, 5. To develop and overseeAs part of CETI’s formation, two flexibility and productivity performance evaluation programsexisting agencies and their functions – 2. To design, commission, conduct, for post graduate clinical educationthe Institute of Medical Education and coordinate, support and evaluate and training in the NSW public healthTraining (IMET) and the NSW Institute a clinical education and training systemof Rural Clinical Services and Teaching program for all new graduate clinical 6. To set standards for prevocational(IRCST) – were absorbed into CETI. and clinical support staff in the public medical training and accredit health system, which supports their institutions for prevocationalDetermination of functions roles in providing safe, high quality, education and supervisionCETI is a Statutory Health Corporationwith a determination of functions: multi-disciplinary team based, patient centred care CETI > ANNUAL REPORT 2010/11 3
  6. 6. 1 Overview 7. To institute, coordinate and evaluate Our values Our governance clinical training networks, including COLLABORATION CETI is a statutory body led by the postgraduate medical training We work in partnership and in teams Chief Executive, with the following networks, and ensure they support for common goals. statutory committees: Chief Executive service delivery needs, meet Committee; Audit and Risk Committee; EXCELLENCE operational requirements and are, and Finance and Performance We strive for excellence in our as far as possible, consistent with, Committee. communication, programs, products clinical service network and resources, services and Our organisational structure 8. In undertaking its functions, to relationships. CETI is comprised of four consult and liaise with patients and directorates and one centre: TRANSPARENCY their carers, clinical and clinical We champion transparency via • The Allied Health Directorate support staff. The Department of our commitment to accuracy, • The Medical Directorate Health organisations and providers communication and our code of • The Nursing and Midwifery of clinical education and training conduct. Directorate 9. To provide advice to the Department of Health, Director-General and INNOVATION • The Rural and Remote Directorate Minister on matters relevant to its We celebrate innovation by embracing • The Centre for Learning and functions new ideas and emerging technologies Teaching while building the evidence base. These directorates and the centre Our vision Our vision is to build sustainable Our stakeholders are supported by the Office of capacity to achieve better health for To achieve our aim of excellent CETI (finance, human resources, the people of NSW through education, patient-centred, team-based care governance). training and development of the in NSW, CETI works collaboratively Where we operate clinical workforce. with a broad range of stakeholders CETI operates in NSW. Our head including patients, clinicians, nurses, office is located at the old Gladesville How we work allied health professionals, clinical Hospital, Gladesville, NSW. Our Rural We achieve our goals through support staff, partner agencies, and Remote Directorate has its main investment, innovation and influence. public health services, private health office in Dubbo NSW with smaller We coordinate, develop, evaluate services, professional colleges, clinical offices across the state hosted by and implement clinical education training committees and working group Local Health Districts (LHDs). and training for medical, nursing members, medical administrators, and midwifery, allied health, and Principal Office: vocational and tertiary education clinical support staff, and enhance Clinical Education and Training Institute providers, researchers, NSW Health the capabilities of the workforce by Building 12, Gladesville Hospital and the Department of Health and facilitating professional development Shea Close, off Victoria Road Ageing. opportunities, accrediting training Gladesville NSW 2111 facilities and providers and allocating Our staff Locked Bag 5022, medical intern places. At 30 June 2011, we employed 65 Gladesville NSW 1675 people (permanent/fixed term) in a variety of roles. Telephone: 02 9844 6551 Facsimile: 02 9844 6544 Home page: Email: Office hours: 8:30am to 5:00pm weekdays.4 OVERVIEW
  7. 7. Management and structure Chief Executive Office of CETI Medical Directorate Rural and Remote Allied Health Nursing and Centre for Learning Directorate Directorate Midwifery Directorate and TeachingCETI is a Chief Executive governed General Manager: CETI facilitates vocational trainingstatutory body. Dr Gaynor Heading PhD networks to support senior residents Gaynor has held diverse roles including and trainees (registrars) through aChief Executive: Senior Manager at the Cancer Institute number of specialist training programsProfessor Steven BoyagesMB BS PhD DDU FRACP FAFPHM NSW, Associate Professor at the including Advanced Cardiology, Basic University of Sydney, and has worked Physicians, Emergency Medicine,Steven was formerly the Chief as a research methodologist at the Oncology, Paediatrics, Psychiatry,Executive of the Sydney West Area University of Newcastle. Gaynor has Radiology and Surgical Skills. TheHealth Service and has professorial a PhD in Medicine. Medical Directorate provides anappointments to the University of orientation resource for internationalSydney and the University of Western Our directorates and centre medical graduates and also has aSydney. Steven continues to work in THE MEDICAL DIRECTORATE Rural Medical Scholarship Programthe clinical field of endocrinology and The Medical Directorate continues the that supports medical traineeswas previously the Director of Diabetes work undertaken by the NSW Institute committed to training and providingand Endocrinology at Westmead of Medical Education and Training patient care in rural locations in NSWHospital from 1990 to 1999. He was (IMET). The Medical Directorate’s remit through the continuum of their trainingthe foundation director of the Centre covers accreditation, intern allocation, and education years.for Research and Clinical Policy in prevocational medical training,NSW Health in 1999. generalist training and specialist THE RURAL AND REMOTE DIRECTORATE training for clinicians. The Rural and Remote Directorate continues the work of the NSW Institute of Rural Clinical Services and Teaching (IRCST). The main office for the Rural and Remote Directorate is in Dubbo, but a number of other smaller offices exist across NSW, hosted by various LHDs. The directorate supports rural and remote health professionals and builds clinical and service capability and capacity. The directorate offers a range of programs, conferences and scholarships developed specifically to meet the needs of our rural and remote workforce. The staff of the CETI > ANNUAL REPORT 2010/11 5
  8. 8. 1 Overview Health Directorate is developing clinical education and training through innovation and collaboration, building partnerships to promote excellence, and adapting and developing new educational resources. A consultation forum in June 2011 attended by allied health directors and leaders from each LHD helped develop the Allied Health Directorate’s operational plan for 2011- 2012. The Allied Health Directorate is establishing a Clinical Education and Training Advisory Committee to provide strategic advice and direction. THE NURSING AND MIDWIFERY DIRECTORATE The Nursing and Midwifery Directorate has been established in order to identify, review and enhance the education, training and ongoing professional development of the NSW directorate bring a broad base of to restore and maintain optimal nursing and midwifery workforce – the rural and remote experience to the physical, sensory, psychological, directorate commenced work in May table when planning, developing and cognitive and social function. 2011 with recruitment of a Nursing implementing our various initiatives and Midwifery Learning and Teaching Allied health professionals play which in turn contribute to an effective Coordinator. a critical role in the delivery of and sustainable rural and remote patient care as members of the The directorate works with the Nursing health system. multidisciplinary team. The Allied and Midwifery Office (NaMO), NSW CETI is a Registered Training Provider with the Royal Australian College of General Practitioners and the Australian College of Rural and Remote Medicine. Our educational programs are also endorsed by the Royal College of Nursing, Australia. THE ALLIED HEALTH DIRECTORATE The Allied Health Directorate was created to give new leadership and coordination to clinical education and training for allied health professionals in NSW. The Allied Health Directorate represents 23 allied health disciplines working within the NSW health system. Those members of the health professional workforce provide a range of therapeutic and diagnostic services6 OVERVIEW
  9. 9. Health and other stakeholders to expertise to CETI directorates and activities drawn from the substantialidentify and respond to gaps and the NSW health system. The Centre interprofessional learning literature.development opportunities in nursing houses the Interprofessional Practice Activities include the Right Startand midwifery. Major streams of Unit (including the Team Health Program (a pregraduation program foractivity for the Nursing and Midwifery program), and Learning Innovations health profession students), clinicalDirectorate in 2011-2012 will establish and Future Technologies. The Centre team modules (aimed at new andgovernance for nursing and midwifery provides curriculum, competency and current employees within a clinicalclinical education and training in capability expertise and educational team), policy development (influencingNSW, support the learning culture for resource development. CETI plays health policies and implementationnursing and midwifery and provide a leadership role in e-learning and is plans), and system integrationflexible online learning modules that establishing standards and guidelines (working in partnership with existingbuild knowledge and skills required for the state. CETI is partnering with stakeholders already developed localto support a team-based approach to Health Support Services to support training initiatives).patient care. Work will also be done state-wide e-learning initiatives. In June 2011, Team Health held anto develop a guide for nurses and Team Health is a new program inaugural Team Health Consultationmidwives within NSW Health who which aims to improve teamwork, Forum with directors of workforce,are responsible for staff supervision. communication and collaboration learning and development managers,THE CENTRE FOR LEARNING for safer patient-centred care and clinical redesign managers, workforceAND TEACHING better staff experiences. It will design managers and representativesCETI’s Centre for Learning and do this by implementing team- from CEC, BHI and ACI.Teaching provides support and based interprofessional learning CETI > ANNUAL REPORT 2010/11 7
  10. 10. 1 Overview Chief Executive’s report Health is a nursing and midwifery, interprofessional • A supervisor training course based knowledge-centred practice and an organisational structure on the Superguide handbook aims enterprise. Those to support this expanded focus. to provide a certifiable level of working in health supervision skills to participants in This year CETI has been working on a are involved in all clinical professions number of initiatives across a range of the business of • Development of training modules areas. CETI’s major achievements to generating new for common skill areas including date have included solutions to training knowledge (research and evaluation), teaching skills challenges posed by the increased imparting knowledge to their workforce supply of medical graduates (interns), MEDICAL EDUCATION AND TRAINING (education and training) and applying the development of an interprofessional • Online prevocational trainee knowledge for the betterment of health team program for new starters in health assessment and online prevocational (service delivery). and the development of common training term evaluation CETI was formed as one of the standards and platforms for a state- ALLIED HEALTH four pillars supporting public health wide learning management system. • The Superguide: a handbook for services in NSW following the We have also produced the Superguide supervising allied health professionals 2008 Garling Inquiry. CETI builds as a guide for medical supervision will be published in October 2011 capacity, competency, collaboration, and established the Allied Health communication, coordination, culture • Allied health clinicians and the CETI Directorate and its advisory committee. and clinical care models that support Allied Health Advisory Committee will Other highlights have been: CETI’s identify opportunities for allied health safe, high quality, interprofessional new Surgical Sciences Course learning team-based, patient-centred care that which is seeking specialist College meets service delivery needs and NURSING & MIDWIFERY operational requirements. accreditation; Nursing Grand Rounds • The Superguide: a handbook for by videoconference enhancing the CETI has a huge responsibility to supervising nurses and midwives, knowledge of 180 rural nurses; and the people who use and work for our planned for 2011 publication achieving 50 graduates from the public health services. We fulfill that rural clinical team leadership and RURAL & REMOTE responsibility through investment in management programs. We have also • GP Procedural Training Program new programs, collaborating with established our Nursing and Midwifery developed for an integrated state- key stakeholders (e.g. universities, Directorate and agreed on a program wide model colleges, clinical leaders, health • Training and Support Unit for of work drafted with NaMO. services, the community) and Aboriginal mothers, babies and through innovation. Our work helps Planned activities and outcomes for children will run workshops and to improve communication, capacity the following year include: training, for staff supporting families and competency by using blended INNOVATION AND TECHNOLOGY May I take this opportunity to thank all learning approaches (e.g. face-to-face, • Future Technologies Unit supporting those who have worked so hard for simulation and e-learning) to provide a simulated learning environments CETI and with CETI to deliver these responsive health workforce, available and e-learning within LHDs, and wonderful highlights and who are in appropriate numbers to meet promoting e-learning standards. working together to make our future growing health service challenges. INTERPROFESSIONAL / achievements happen. CETI has built on the excellent work MULTIDISCIPLINARY of its foundation directorates, Medical • In partnership with LHDs, CETI will and Rural. Our stakeholders have a develop Team Health’s Right Start strong desire to maintain discipline- Program consisting of blended specific directorates as well as creating learning modules which will build cross-linking inter-professional units. core foundation skills and improve Professor Steven Boyages CETI has established new programs the workforce readiness of new MB BS PhD DDU FRACP FAFPHM including e-learning, allied health, graduate health professionals Chief Executive8 OVERVIEW
  11. 11. General Manager’s report Due to Garling’s We initiated the series of consultations Improving outcomes vision, in CETI we for our Team Health Program and To support the overall goal of now have a NSW used existing structures (e.g. the improved patient outcomes we have Health organisation Prevocational Forum) to gain rapid laid the groundwork for evaluating dedicated to insight into learners’ needs. our activities. The CETI evaluation supporting the framework is linked to our strategic Engagement development of direction and will be refined to ensure Effective development of cliniciansclinicians’ technical and non-technical that we can report on relevant key and health professionals involvesknowledge, skills and capability. It is performance indicators. To support engagement with hearts and minds,important to have an agency dedicated staff development, a CETI Colloquium tapping into local strengths andto learning that can partner with series has been established which balancing the local with centralstakeholders to drive innovation in provides a forum for exchanging ideas roles and priorities. CETI stronglylearning, develop learning standards, and theory related to learning, and supports working collaboratively,promote resource sharing and support the Office of CETI has supported in- with stakeholder involvement on ourexcellence in learning. Establishing house training related to evaluation, program committees and clinicalthis new institution has been a major technologies and stakeholder learning. programs being led by clinical chairs.undertaking, needing leadership and It has been important to hold a number The breadth of CETI outputs reflectsengagement with stakeholders as we of consultation forums, particularly staff dedication to improving patienttake on new challenges and integrate around the establishment of our new outcomes and the clinical experience.existing programs and systems. directorates. Another way CETI is I appreciate stakeholder and staffLeadership and legacy programs supporting engagement is by aiming to efforts and look forward to new learningThe lead time needed to change and make learning resources as accessible initiatives that will develop capacity indevelop people can be shortened with as possible. the health economy.strong leadership and legacy programs. CETI staff have been highly engagedCETI was lucky in this regard as and have demonstrated resiliencywe were able to build on the strong as we navigated the old to invent theactivities of two existing Institutes new. Our expanded remit has beenwhich were dissolved and had their reflected in much evidence of our stafffunctions transferred to CETI, namely collaborating across disciplines as theythe Institute of Medical Education and Dr Gaynor Heading bring their education and training skillsTraining (IMET) and the NSW Institute General Manager and their stakeholder engagementof Rural Clinical Services and Teaching skills together. This work has resulted(IRCST). in new online resources and a new-lookThis legacy supported the creation of website which has laid the groundwork CETI is an agencynew directorates (Allied Health, Nursing for an enhanced learning platform, dedicated to learningand Midwifery) and a Centre for planned for next year. The notions of that can partner withLearning and Teaching with specialist access to learning materials, supportskills in developing interprofessional for local training and limiting resource stakeholders to drivelearning resources, competencies duplication have shaped CETI’s innovation in learning,and innovation in learning. We were programs of work and will remain develop learningable to capitalise on the learnings important. standards, promoteand resources produced by IMET resource sharing andand IRCST and swiftly commence the support excellence indevelopment of new resources e.g.the Superguide for Allied Health. learning CETI > ANNUAL REPORT 2010/11 9
  12. 12. 1 Overview Operational highlights In our first year of operation We are working collaboratively with Overview of key achievements against goals CETI has been implementing the our stakeholders to support excellence GOAL recommendations from the Garling in learning and training for workers Report. in the NSW health system including Education and training training directed to non-traditional supporting safe, multi- Our new Allied Health and Nursing disciplinary, team-based areas such as educational leadership, and Midwifery Directorates have built patient-centred care generalist hospital skills and medical on the great work of our foundation administration, as well as supporting directorates (Medical, and Rural and Professional specialist training through professional development to build Remote) Colleges. clinical skills, knowledge, Our new Centre for Learning and competency and capacity We have produced a number of Teaching (CLT) has established Team resources for teaching and learning Health to promote interprofessional and to support workforce capacity team-based patient-centred care, one building. These resources include of the key recommendations arising a guide for supervisors of medical from the Garling Report. The CLT is trainees and a number of online also driving our input into e-learning to course modules. establish online standards and flexible learning. Future Plans Our success lies in strengthening Workforce management We have built on sound foundations in education and training opportunities a number of key programs including the in NSW and supporting flexible allocation of medical interns to training learning. Our commitment to safe networks, with the greatest number of and accessible learning will see interns ever placed in NSW (one third further investment in e-learning and of Australia’s total intern placements). synthetic learning environments. We Flexibility, innovation We have done this while working to plan to appoint the first Clinical Chair and quality in learning ensure the allocation of resources in Simulated Learning Environments and support to rural and remote areas to lead the strategic development and the development of the Aboriginal of synthetic learning across NSW. Mothers and Babies Training Support Improved standards in While recognising the importance of Unit. education and learning blended learning, we will take on a Supporting new responsibility for e-learning across the workforce, NSW and will collaborate with health services to support access to quality improving learning e-learning resources. We will opportunities and be setting e-learning standards to Knowledge and knowledge management adding value to the support excellence in learning. NSW health system Communication Collaboration10 OVERVIEW
  13. 13. KEY ACHIEVEMENTS• Set up Team Health and interprofessional training modules • Review of induction process for international medical and• Called for expressions of interest to run interprofessional training nursing graduates for new graduates under our Right Start program • Supporting rural team-based clinical improvement process• Contributions to policy to enhance team-based care • The Leadership and Management Essentials Program trained 31 from a range of disciplines over nine months• New Allied Health Directorate established as a major initiative to • Basic Sciences in Oncology Course (BSOC) reached 40 promote training and learning resources for allied health professionals participants over 95 teaching sessions• New Nursing and Midwifery Directorate established to support the • New Surgical Science Intensive Course developed for those not training needs of nursing and midwifery enrolled in the RACS Surgical Education and Training (SET)• GP Procedural Training Program supported 25 rural positions • Training and Support Unit for Aboriginal Mothers, Babies and• Basic Physician Training (BPT) increased numbers and helped Children (TSU) established achieve higher pass rates • Hospital Skills Program (HSP) expanded with four new core units• Physician Education Program (PEP) by video and online assisted under development 192 trainees • Building Future Leaders Program trained 22 potential leaders• Psychiatry education support by providing access to workshops • Reviewed training in medical administration to develop a model and developing resources with online access for training and career development• Paediatrics professional qualities curriculum development • Rural Research Capacity Building Program• New online resources for emergency medicine trainees to help prepare for exams• Increase in GP placement training sites for medical interns • Clinical medical supervision resource Superguide produced and from four to 47 distributed with similar guides for allied health and nursing and• Allocated one third of national intern training places midwifery planned• Specialist Training Program to address workforce distribution • Supporting the rural workforce through 84 scholarships, sponsoring and increase Aboriginal workforce participation rate 30 clinicians to attend NSW Health Expo and employing an Aboriginal• Supported rural rotations for training networks, increased rural clerical trainee training places in Basic Physician Training and travel support for • Working with Health Workforce Australia to expand training capacity rural paediatric trainees• Supporting the increasing use of simulation in training • Developing e-learning standards to enhance online learning and• Publishing online resources to support a range of training programs training content and access and workforce development • Nursing Grand Rounds via videoconference enhances learning• Promoting evidence-based training in our collaboration with other for 180 nurses training bodies• Providing access to the Teaching on the Run program (TOTR) • Improving assessment training in the Hospital Skills Program and enhancing doctor educator and supervision skills and training producing a DVD Assessment in Action 21 new TOTR facilitators • Planning a Multi-Medical Supervisors Forum for second half of 2011• CETI’s leadership program for current and future clinical leaders • Staff capacity building that is providing enhanced education services trained 22 participants and learning support in the NSW Health system• Working with RACP to improve standards of physician training • Developing a learning management system (LMS) to support service delivery increased online access to learning resources• New supervision guide for doctors produced and work commenced • CETI website development to promote access to resources and on a supervision guide for allied health professionals support• New online e-education resources developed to support training • Exploring web-based applications for rural access programs and access to learning • Planning webpage for GP Procedural Training Program• Developing e-standards for uploading resources • New LinkedIn group for allied health professionals• Informing our stakeholders and seeking input via a range of • Fostering wider communication through our collaborations, media and opportunities eg website, forums. E-newsletter programs and resources (cetiscape) and social media (Facebook, LinkedIn) • Engaging Junior Medical Officers through quarterly JMO Forums• Working with the other health “pillars organisations” – CEC, • Collaborating with Local Health Districts in trainees allocations ACI and BHI and research programs• Collaborating with Medical Colleges and Fellowships on • Collaborating with the Rural Doctors Network on training and training programs research programs• Collaborating with Cancer Institute NSW on Basic Sciences • Working with Health Workforce Australia on workforce capacity in Oncology Course and allocation CETI > ANNUAL REPORT 2010/11 11
  14. 14. 1 Overview Publications and resources Resources developed PUBLICATIONS AND OTHER RESOURCES • Magin P, Adam J, Heading G, ONLINE RESOURCES • The Doctor’s Compass – a guide to Pond D. Perfect Skin: the media • Online learning management system prevocational training developed by and patients with skin disease: a for the Basic Sciences in Oncology the JMO Forum for junior doctors qualitative study of patients with Course • Superguide: a handbook for acne, psoriasis and atopic eczema. • Online component for Psychotherapy supervising doctors in training Australian Journal of Primary Health Workshops • DVD Assessment in Action has Vol. 17, 181-185, Jun 2011 • Mental Illness in People with been produced and distributed to • Luckett T, King MT, Butow PN, Oguchi Intellectual Disability for Psychiatrists all Network Directors of Hospital M, Rankin N, Price MS, Heading and Psychiatry Trainees Training. This DVD demonstrates G. Choosing between the EORTC • Online component for Advanced the use of MiniCEX as an assessment QLQ-C30 and FACT-G for measuring Training Leadership and Management tool in history taking and physical health-related quality of life in cancer Tutorial Package for Psychiatrists examination scenarios. clinical research: issues, evidence • Positive Cardiometabolic Health: and recommendations. Annals of • Osteoporosis: joint project with the an early intervention framework for Oncology Feb 2011 Agency for Clinical Innovation (ACI): online learning in development patient on psychotropic medication • Webster E, Thomas M, Ong N and to improve detection and early Cutler L (2011) Rural Research REPORTS management of osteoporosis by Capacity Building Program: capacity • Allied Health Clinical Education junior doctors building outcomes. Australian Journal and Training Future Directions of Primary Health, Vol. 17, No. 1, • Emergency medicine online Primary Consultation Report – June 2011 Mar 2011, 107-113 Exam preparation • JMO Forum Report – May 2011 • Magin P, Heading G, Adams J, Pond • Emergency medicine NSW Fellowship • External Report on the Outcome D. Sex and the skin: a qualitative examination preparation course. The of the National Audit of Internship study of patients with acne, psoriasis e-learning resource for this course is Acceptances Pilot Project Clinical and atopic eczema. Pyschology intended to compliment the face to Year 2011 – March 2011 Health Med. Aug 15 (4): 454-462 face teaching and provide access to • External Review of the Prevocational trainees who are unable to attend. • Luckett T, Butlow PN, King MT, Training and Education Network It has information for the weekly Ogulich M, Heading G, Hackl System in NSW Final Report – tutorials and practice sessions, an NA, Rankin N, Price MA. A review November 2010 up to date timetable and contact and recommendations for optimal Articles for publication in peer outcome measures in anxiety, details for the local convenors at reviewed journals depression and general distress in each hospital site. • Better methods of assessing trainees studies evaluating psychological • Common urological emergencies and evaluating the outcomes of interventions for English-speaking • Managing minor burns training (Assessment research adults with heterogeneous cancer TRAINING MODULES conducted by the Prevocational diagnoses. Supportive Care Cancer. • Advanced Training Leadership and Training Council) – submitted to Oct: 18(10): 1242-1262. Epub July 2, Management Tutorial Package for Medical Journal of Australia 2010 Psychiatrists • Overview of the Hospital Skills • Duncombe R (2011) Receptionists • Psychotherapy curriculum Program – submitted to Medical in Intake in Community Health. • Core Professional Skills for Journal of Australia Australian Health Review, Vol. 35, Hospital Skills No. 2, Jun 2011, 164-167 (from Rural • Emergency Medicine for Hospital Research Capacity Building project) Skills • Aged Care for Hospital Skills • Mental Health for Hospital Skills12 OVERVIEW
  15. 15. Conferences/forums organised,supported or attended• Occupational Therapy Australia 24th • Australasian Prevocational Forum, National Conference & Exhibition November 2010 (attended by Ros 2011 29 June – 1 July, Gold Coast Crampton, Simon Willcock, Greg (attended by Jacqueline Dominish) Keogh, Craig Bingham, Kirsten• Team Health Consultation Forum, Campbell, Jeremiah Jacinto, Sydney June 2011 (organised by representing CETI, and also by 4 CETI) CETI-sponsored JMOs – Dr Ricki• CETI Allied Health Clinical Education Sayers, Dr Lucy Cho, Dr Matt and Training Future Directions Stanowski, Dr Hamish Dunn) Consultation Forum, Sydney June • 2nd NSW Rural and Remote Health 2011 (Organised by CETI) – 31 Conference, Albury November 2010 participants including CETI staff (100 rural clinicians supported to with all 18 local health districts and attend) specialty networks represented as • NSW Prevocational Forum, Sydney well as the NSW Department of August 2010 (organised by CETI) Health attended by over 110 people• Emergency Medicine Inaugural involved in prevocational training Trainee Conference Day, Liverpool (30 supported by CETI to attend) Hospital May 2011 (supported by CETI) – 60 participants• Junior Medical Officer JMO Forums – held four times per year (organised by CETI). In 2010-2011 they were held September and December 2010, and March and May 2011• Hospital Skills Program Forums, November 2010 and April 2011 (organised by CETI)• 11th National Rural Health Conference, Perth March 2011 (27 rural clinicians supported to attend) JMO Forum March 2011 Allied Health Consultation Forum June 2011 CETI > ANNUAL REPORT 2010/11 13
  16. 16. 1 Overview Our strategic plan CETI is working to achieve our goals 2. Professional development and 7. Communication with the aid of a strategic plan to guide training to build clinical skills, 8. Collaboration the development and outcomes of our knowledge, competency and As part of our quality improvement, programs and activities. A planning capacity CETI will conduct an annual review of day was held in November 2010 which 3. Workforce management our strategic plan and continue to work led to the current eight goals with 4. Flexibility, innovation and quality on developing and strengthening our associated operational plans. These in learning evaluation process. eight goals are: 5. Improved standards in education In Section 2 of this report, information 1. Education and training that supports and training is provided about our programs and safe, high quality, multi-disciplinary, 6. Knowledge and knowledge activities under each of these eight team-based patient-centred care management goals.14 OVERVIEW
  17. 17. Overview of financial performanceCETI commenced its activities in July Income 2010-112010 and was funded primarily bythe NSW Government with $12.881million, allocated through the NSW NSW Govt 95.1%Department of Health. Other revenue of Interest 1.5%$662,558 was generated in 2010-2011. Course and other income 1.1%Program funding for the coordination Cancer Institute NSW 0.8%of education, training and accreditationactivities was received from the AHPRA 1.0%Cancer Institute NSW, Australian GPET 0.4%Health Practitioner Regulation Agency Actual Funding 2010-11 $13.70M(AHPRA) and General PracticeEducation and Training Limited. Thiswas supplemented by conferencerevenue, course income and interest Expenditure 2010-11on cash deposits. Employee services 44.2%Expenditure in 2010-2011 was$10.67M, with employee and Clinical Education and training 17.4%Chair costs of $4.7M. Expenses directly Administration 13.3%related to the facilitating of education Sponsorship 0.2%and training programs amounted to Research Programs 3.0%$1.86M and administration expenses Medical Scholarships 5.9%were $1.36M. The remaining 25% GP Procedural grants 16.0%($2.67M) was expended on researchgrants, training programs and Actual Expenses 2010-11 $10.67Mscholarships.Grants included the promotion and Financial Highlightscoordination of the GP ProceduralTraining Program, aimed at GPs Financial Performance $ ‘000 Financial Position $ ‘000and GP registrars in rural practice Operating revenue 13,697 Current assets 5,860to provide opportunities to acquire Operating expenditure -10,556 Non-current assets 445additional skills to equip them for Net result before depreciation 3,141 Current liabilities -1,961practice in rural NSW. Grants were Depreciation -117 Non-current liabilities 0also allocated to rural cliniciansthrough the Rural Research Capacity Net result 3,024 Equity 4,344Building Program (RRCBP), which Cash and cash equivalents at the end of the reporting period 5,090aims to increase the number andrange of people with knowledge andskills in rural health care evaluation It is expected that the budget for Maternal Infant Health Servicesand research. Research grants were the current functions will increase in (AMIHS); Building Strong Foundationsoffered to clinicians in psychiatry and 2011-2012. The Training and Support for Aboriginal Children, Families andemergency medicine. Scholarships Unit for Aboriginal Mothers, Babies Communities (BSF); Quit for new life;were awarded to health practitioners to and Children (TSU), a relatively new and the Indigenous Early Childhoodprovide financial assistance to support program being managed by CETI, is Development National Partnershipcontinuing professional development being established to provide targeted Agreement (NPA-IECD) programsthrough training and learning initiatives. education to staff working in: Aboriginal across NSW. CETI > ANNUAL REPORT 2010/11 15
  18. 18. 2 Report against our goals Goal 1: Education and training that supports safe, high quality, multi-disciplinary, team-based patient-centred care Twenty-three expressions of interest were received and nine programs were funded - Developing clinical team education modules for new and existing staff in different care settings including foundational team skills and empowering high performing teams • CETI is providing feedback on health policies and implementation plans to reflect a team based interprofessional collaborative approach through setting up a policy review process with NSW Health • We reviewed the induction process CETI is working to The fundamental goal of CETI is to for international medical and nursing assure that our health professionals introduce team- graduates to ensure that they are technically competent, well trained understand the health context in NSW based, patient- and able to work effectively as inter- including responsibilities, values and centred care and professional teams. working as a team interprofessional As stated in the recent Global • The NSW Rural and Remote Clinical collaborative practice Commission Report of Health Team Leadership Program (CTLP) through establishing Professional Education: which commenced in 2009 aims to our Team Health “Redesign of professional health increase leadership and management Program education is necessary and timely, in skills in interprofessional team view of the opportunities for mutual environment. The second intake learning and joint solutions offered which ran from August 2010 to June The doctors, nurses and allied health by global interdependence due to 2011 had 18 health professionals professionals will need to replace acceleration of flows of knowledge, from NSW rural health services the old system where different technologies, and financing across including three GP Visiting Medical specialists would see the patient but borders, and the migration of both Officers (VMOs) and one Staff no one person would necessarily take professionals and patients.” Specialist. Participants completed complete charge of the patient’s care. (Frenk et al; Lancet, Nov 29, 2010) six rural team based clinical practice A new model of teamwork will be improvement projects. The program required to replace the old individual • CETI is working to introduce team- involves collaboration with the Clinical and independent “silos” of professional based, patient-centred care and Excellence Commission and NSW care. (Garling Report 1.25) interprofessional collaborative Rural Doctors Network practice through establishing our • The Leadership and Management Team Health Program in May 2011. Essentials Program (LMEP) is a nine Team Health is: month interprofessional program - Collaborating with tertiary education to develop leaders from a range of providers and local health districts disciplines in rural areas. It includes to design and implement programs leadership, management, self- to prepare pre-graduate health governance and team governance professionals for the workplace Thirty one participants from rural and under the Right Start program. regional LHDs completed the program in 2010-201116 REPORT AGAINST OUR GOALS
  19. 19. in focusGet Ready gets the interprofessionalteamwork message out to pre-graduates Grainne O’LoughlinAs part of our Right Start program to education providers) to design andaddress the interprofessional capacities implement programs to prepare pre-of pregraduate medical students, graduate health professionals for aone of the key goals identified in the team based workplace. CETI receivedGarling Report, CETI is funding a a total of 23 Expressions of Interest;number of training programs. One with a total of nine programs fundedof these is ‘Get Ready’ - a training to develop programs for pre-graduateprogram under development to give health professionals starting work instudents confidence in managing 2012. One of the successful programscommon medical emergencies in an was the Get Ready program: A courseinterprofessional team environment. for interprofessional work-placeIt is a collaborative effort between readiness in the health service.St Vincent’s Hospital Sydney, the Topics covered include roles andUniversity of New South Wales, The responsibilities, professionalism,University of Sydney, Australian communication skills and teamwork.Catholic University and the University Some aspects of the program willof Tasmania. “Fifty students, be delivered in a simulated learningfrom medicine, nursing, nutrition, environment, using scenario Fifty students fromoccupational therapy, physiotherapy, based training to develop students’ medicine, nursing,social work and speech pathology, will procedural skills, as well as skills nutrition, occupationaltake part in a five day program during in interdisciplinary teamwork.the course of their student placements therapy, physiotherapy, The program is set to run from 14at St Vincent’s Hospital,” explains November 2011. social work andGrainne O’Loughlin, Director Allied speech pathology willHealth, St Vincent’s Hospital and “it will “We are very excited to be developing the program, which is in itself an take part in a five daybe great to see the benefits for patients interprofessional team exercise,” adds program during theand staff alike.” Grainne. “A number of the medical course of their studentCETI’s Team Health program, students taking part in the ‘Get Ready’ placements at Stestablished in May 2011 in response Program are set to join the hospital Vincent’s Hospitalto the Garling recommendation, is ranks as interns in 2012.”working to develop a suite of learningand teaching tools which build St Vincent’s is also developing aninterprofessional collaborative practice interdisciplinary e-learning packageamongst doctors, nurses, midwives and to support the five day face-to-faceallied health professionals working in program. The ‘Get Ready’ programthe public health system in New South will be evaluated, with a view to theWales, for safer patient-centred care program being included as part of theand better staff experiences. state-wide roll-out of Team Health in 2012.After a consultation process with keystakeholders and in order to draw on “It will be great to see the benefitsthe existing programs of work already for patients and staff alike.”underway, CETI invited Local HealthDistricts (in partnership with tertiary CETI > ANNUAL REPORT 2010/11 17
  20. 20. 2 Report against our goals Goal 2: Professional development and training to build clinical skills, knowledge, competency and capacity The safety and quality of care provided alignment of service and workshop as at 30 June 2011. CETI is to patients in public hospitals depends planning for rural procedural GPs participating in a review of PEP upon the skill of the whole hospital • The Basic Physician Training (BPT) with the RACP workforce which in turn depends upon Networks Committee collaborated • CETI’s Psychiatry education support how well they were trained before with the Royal Australasian College has enabled the development coming to the hospital, and how well of Physicians (RACP) to enhance of a number of resources such they continue to be trained within the BPT, with five master classes as an online component of the hospital after they join the staff. conducted, trainee numbers Psychotherapy Workshops, an (Garling Report 1.61) increased by from 393 to 413, and online resource “Mental Illness in CETI works in partnership with a pass rates significantly higher than People with Intellectual Disability”, range of educational providers to national average. CETI successfully an Advanced Training Leadership build capacity in the health system for managed the 2011 BPT recruitment and Management Tutorial Package ongoing professional education and and intake. The number of rural and with an online component, and a learning. regional training positions in BPT Psychotherapy Curriculum. Support • The GP Procedural Training Program networks increased from 56 in June has also been provided to assist for skills to equip GPs to practice 2010 to 65 in June 2011 – a 16% state-wide access for trainees in rural NSW supported another increase to attend workshops on subjects 25 fulltime, part-time and flexible • In 2011 CETI commenced supporting including cognitive behaviour positions (285 since program the Physician Education Program therapy, psychotherapy, adult commencement in 2003). A CETI (PEP), a lecture series and clinical education techniques and strategies, convened stakeholder workshop held exam preparation sessions, as part communications skills, family therapy in April 2011 provided information of the BPT, delivered by video live to in the context of psychiatric disorders, to develop an operational plan and hospitals and available for viewing critical analysis and research strategies to improve the overall online. The lectures commenced methodology, and an introduction to coordination and management of in February 2011 with 192 trainees psychiatric epidemiology the program, maximise the number registered and the exam preparation • Emergency Medicine trainees of participants and enhance the sessions had 98 trainees registered have used CETI’s online education18 REPORT AGAINST OUR GOALS
  21. 21. resources, including study guide and and clinical skills practice. These • CETI sponsored a trainee position interactive questions and answers forms will be piloted in Term Four in the Health NSW Biostatistician for their Primary Examinations 2011 Training Program to focus on rural Preparation Course and the NSW • CETI is helping to close the gap by issues. This year’s studies have Fellowship Examination Preparation establishing a Training and Support included an exploration of not course Unit for Aboriginal Mothers, Babies waiting and discharging against• CETI administered the Basic and Children (TSU) to deliver a medical advice at NSW Emergency Sciences in Oncology Course professional development program Departments and an examination of (BSOC) which teaches core skills and for staff of the Aboriginal Maternal misclassification of Triage 3 patients competencies in oncology covering and Infant Health Services (AMIHS) in NSW Emergency Departments anatomy, physics, biology and critical and Building Strong Foundations for • CETI began building a program of appraisal with links to clinical practice. Aboriginal Children, Families and core skills and interprofessional In 2010 there were 40 participants Communities (BSF) practice competencies for allied and 95 teaching sessions. Five • CETI’s new Nursing and Midwifery health professionals working in NSW scholarships were awarded – three Directorate has been established to hospitals. This new investment will rural, two metropolitan. An online support transition to practice, fill gaps for the first time provide training resource e-BSOC has also been and support resource development support for allied health professionals. developed to support participants for nurses and midwives A consultation forum of allied health• CETI’s Surgical Skills Training • CETI continued its successful representatives was held in June Network undertook a number of Hospital Skills Program (HSP) and 2011 which provided input to the new initiatives including a pilot of a held forums to provide professional future directions of the Allied Health Practical Professionalism Course development for directors of hospital Directorate which aims to improve the trainees training and education support officers understanding and application of and an opportunity for CMOs from The Clinical non-clinical competencies as well as across the state to train together. A Surgical Training improve performance in the Royal working group is piloting a workplace- Council Trainee Australasian College of Surgeons based assessment program for (RACS) Surgical Education and Subcommittee HSP participants. HSP curriculum Training (SET) entry interviews modules being finalised include: core developed formal• CETI has developed a Surgical skills, aged care, mental health, and feedback forms Science Intensive Course in emergency department to assess trainee conjunction with the University of • CETI is working to develop skilled progress, as well Western Sydney to assist those on or medical administrators by participating as a logbook to seeking entry to the RACS program in a review of their training needs track management (General Surgery).The course was to develop a sustainable model for conducted in January / February 2011 training and career development. of conditions with 21 participants attending for 10 Extensive consultation has taken and clinical skills teaching days comprising anatomy, place which will form the basis of practice physiology, pathology, pharmacology, recommendations regarding training radiology and assessments and opportunities has been submitted to RACS for • CETI’s Rural Research Capacity accreditation Building Program provided face-to-• The Clinical Surgical Training Council face training in research methods and Trainee Subcommittee developed project development. This investment formal feedback forms to assess impacts positively on service delivery trainee progress, as well as a logbook as evidence drives practice to track management of conditions CETI > ANNUAL REPORT 2010/11 19
  22. 22. 2 Report against our goals in focus Allied Health – a key part of excellence in clinical care Pamela Bloomfield and Trish Bradd CETI’s Allied Health Directorate was by an enthusiasm and commitment to established in 2011 in recognition of enhance skill and practice development the fact that allied health practitioners by clinicians themselves. With the are essential members of the clinical establishment of CETI and the Allied team but have historically been under- Health Directorate this is an exciting resourced regarding team support. time for allied health and offers a According to Trish Bradd, Director of wonderful opportunity to shape the Allied Health for South Eastern Sydney future in new and innovative ways.” Local Health District “we are hugely While it is early days for this new excited and enthusiastic to work with directorate, Trish has had an CETI and address the key issues for opportunity to collaborate with CETI as allied health. Education and training chair of the NSW Health Allied Health for skill and practice development Directors Network and as a member promotes excellence in clinical care of the steering committee producing which in turn produces better patient The Superguide: a handbook for outcomes. We are only just starting.” supervising allied health professionals There are many professions which Steering Committee. She also attended are encompassed by the term ‘allied the ‘Future Directions’ consultation Education and training health’, each of which contributes a forum in June 2011 which was held to for skill and practice unique set of skills and interventions to identify priorities for allied health. development promotes the patient care journey. Allied health excellence in clinical “It comes down to what you value personnel have specialist knowledge and where you think you can make a care which in turn in the identification, assessment, diagnosis, treatment and prevention difference. By collaborating with CETI produces better and the Allied Health Directorate, I saw patient outcomes of disease, disabilities and disorder there was capacity for significant gains across the healthcare spectrum. in promoting a skilled and educated As a Director of Allied Health since allied health professional workforce in 2006 in the former South Eastern NSW Health. I look forward to further Sydney Illawarra Area Health Service, opportunities to collaborate with CETI and with tertiary qualifications in into the future.” speech pathology and management, Trish hopes that with the establishment Trish has over 22 years’ experience in of strong foundations in education the health care sector. She is familiar and training, projects at a local level with the strengths and opportunities can complement, align with and for the allied health profession and springboard from the overall strategic reflects that “for many years there has direction for allied health education been a lack of dedicated resources and training provided by CETI. to coordinate and think strategically about the education and training needs “I am looking forward to seeing greater of allied health. Work in this domain allied health involvement in developing has largely been conducted as an of new models of care and in arenas ‘add on’ to core business, occurring of extended scope of practice and mainly at the local level and driven interprofessional learning.”20 REPORT AGAINST OUR GOALS