Funding and Commissioning issues for undergraduate and postgraduate healthcare education from 2013

Gibbs, Vivien; Griffiths, Marc

Abstract

The model of healthcare training whereby the National Health Service (NHS) has responsibility for provision, is disappearing with the future direction being that of education providers needing to respond to commissioners’ requests and being able to evidence the capability to train. The intention is to establish a clear linkage between the educational needs of the future healthcare workforce and improved patient outcomes, along with developing a flexible approach to providing quality patient centred care. Training institutions will have greater accountability for the education of the future healthcare workforce, particularly with regard to quality metrics. There will be a requirement for an innovative approach to be adopted in terms of learning, teaching and assessment pedagogies, and the training provision will have to constantly evolve to meet the changing needs of the healthcare workforce. Individuals being trained now will need to be flexible, willing to continuously learn and develop, and be more comfortable with technology and change than any previous set of graduates. Education providers of the future will need to lead the way in improving the quality of education and developing innovative training. Radical changes to the way the service is commissioned in the past have resulted in similar requirements to adapt educational provision, and providers will need to learn from these experiences. The requirement to move towards a more commercial model, and apply this to the NHS educational setting, will mean that examples from the private sector will need to be reviewed.
Providers of education for the Allied Health Professions (AHPs) will be required to recognise the need to support the whole workforce, from assistant to consultant level, mapping against the clinical domains outlined in the NHS Outcomes Framework publication. This will involve clear identification of preceptorship, mentorship and lifelong learning in the form of Continued Professional and Personal Development (CPPD). Importantly, Radiography as a profession will need to model future workforce education and training around the adoption of new technology, research and innovation, and further promote itself within the realms of academic and clinical practice. The introduction of Local Education Training Boards (LETBs) and Academic Health Science Networks (AHSNs) will also have integral roles in the translation, development and provision of new curricula, whilst ensuring involvement and appropriate scrutiny from the relevant regulatory professional bodies.

Citation

Gibbs, V., & Griffiths, M. (2013). Funding and Commissioning issues for undergraduate and postgraduate healthcare education from 2013

• Journal Article Type: Article
• Publication Date: Jun 1, 2013
• Deposit Date: Aug 8, 2014
• Publicly Available Date: Nov 15, 2016
• Journal: Imaging & Oncology
• Peer Reviewed: Peer Reviewed
• Pages: 56-61
• Keywords: postgraduate education, continuing professional development (CPD), funding for training
• Public URL: https://uwe-repository.worktribe.com/output/931358
• Publisher URL: http://www.sor.org/learning/library-and-publications/imaging-oncology