AUGUST 2013 - New Zealand Doctor

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RNZCGP Review of the delivery of general practice vocational training August <strong>2013</strong>Option 9: e-portfolioPoints for consultation1. Determine if there are funds available for development of an e-portfolio.2. Determine and document the requirements for an e-portfolio application to meet the needs of registrarsand members.3. Once requirements and specifications have been determined, undertake a feasibility study of thedevelopment options.An e-portfolio is a collection of evidence assembled and managed by, and for, registrars online.When access is gained via the web, the portfolio becomes a self-service channel by which theregistrar can access and manage their information. It also allows appointed educational supervisorsand MEs to monitor and review the learning of these registrars. e-portfolios should log all theeducational components and work experience completed by an intern/registrar as they move throughthe programme.At present, administrative support is accessed via phone, email or mail. There is no face-tofaceaccess. OWL, the College’s online web learning site, provides access to static programmeinformation, forums and College surveys but there is no access to individual registrar information.Option 9.1 (status quo): No e-portfolioThis option would put the College ‘out of step’ with other health education providers, including MCNZfor PGY1/2 interns, as a number have already implemented such e-portfolios or are investigatingoptions.Option 9.2: Introduce an e-portfolioThis option involves the implementation of an e-portfolio to accommodate all aspects of a registrar’slearning. This includes the ability to accommodate PGY1/2 interns who undertake postgraduateplacements with the College. It must first be determined whether funding would be available for thedevelopment of an e-portfolio for the GPEP programme.The College’s e-portfolio needs to have the capability to interact with other e-portfolios being used inthe sector, such as at hubs, universities, DHBs and medical colleges.The introduction of a self-service channel such as an e-portfolio has the potential, in time, to reducethe workload of the GPEP administration team.40
RNZCGP Review of the delivery of general practice vocational training August <strong>2013</strong>Option 10: College/DHB interactionPoints for consultation1. That the College explores the placement of GPEP intern supervisors within all DHBs. Discussions withDHBs need to ensure these representatives have access to interns within hospitals.2. Begin discussions with funding providers to determine if funds can be made available for theemployment of GPEP intern supervisors.Option 10.1: Additional information and training for GP liaison officersThis option involves the College, via the GPEP Clinical Leaders and regional MEs, providingadditional information and training to GP liaison officers to ensure they can champion the GPEPprogramme for PGY1/2 interns. The current GP liaison role varies considerably from one DHB toanother. In the smaller provincial regions there is already some involvement of these people in GPEPtraining.This low cost option would require minimal implementation. However the effectiveness of thisapproach may also be low, especially in the larger DHBs where the GP liaison role has a broaderscope and may not have time to focus on GP training or interact with the larger number of PGY1/2interns within the DHB.Option 10.2: GPEP intern supervisor assigned to hospitalsThis option involves the College engaging GPEP supervisors, either full- or part-time, to work in theDHBs to provide a direct link between the College and PGY1/2 interns. These representatives wouldideally be based at all teaching hospitals. There is currently a designated GPEP liaison person ineach training region, however they are not providing any training within the DHB to PGY1/2. Thisproposal could be an extension of their role and enable them to hold equivalent status to that of othersupervisors.The main objective of these positions would be to promote general practice to interns, providegeneral practice-related education within the DHB and promote community training in generalpractice (refer below). These representatives would also be able to assist interns in the preparationof their professional development plans and career planning.This option would require acceptance from the DHBs before implementation could occur and theDHB would need to agree to a College representative having a direct relationship with their internemployees.Option extension 10.2.1: There is the opportunity for the College to expand the responsibilities ofthe GPEP representative to cover undergraduate students at medical school.Option extension 10.2.2: The GPEP representative could provide mentoring support to registrarswho are undertaking other vocational scope training within the DHB and any other “in DHB” GPEPtraining that may occur in the future.Option extension 10.2.3: The GPEP representative could facilitate vertical integration of PGY1/2placements in practices where feasible, as well as helping to ensure suitable practices are used forplacements.41
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AUGUST 2013 - New Zealand Doctor

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