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Partnership Quality Assurance Framework for Healthcare Education in England

Report on the Second National Conference
17 June 2005, Tower Thistle Conference Centre, London

Summary

On Friday 17 June 2005, Skills for Health Quality Assurance Team convened the Second National Conference on the Partnership Quality Assurance Framework for Healthcare Education - England (PQAF) in London. The Conference was attended by 420 delegates, drawn from practice and higher education institutions (managers, staff and students).

The aims of the Conference were to:

  • provide an update on the last year’s activity pertaining to the PQAF
  • disseminate the emerging findings of the prototype activity relating to ongoing quality monitoring and enhancement (OQME)/Approval/evidence base/shared standards
  • highlight other PQAF related activities, including Major Review emerging trends
  • provide an opportunity for delegates to comment on the processes and standards associated with the PQAF and
  • provide networking opportunities in the context of the PQAF.

The programme for the Conference included presentations regarding the key emerging messages from both Approval and OQME prototype evaluations, consideration of the wider modern NHS and education workforce context together with the potential for links between the quality assurance of healthcare education and the Healthcare Commission’s activity and mission. There was also an opportunity for delegates to attend one of the seven workshops held in the afternoon. Three of the workshops involved perspectives from the statutory body, Council of Deans and the prototype organisations themselves. Others centred on discussion regarding the role of Practice Review Facilitators within Major Review arrangements, the emerging trends arising from Major Review so far, the wider role and work areas within Skills for Health and engagement of healthcare students and service users within development of the PQAF.

Delegates were invited to respond to the Conference presentations and discussions through:

  • questions to a plenary panel and via feedback activities
  • a message wall, a video recording of their views or
  • sending a postcard containing key messages/reflections.

In total, 246 responses to the feedback activities were received. These will inform the final prototype evaluation reports (anticipated publication end of September 2005) and subsequent deliberations. In summary, key messages from the feedback activities were:

  • PQAF’s potential to strengthen partnership between education providers and commissioners
  • support for giving at least equal attention to practice learning within PQAF arrangements
  • the need to consider support and funding arrangements for practice based learning, including the role of practice facilitator/education lead
  • the value of sharing, at this point, emerging themes from PQAF activity and development and the equal importance of continuing this as more information becomes available, including the development of implementation guidance and preparation/training
  • the need to consider further analysis of the cost and benefits of the PQAF itself and its outcomes, particularly any enhancement of student/patient experiences, and
  • recognition that there is still more work to be done including further refinement and modification of elements within and across the PQAF.

These messages were echoed in the final plenary debate and concluding remarks, which identified the following points.

  • The importance of recognising the equal contribution of organisations that provide practice learning and the role of practice learning facilitators.
  • The prototype evaluations have already identified a number of emerging themes, which indicate perceived benefits and areas for refinement and modification.
  • Quality assurance of healthcare education must ensure that education is able to meet the needs of a complex and rapidly evolving healthcare environment and provision. The context and challenges of healthcare provision in the future are complex and changing and, accordingly, there is a need to ensure, through quality assurance arrangements, that healthcare education is provided in a manner that is appropriate to these needs.
  • Quality assurance embraces both quality monitoring and enhancement, with future arrangements being contingent upon recognition of the role and contribution of respective partners.
  • There is still much to do in securing agreed partnership quality assurance arrangements which are themselves streamlined and fit for purpose.

A message from Nic Greenfield, Director, Model Careers Portfolio, Department of Health, (Keynote Speaker) served as a key thought for the day.

'Build quality assurance in as a commitment; do not inspect it out.'

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