Identifying, diagnosing and managing doctors in difficulty · ‘Trainee in Difficulty’ –Of the...
Transcript of Identifying, diagnosing and managing doctors in difficulty · ‘Trainee in Difficulty’ –Of the...
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Identifying, diagnosing and managing
doctors in difficulty Dr Shirley Remington & Dr Jo Rowell
Associate Deans, HEE (NW)
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What do you do?
• Trainee keeps having single days off sick – now 4
• Trainee on outcome 3 arrives at Trust
• Complaint from another trainee about having skills questioned
on open Facebook
• Monday morning trainee says they were arrested on Friday
for assault
• Trainee emails you saying they can’t go on
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Your Objectives??
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Introduction
• Background
• Presentation
• Investigation
• Diagnosis
• Treatment
• Support
• Summary
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Principles
• PATIENT SAFETY
• PRACTIONER SAFETY
• REMEDIATION/LEARNING/PREVENTION
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Important references
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HEE (NW) Guideline
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Doctors in Difficulty
‘Any doctor who has caused
concern to his or her supervisor
about the ability to carry out their
duties, and which has required
unusual measures to be put into
place’
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Doctors in Difficulty
• Struggling to manage workload
• Failure to progress
Doctors with Difficulties
• Illness
• Home or personal life issues
Difficult Doctors
• Inappropriate, unprofessional behaviours'
• Lack of Insight
Doctors in Difficulty
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11
The Performance Triangle
Work &
Home:
Environment
Health
Clinical
knowledge
and
skills Behaviour
Adapted from NCAS – National Clinical Assessment Service UK
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Principles
• Three levels of concern (Revalidation Support Team)
• Early action
• Good records - including in portfolio, notes of all
meetings, all relevant documents
• Inform: CS, ES, HoS, Patch/Spec/Foundation AD,
OH,HR,DME Medical director.
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Level 1
• Concern with no patient, staff, trainee risk or harm and
no reputation risk
• Eg. Incidents, complaints, failing to achieve training
goals, self limiting well controlled chronic illness
• Actions: Trainee discussion, pastoral support, low level
investigation, SMART objectives
• Dealt with locally except Foundation – more hands-on.
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Level 2
• Potential harm or risk including to reputations
• Eg. All in level 1 plus recurrent issues and extension of
training required
• Actions as level 1 plus formal investigations ,HR and OH
involved, special interventions.
• Referral into HEENW via form in pack
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Level 3
• Harm has occurred and serious risk to reputations
• Eg. SUI, Complaint, Death, Criminal Act, Referral
to outside agency considered
• Action –up to restriction practice
• Direct referral to Postgraduate Dean via RO, AD
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NACT approach
• Trigger event-significant?
• Investigate-define issue, evidence, patient safety
• Individual or organisational issue
• Consider: does it matter? Can they usually do it, why are
they not currently performing
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Size of problem
• Medical school: 20 % to SWAP (2014)
• NW Foundation School: prevalence approximately 5 –
10%
– 52 foundation trainees recorded centrally by the School as a
‘Trainee in Difficulty’
– Of the 52 trainees
• 30 F1 doctors
• 22 F2 doctors (Aug14 to15)
• HEE (NW): 100 out 4500 max. 50 GMC involvement. NB
more low level
• GMC rising numbers of referrals but same % to fitness to
practise.
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• What is commonest reason
for GMC complaints against
trainees?
• What clinical complaint is
commonest?
Questions
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What To Do:
The HEE (NW) approach
• Medical model – Presenting complaint and history
– Investigation
– Treatment
– Referral
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How do problems present?
• How has your attention been
drawn to a trainee with
problems?
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Presenting Complaint
• Educational Achievement -Exams, ARCPs, portfolio
• Career decisions and related anxiety
• Work pressure
• Inexperience- Pressure of expectation –own and others
• Change of working environment
• Involvement in SUIs, complaints, litigation,enquires
• Criminal activity
• Probity
• Health
• Family
• Money
• Isolation
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Presenting complaint
• Paice’s warning signs:
– Disappearance
– Low work rate
– Ward Rage
– Rigidity
– Bypass Syndrome
– Career problems-exams etc
– Failure to engage with portfolio
– Lack of insight
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• Who will investigate?
• Who will they involve?
• Are they the right person?
• How will it be recorded?
Question
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Investigation
• Initial event:
– level of importance, trainers support mechanisms, local
guidelines
• Investigate:
– Define problem, clarify (multiple sources)
• Clear defined recorded interactions with trainee
• Organisational v personal issue
• Decisions:
– level of significance, do they often have same issue?,
change in behaviours
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Interaction with trainee - guidance
• Alone or accompanied-them/you
• Clarity of purpose-contract
• Trainee and ICE( ideas concerns, expectations)
• Open/non judgemental-exploration
• Clarify facts
• Definite conclusion, plan and next steps
• RECORD ,SHARED SIGNED BY BOTH
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Confidentiality - a caution
• Obligation to reveal
• Clear from beginning
• Duty of doctor
• Duty to trainee
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Diagnosis
• Clinical / educational issue
• Personality / behaviour
• Health
• Environment: local / training
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• AM I ACTING AS
THEIR DOCTOR?
• OH?
• HR?
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Treatment
• What is the appropriate
treatment(solution)?
• Has it been defined? (SMART)
• Is it time limited?
• Who will check on progress?
• Is it clear what will happen if it fails?
• Are external agencies involved?
• Is everyone clear about what is
happening?
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Referral
• OH
• HR
• SPECIAL SUPPORT- Exams/Behaviours
• ROs
• GMC
• NCAS
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Pitfalls – ALL EDUCATORS
• Doing it all
• Not referring or referring too late
• Not using HR or OH
• Acting Medically
• Getting to close to trainee
• Failing to record
• Information Governance
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Support
• Local
• Speciality
• Deanery inc. website
• HR Occupational health
• Higher agencies
• Guidance Documents Nact 2012
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Summary
• Fair and equitable at all times
• Ask questions
• Judgement based on facts
• Make Records
• Get support
• Have a check list
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Case 1
• You have a clinically adequate trainee who has now
failed their exam 3 times and is on extended training.
• They seem tired and unfocused and their decision
making is being questioned by nurses and other medical
staff - more because they are hesitant and lack
confidence - the decisions are usually right.
• How are you going to move forward?
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• A number of nurses and colleagues have approached
you over time about a trainee who is competent but
unreliable - arrives late, disappears during the working
day.
• Now one colleague has raised the possibility of them
smelling of alcohol.
• How are you going to move forward?
Case 2
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Check list
• Is there a problem and is it educational?
• Is the right person investigating?
• Do they have all the information required?(MSFs,
ARCPs, e-portfolio)?
• Is it all documented?
• Have any judgements been based on fact?
• Is the process fair and equitable?
• Do the right people know?
• Is the outcome clear?
• Who will review progress?
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What do you do?
• Trainee keeps having single days off sick – now 4
• Trainee on outcome 3 arrives at Trust
• Complaint from another trainee about having skills questioned
on open Facebook
• Monday morning trainee says they were arrested on Friday
for assault
• Trainee emails you saying they can’t go on
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Conclusion
• All cases are different
• All principles for resolving are the same.
• Record everything
• Is the trainee supported?
• Is the trainer supported?
• IF IN DOUBT GET HELP
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Helpful information
• NACT - 2012 on line document
• HEE (NW) PGMDE Website
• London Deanery e-learning package
• College Websites
• NHS Employers website
• GMC helpline
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The Responsible Officer
The role of the RO
• Patient safety underpins all aspects of the role
• Establish, maintain and quality assure appraisal for all
doctors on their GMC Connect List
• Oversee and take responsibility for the quality of local
investigations into concerns about Drs
• Make recommendations to the GMC about
revalidation
• Ensure that doctors comply with the conditions of their
registration
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The role of the Postgraduate Dean as specified in
MHPS
The role of the Postgraduate Dean as Responsible
Officer
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Connecting the supervisor to the RO
• Routine information though annual processes
• Specific referral
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The importance of the Form R in
routine transfer of information
The form R is the documentation of the trainee’s activity
since the last ARCP/Appraisal
It is akin to the form 3 for appraisal
It must be checked (and if necessary modified) prior to
ARCP
Trainees commonly don’t record all activity which
requires a license
Trainees commonly over document incidents
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Trainees must declare all open
investigations and all open GMC and
employer conditions/warnings
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When things go wrong
• Establish the basic facts of the case
• Discuss through the Trust governance processes
• Discuss with employer before acting
Who will appoint a case manager and case
investigator if appropriate
and inform NCAS
and keep the associate dean informed
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When things go wrong
• Exclusion or restriction
– Discuss with employer before acting
– Postgraduate Dean must be informed before
exclusion
– Alternatives include
• increased supervision
• restricting duties
• sick leave for specific health problems
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When things go wrong
• Potential criminal acts
– Discuss with employer before acting
– Usually referred to the police or NHS Protect
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Some Bear Traps
• Employer v host trust
• Acting as the trainee’s advocate or giving pastoral
support when it may be necessary to give evidence
• Taking preliminary fact finding too far
• Not making adequate notes
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Our duty to the GMC
We have a duty to alert the GMC if we think patients are
being put at risk
It is wise to discuss any potential referral to the GMC
with the Trainee’s Employer and Postgraduate Dean
before acting
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Specific circumstances
• A trainee with a warning or sanctions where the
supervisor is asked to make a specific report.
• Supervisor nominated as workplace reporter for a
trainee with conditions.
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Conclusion
• All cases are different
• All principles for resolving are the same.
• Record everything
• IF IN DOUBT GET HELP