Senior Fellow of Higher Education Academy (2015). Only one at Whittington Health
Fellow of Academy of Medical Educators (2012)
Training Programme Director Award, 2016
Higher Education England North Central Project Award, 2016
SLMS Senior SLMS Senior Educators Award – 2015
Level 5 clinical excellence award (for teaching)
London Deanery Outstanding Consultant teacher award 2010.
Winner of the first Excellence in Medical Education Awards (EMEA – UCL medical school), 2007)
Team lead – winners of the EMEA team prize for a novel prescribing programme, 2010
As part of Caroline’s role as consultant, she led for postgraduate paediatric education from 2005 – 2012 which provided the best paediatric training in London and continues to rank highly (9th in the UK, 2nd in London). Our paediatric textbook (Hands on Guide) won the 2015 Paediatric prize at the BMA book awards.
£500. UCLP trainer of the year award. Spent on invite speaker tour for Caroline Fertleman in Islamabad, Lahore and Peshawar, Pakistan, September 2017
£2500. HEE award. 2016
With Hannah Jacob. To be spent at a collaborative event of question writing for the medical schools council and RCPCH at Coventry mid August 2017
£8000. Whittington Health Art Grant. 2014
Award for oil paintings of viruses, medical greats and Dick Whittington for recently refurbished undergraduate centre. Caroline Fertleman, Nicole Price.
£50,510. Higher Education North East, North Central London. 2013-4
Supporting the Education and Empowerment of Patients and Carers. A systematic approach within Health Education North Central and East London. Queen Mary University of London (Olwyn Westwood, Annie Cushing, Moira Kelly), University College London (Caroline Fertleman, Alison Sturrock, Paul McGovern) and Social Action for Health (Rupesh Shah, Elizabeth Bayliss).
£22,000. London Shared Services. 2013-4
Training of all ST2s in London (100) over a year period with the ALSG/RCPCH/NSPCC Recognition and Response Course (Child Protection), to include all materials and faculty training to deliver the courses. Caroline Fertleman.
£5000. Whittington Health. 2013-4
Scoping project to apply for NIHR grant to introduce longitudinal integrated clerkship pilot for 24 UCL clinical medical students. Caroline Fertleman.
£4,700. London Deanery. 2012-3
To develop and deliver a bespoke, culturally competent, teaching course for use in a rural Bangladesh health institution. Caroline Fertleman, Chloe Macaulay.
Developing a national syllabus for undergraduate child health
[wp_colorbox_media url=”http://www.rcpch.ac.uk/system/files/protected/page/Undergraduate%20Curriculum%20for%20Child%20Health%20Nov.%202015.pdf” type=”iframe” hyperlink=”View the Syllabus Here”]
There is considerable national variation in the duration, location and content of paediatric attachments for medical students. Paediatricians involved in undergraduate education are under pressure to establish paediatric competencies within an increasingly shorter time frame and they felt that there needed to be a common syllabus for child health training.
This work has been ongoing for several years with the most important outcome being that a single national paediatric undergraduate syllabus would be integral to curriculum revision at every UK medical school. They have tried hard to ensure this happens by involving as many stakeholders as possible and keeping everyone updated with regular bulletins and meetings. Throughout Caroline has led on this strategic work.
The UCL intercalated BSc in Paediatrics and Child Health
[wp_colorbox_media url=”http://www.ucl.ac.uk/ich/education/taught-programmes/ibsc-paediatrics-child-health” type=”iframe” hyperlink=”UCL iBSc Child Health website”]
Paediatrics is an emotive, yet rewarding speciality dealing with diverse conditions from tiny premature babies through to challenging adolescents. 3% of UK-trained doctors become Paediatricians but UCL had the lowest application rate. This is surprising, considering UCL students have access to the most popular post-graduate paediatric training in North London (Whittington Health), world-class research facilities (ICH) and unrivalled expertise (Great Ormond Street Hospital). They sought to improve UCL’s Paediatric impact by:
– Developing the UK’s first iBSc programme in Paediatrics and Child Health
– Incorporating innovative teaching, reflection and assessment to foster long term learning and good medical practice
They rapidly became the most competitive iBSc choice and have developed joint modules with other programmes. Students tell them that they had specifically chosen UCL because of their course. Our team have made a major impact on the iBSc programme and continue to push UCL to the forefront in specialist paediatric undergraduate training.
As co-director has been involved with this course since its inception in 2010. It utilises innovative teaching such as the patient journey with heavy emphasis on reflection to engender deep learning. It offers unique opportunities to experience world-class clinical and academic paediatrics. Additionally it allows unparalleled student choice over their research project in almost any area of Paediatrics and Child Health. Despite such excellence, it is still flexible enough to evolve in response to student feedback with content changes.
This programme is universally envied by other medical schools and we are continually being asked how to develop similar schemes. Their best indicators of success are both in terms of feedback from students that that they have developed professionally and feel more confident as clinicians but also their significant publication success of their projects. This in turn means they are inundated with project offers from potential supervisors within UCL or its allied hospitals.
Examining and Assessing
As site sub-dean Caroline is involved in recruitment to all clinical year objective structured clinical examination (OSCEs). She is present and examines in all of the assessments. As co-director for UCLs now most popular integrated BSc (in paediatrics and child heath) that she set up, they use a variety of assessment methodology to examine the students including patient journeys and reflective diaries. She was appointed external examiner for Kings College London and Nottingham University (2013) for their MBBS penultimate year programmes. For the Medical Schools Council, who provides a bank of questions for finals used by most of the UK medical schools, she contributes to question writing and recently provided a full data-set of paediatric normal ranges. She is now a senior assessor for the RCPCH exit exam START. She regularly examines the clinical MRCPCH as well as hosting examinations (2012 & 2013).
Patient Journey with directed reflection & qualitative feedback
Patient journeys are a fabulous way to teach and learn. As part of the assessment for their iBSc in Paediatrics and Child Health, 3rd year UCL medical students annotate a patient journey. They gather an in-depth case and provide pointers in the narrative to consider such as communications difficulties that may have arisen. These are used in the subsequent year’s cohort in a small group setting led by a consultant child and adolescent psychiatrist and teaching fellow as a starting point to consider these diverse and challenging issues. These journeys are now to be published in a book by Radcliffe publishing in 2016. She has also used them when she has been invited as a guest lecturer to teach about reflection to medical students (at QMUL [feedback presented], Cardiff and Harvard).
Prescribing Case of the Month
Prescribing errors are a huge issue in medicine. Yearly Caroline would give the foundation doctors (newly qualified) an interactive lecture on paediatric prescribing in her trust. In 2013 she enlisted the help of my then foundation doctor Sarah Richardson. In fact, she gave the talk and proved to Caroline her expertise in prescribing in education. To enhance student learning Caroline enabled her to write a ‘case of the month’ about prescribing so the students could use the hard copy British National Formulary (BNF) they had given all of them. This case series is a regular case-based electronic quiz highly rated by the students who had to find their way around the BNF to gather information from different sections to answer the case as it evolved. Caroline enabled her to manoeuvre around some tricky UCL politics for this case to go live but in the end it was very popular and earned Sarah a much coveted foundation teaching award.
Training Programme Director, London School of Paediatrics, 2011 – 2016
Caroline was appointed as a Training Programme Director from 2008 – 2016 and contributed to routine tasks such as recruiting, shortlisting and interviewing, acting as the patch TPD for about 60 trainees at any one time, participating in Annual Review of Competence Progression, attending quality visits, supporting trainees in difficulty as well as organising, chairing sessions and running workshops at the Annual Conference. Caroline has previously been the TPD lead for a number of subgroups as well as supervising School Fellows in Medical Education. Caroline feels her strength is in supporting trainees in reaching their full potential helped by being within a School where the ethos is to be trainee driven. Her main roles are to support and motivate, help navigate through the mire of organisational obstacles, obtain grants, enable project completion and encouragement to move on where appropriate.
Information Technology and Communications (2008-11) – TPD lead
Caroline led the team that launched Signpost, a web-based resource structured around the RCPCH curriculum which identifies resources or techniques for addressing competences. Signpost includes innovative ideas to enhance local training, on-line resources, face-to-face courses and the Signpost Tool which allows trainees to add their own resources as well as being able to rate and review those that are already there. The team released a video to promote the Signpost Tool and show how simple it is to use:
The team commissioned 1000 banner pens that Caroline designed to distribute for trainees to advertise signpost. One for every London paediatric trainee!
Caroline ensured the team also wrote regular newsletters, updated the external deanery website and made educational podcasts.
Since 2008 Caroline has been teaching the excellent Child Recognition and Response Course designed for trainees progressing from SHO to registrar level when they would be the front-line staff managing child protection cases. More recently Caroline secured a grant for £20,000 to run the course for all ST2s (SHO grade) in London (112) and train 18 faculty. With a colleague, whom Caroline supported in successfully attaining a consultant position, they managed the grant, administration staff, teaching fellow, faculty and participants. They have repeated this again in this academic year.
They devised a new OSCE assessment which the course organisers (Advanced Life Support Group) now use. The courses were hugely successful and the faculty glad to be involved. Caroline instigated data collection which demonstrated participants felt more confident in identifying physical rather than other signs of child abuse, had greater confidence in identifying child abuse than the next step of communicating their concerns to caregivers and trainees prefer seeking information from colleagues than other sources. This data was presented at the RCPCH 2015 meeting.
Assessment (2012-2016) – TPD lead
A selection of some of their projects:
– The group has led nationally on a change to improve the educational impact and effectiveness of two of the standard Work Based Assessments; the safeguarding Case Based Discussion and Discussion of Correspondence. Both have been well received and are now in national use.
– They run regular evenings for all those training in London to prepare them for all the RCPCH examinations and assessments.
– To enable a smoother transition from SHO to Registrar level they ran a bespoke Transition to Leadership course which incorporated the NHS Leadership Academy ‘Health Leadership Model’ and covered areas such as delegation, negotiation, supporting junior trainees and leading at night. Key updates included safeguarding, consent and terminal care. The course resulted in significant and sustained improvements in competence across a number of leadership and management domains, demonstrating its potential for longitudinal impact on trainees’ performance.
– Using videos made whilst Caroline was hosting the MRCPCH clinical examination, they were able to populate a simulated clinical circuit website which has now been running for a year with > 0.5 million hits so far.
Trainees in Difficulty
For many years Caroline has been receiving thanks from grateful trainees. Here are some from trainees in difficulty whom Caroline mentored.
I am still a paediatric trainee due to your support and guidance over the years. I would have left voluntarily or been kicked out if not for your support. I am really grateful and will hopefully be a consultant like you who supports her trainees academically and emotionally. From O.
Despite being a busy consultant you went far beyond your remit and met with me on frequent occasions, listened to my concerns and provided me with generous and genuine care. I am indebted to your kindness and would like your effort and gift of pastoral care to trainees to be acknowledged. It is a hard skill and quality to quantify! From R.
I just got an ARCP outcome 6!! [Sign off to be a paediatric consultant on the specialist register]. Who would have thought it?! It would NOT have been possible without your support! Without you I would still be crying and without my MRCPCH exam and trying to join the circus….And lord knows I have no skills for that!! I can never thank you enough. I owe you a missive magnum of champagne. From H
Dear Caroline. Thank you so much for caring, for listening and sharing wise words. You are a wonderful person. Remain blessed always. Love N
Reflections on teaching course in Bangladesh
Chloe Macaulay and Caroline delivered a bespoke teaching course to a faculty of trainers from different disciplines in a very rural part of north-east Bangladesh. Informal feedback from the course was overwhelmingly positive as was written feedback in which all sessions were rated good or excellent. They wrote an article for the [wp_colorbox_media url=”https://uclmsnews.wordpress.com/2013/01/21/tips-abroad-bangladesh/” type=”iframe” hyperlink=”UCLMS newsletter”] with photos of the course and their reflections on delivering this training in a resource poor and culturally very different setting from their usual locations.