Training Curriculum Glossary

Word or phrase

Meaning

Academic supervisor

A trainer with responsibility for assisting the training to prepare for the MFPH examination, to develop a habit of academic rigour in service work, and to produce work of a standard suitable for peer review, presentation and publication.

Each trainee is allocated an individual academic supervisor, who usually remains the same for the duration of training.

Academic tutor

See academic supervisor.

Achievement (applied to a project)

The nature and extent of change brought about as a result of a project. This may range from incremental change to transformational change.

Phase 1 achievement - Displays knowledge of management change theory.

Phase 2 achievement - Can manage incremental change.

Phase 3 achievement - Can manage small transformational change.

Activity

A set of tasks related either by topic, dependencies, data, common skills, or deliverables.

Advocacy

Speaking out on issues of concern to the public's health. Advocacy usually related to organised activism.

AfC

Agenda for Change

A new pay system for nearly all NHS employed staff across the UK that replaces the previous Whitley Council system.

Annual review

The means by which a trainee's progress through the training programme is reviewed by a RITA panel accountable to the postgraduate dean and operating on behalf of the deanery Specialty Training Committee.

Appraisal

An individual and private planned review of progress, focusing on the trainee, achievements and future activity. It allows training needs to be identified and is primarily concerned with development.

Assessment

A regular process that collects evidence about progress towards a goal and makes a judgment about whether this goal has been reached.

It determines whether trainees can move from one stage of training to the next or whether they have reached an appropriate standard for certification.

Assessment is primarily an educational activity whose main purpose is to provide information about progress in learning and about the environment and activities that support it.

Valid and reliable evidence is required for this process to be acceptable and able to be documented.

Assessment - formative

Assessment that is designed to provide immediate, contextualised feedback and thereby enhance the learning process.

It occurs when teachers feed information back to students in ways that enable the student to learn better, or when students can engage in a similar, self- reflective process.

It is most helpful when information is focused on the task, not the student, and when students learn to undertake regular self-assessment.

Assessment - summative

Assessment that attempts to summarise student learning at some point in time, e.g. the end of a course.

It usually involves taking standardised tests or examinations.

Assessment - multi source feedback (MSF)

A workplace based assessment of a trainee's attitudes and behaviour, obtained by collecting the opinions of other professional colleagues using standardised and validated questionnaires.

The assessed trainee receives anonymous feedback about his or her performance.

Attitude

A settled opinion or way of thinking.

CCT

Certificate of Completion of Training

It is awarded by PMETB (or the UK Voluntary Register for non-medical trainees) upon receipt of evidence of satisfactory completion of training from the RITA panel and Faculty Adviser.

Competence

The ability to carry out a task or activity well enough to meet a specified standard.

Competence to practice

The whole range of knowledge and skills that are needed to carry out the job in all its complexity, including the exercise of professional judgement.

Core curriculum area

A key area which is deemed central to the practice of all aspects of public health.

Complex (applied to a project)

A complex project is one in which the issue is influenced by a number of other factors, the more external influences the more complex.

The nature of the external influences may be more or less well defined, the less well defined the external influences the more complex the project.

There may be interactions between the influences and again complexity increases as the interactions are less well defined.

Phase 1 complexity - Complicated by the influence of at least two external factors.

Phase 2 complexity - Complicated by two or more external factors the influence of which is not completely defined.

Phase 3 complexity - Complicated by a number of factors whose influence and interaction is uncertain.

Curriculum

An integrated learning programme.

The curriculum describes the objectives of training, expressed in terms of learning outcomes, and how they will be assessed.

Deanery

The designated area of responsibility of a postgraduate dean. In the UK the organisation of postgraduate medical and dental education is organised through Deaneries. England has 14 Deaneries, Scotland 4 and one Deanery covers each of Wales and Northern Ireland .

Does

Once trainees have gained knowledge (know) and applied this in theoretical (know how) and controlled(show how) situations, they are then expected to become competent in integrating these skills to enable them to practice safely in real life situations (do)

Education

The process of learning or teaching. It includes any activity that supports the development of professional practice.

Educational supervisor

A trainer with overall responsibility for planning, co-ordinating and supervising the training of a trainee.

Each trainee is allocated an individual educational supervisor, who usually remains the same for the duration of training.

The educational supervisor may co-ordinate the work of other designated trainers as the trainee rotates through a variety of training experiences, e.g. attachments to different training bases.

Experience

Obtaining knowledge and/or skill through seeing or doing things.

Expertise

A high level of knowledge or skill.

Faculty Adviser

The person with responsibility, on behalf of the Faculty of Public Health, for promoting and maintaining high standards of professional competence and practice in public health within each NHS region or UK country.

On behalf of the postgraduate dean, sits on trainee appointment panels and RITA panels, completes and maintains RITA forms, and advises on CCT dates in the light of retrospective recognition of training.

On behalf of the Faculty, provides advice to those who are interested in pursuing a career in public health, assesses the suitability of training locations, and facilitates external Faculty visits to review the training programme.

Incremental change

A change process where each new element follows in a logical and predetermined way and builds on what went before e.g. having two chiropodists where there used to be one; opening another clinic; commissioning new equipment; opening a new building; spending more money on the same thing. This is the sort of change that used to happen in NHS annual programmes.

Involvement

A measure of the contribution made by the trainee to the project.

Phase 1 involvement - Participated or collaborated in a project.

Phase 2 involvement - Contributed significantly to a project.

Phase 3 involvement - Led or managed a project.

Key curriculum area

A thematic grouping of learning outcomes (and assessments) within the curriculum, each specialising in a specific part of the curriculum.

Trainees are required to complete training in all key curriculum areas.

Knowledge

Information about a subject which has been obtained by study or experience.

Knows

A trainee who knows part of the public health knowledge base will be able to demonstrate this knowledge on assessment (for example by examination)

Knows how

Once knowledge has been acquired (knows) it is applied to answering a question, solving a problem or undertaking a task. This more than simply repeating knowledge gained (knows how).

KSF

NHS Knowledge and Skills Framework

Defines and describes the knowledge and skills which NHS staff need to apply in their work in order to delivery quality services. It comprises six dimensions: communications; personal and people development; health, safety and security; service development; quality; and equality, diversity and rights.

It provides a single, consistent, comprehensive and explicit framework on which to base review and development for all staff and design new roles to respond to changes in service delivery.

It also contributes to decisions about pay progression under Agenda for Change.

Learning

The activity of obtaining knowledge.

Learning experiences

Practical activities that can result in acquiring new knowledge or skills.

Learning outcomes

Training objectives defined as part of the curriculum.

These define what the trainee will know, understand, describe, recognise, be aware of, and be able to do at the end of the training programme.

Magnitude (applied to a project)

Magnitude describes the size of a project. Bigger projects influence more stakeholders who are more disparate; by comparison small projects affect a limited number of people who are more homogeneous

Phase 1 magnitude - A small population which is relatively homogeneous in make up.

Phase 2 magnitude - A population that has more complex make up, e.g. multiple age groups, social groups, or ethnic groups.

Phase 3 magnitude - A large population with disparate make up spread over a wide area, like a whole district or part of a region.

MFPH/DFPH

Membership/Diploma of the Faculty of Public Health

The MFPH consists of the Part A and Part B (OSPHE) examinations.

Success in the Part A examination leads to election into Diplomate Membership, and success in the Part B examination leads to election into full Membership of the Faculty of Public Health.

MFPH Part A

A written examination which forms the first part of the MFPH.

The examination is intended to test a candidate's knowledge and understanding of the scientific bases of public health.

Candidates are expected to have acquired specialist knowledge and skills in public health, and to show a clear understanding of the principles and methods of related disciplines, notably applied statistics, behavioural sciences, health economics, and management.

MFPH Part B

An oral examination, consisting of an OSPHE, which forms the second part of the MFPH.

It requires candidates to show that they can integrate the theoretical and practical aspects of public health practice.

OSPHE

Objective Structured Public Health Examination

An oral examination, based on a series of real life scenarios, which is designed as a ‘show how' assessment of the ability of the candidate to apply relevant knowledge, skills, and attitudes to the practice of public health. It forms the Part B examination for Membershipof the Faculty of Public Health.

Performance

The ability to carry out a task or activity.

Phase

A grouping of activities that leads to a major milestone.

PMETB

The Postgraduate Medical Education and Training Board PMETB is an independent statutory body which is responsible for promoting the development of postgraduate medical education and training for all specialties across the UK.

Postgraduate Dean

The person with overall responsibility for the appointment and training of Specialist Registrars (SpRs) in higher specialist training and for establishing training contracts with NHS Trusts in accordance with national guidelines.

The dean also appoints training programme directors and sits on the deanery Specialty Training Committee.

Project

A piece of planned work or activity that is completed over a period of time and intended to achieve a particular aim.

Project supervisor

A person responsible for overseeing a specific piece of planned work being undertaken by a trainee.

Remediation

Action taken to remedy a situation where a trainee has failed to achieve expected learning outcomes.

It may include targeted training to achieve specific learning outcomes within a defined period, together with frequent monitoring of progress.

RITA

Record of In-Training Assessment

A written record of the trainee's progress. It records core information about the trainee, achievement of competencies, assessment and subsequent decisions, and confirmation that training has been satisfactorily completed.

It is required as part of the evidence needed to recommend the award of the CCT on completion of training.

RITA forms

RITA forms A and B are records of core information about the trainee.

RITA forms C to E are records of assessment and subsequent decisions made by the RITA panel:

Form C states that progress since the last annual assessment was satisfactory.

Form D states that the trainee requires targeted training

Form E states that the trainee is recommended for intensified supervision or must repeat experience.

RITA Form F is used to replace Form C when out of programme experience is being assessed as satisfactory.

RITA Form G is a statement that the local specialty training committee advises that training has been satisfactorily completed and the trainee should be recommended for the award of the CCT.

RITA panel

A panel, accountable to the postgraduate dean and operating on behalf of the deanery Specialty Training Committee, that undertakes an annual review of each trainee. It decides on the trainee's progress and training needs.

RITA process

The formal method by which a trainee's progress through the training programme is recorded.

RITA is not an assessment – it is a review of in training assessment. Towards the end of each training year a RITA panel is convened to review the assessment documentation for each trainee.

The panel is required to make a judgment, based on the assessment material, that leads to the issue of one of three RITA forms.

Service tutor

See educational supervisor.

Shows how

Building on knowledge (knows) and an ability to apply knowledge in theoretical situation (knows how), trainees are then expected to demonstrate they can apply this to real problems in small scale or simulated situations. This is the application of knowledge in controlled settings (shows how)

Skill

The ability to carry out a task or activity well, usually because one has practised it.

Specialist curriculum area

A key area of specialist experience which forms a major part of the practice of some areas of public health.

Specialty Training Committee

The committee which supervises and manages the delivery of the training programme and to whom RITA panels report. They are based in each deanery and accountable to the postgraduate dean.

SpR

Specialist Registrar, a trainee in public health who has a medical background

SpT

Specialist Trainee, a trainee in public health who has a background from a discipline other than medicine

Syllabus

An outline and summary of topics and subjects to be studied, usually leading to an examination. It forms part of the knowledge base for the curriculum.

Task

A piece of work, especially one done regularly.

Trainer

See academic supervisor and educational supervisor.

Training

The process of learning the specific skills and procedures needed to do a particular activity or job, and to produce and/or develop a workforce.

Training phase

A period of time during which trainees are expected to have achieved a specified set of training objectives.

The curriculum is delivered over three phases of training.

Training phase 1

The period of time (normally a maximum of two years) up to demonstration of a secure public health knowledge base, typically achieved by success in the MFPH Part A examination.

By the end of phase 1, trainees will have achieved learning outcomes in simple situations.

Training phase 2

The period of time (typically 6-9 months) between demonstration of a secure public health knowledge base and demonstration of the core public health skills examined by the MFPH Part B examination.

By the end of phase 2, trainees will have achieved learning outcomes in moderately complex situations.

Training phase 3

The period of time after award of MFPH to CCT.

By the end of phase 3, trainees will have achieved learning outcomes in highly complex situations.

Training policy

A written policy that prescribes the structure of an acceptable training programme and/or location. This will include arrangements for academic and service supervision, provision for trainer development, facilities expected in a training location, induction programmes for new trainees, requirements for learning frameworks (contracts), on-call arrangements, opportunities for external attachments, arrangements for rotation between training locations, study leave, and performance assessment and review processes.

Training programme

A structured period of training designed to culminate in the award of a CCT. It is managed by the programme director.  

Training Programme Director

The person within each deanery responsible for managing the training programme in public health.

Also acts as a co-ordinator and communicator between trainees, the postgraduate dean, the local Specialty Training Committee, the Faculty of Public Health, and the personnel (human resources) department in the Trust or Trusts that employ trainees.

Training setting

The location where a period of training takes place.

Most public health training will take place in general training posts in a primary care trust, health protection unit, or academic public health department, though arrangements differ in Scotland , Wales and Northern Ireland .

There are a wide variety of other potential training settings, some of which are particularly suited to gaining experience in specialist curriculum areas. These include statutory authorities, acute and specialist trusts, strategic health authorities, public health observatories, cancer registries, clinical networks (including the Royal Colleges), government offices of the regions, and the Department of Health.

Transformational change

A change process where the end point is not known even though the general direction is clear e.g. most NHS reorganisations.

UK Voluntary Register

The UK Voluntary Register for Public Health Specialists is an independent multidisciplinary register which ensures that only competent specialist public health professionals are registered and that high standards of practice are maintained.

Walport initiative

Academic Clinical Fellowship posts which allow trainees to set aside time to develop academic skills in research and/or teaching leading to the award of a higher degree. Up to three years academic time is permitted.

Weight (applied to a project)

A measure of the importance or seriousness of a project, usually indicated by who has to sign it off.

Phase 1 weight - A simple issue signed off by a single manager.

Phase 2 weight - An intermediate issue that might be signed off by a sub-committee or committee.

Phase 3 weight - A substantive issue signed off at board level.