Tutors are a key asset and should be given adequate training for the role and ongoing support. This is especially true for lay tutors for whom there was a high phase 1 attrition rate. Support should include the opportunity for the lay and clinical tutors to debrief as a team and also individually as required after each workshop. Additionally a ‘safe should be identified in order that tutors can, if required, access independent haven’ support and share concerns. It is suggested that regular tutor meeting are held jointly for all practitioner development programme and SMP programmes, a forum for continuous improvement and integration. Tutors may also be a helpful model. ‘support groups’ 2.9 Summary table of activity for delivery of the practitioner development programme with suggested time lines Time scale Key theme Key task Start of programme Communication Advertising flyer Booking form Identify single point of access 8+ weeks prior to Workshop s Agree dates and book preparatory training Venue Book simulated patient Identify tutors Check equipment availability laptop, – projector, flipchart, pens 7 weeks prior to Workshops Invitation including information, booking – training details and single point of access contact Confirmation tutors and simulated patient 5 weeks prior to Workshops Delegate list, re-advertise if spaces training 2 weeks prior to Send delegate pack and instructions training Print workbooks, evaluation forms and longitudinal survey questionnaires Day of training Workshops Arrive 30 mins in advance to set up Horse shoe shaped room layout Preparatory workshop Preparatory workshop Power-point slides sent in advance practitioner development programme pre training questionnaire Action plan Workshop evaluation Tutor debrief 2 weeks post Workshop 1 Power-point slides sent in advance preparatory workshop Workbook Handouts Action plan Workshop evaluation
Tutors are a key asset and should be given adequate training for the role and ongoing support. This is especially true for lay tutors for whom there was a high phase 1 attrition rate. Support should include the opportunity for the lay and clinical tutors to debrief as a team and also individually as required after each workshop. Additionally a ‘safe haven’ should be identified in order that tutors can, if required, access independent support and share concerns. It is suggested that regular tutor meeting are held jointly for all practitioner development programme and SMP programmes, a forum for continuous improvement and integration. Tutors ‘support groups’ may also be a helpful model. 2.9 Summary table of activity for delivery of the practitioner development programme with suggested time lines Time scale Key theme Key task Start of programme Communication Advertising flyer Booking form Identify single point of access 8+ weeks prior to preparatory training Workshop s Agree dates and book Venue Book simulated patient Identify tutors Check equipment availability – laptop, projector, flipchart, pens 7 weeks prior to training Workshops Invitation – including information, booking details and single point of access contact Confirmation tutors and simulated patient 5 weeks prior to training Workshops Delegate list, re-advertise if spaces 2 weeks prior to training Send delegate pack and instructions Print workbooks, evaluation forms and longitudinal survey questionnaires Day of training Workshops Arrive 30 mins in advance to set up Horse shoe shaped room layout Preparatory workshop Preparatory workshop Power-point slides sent in advance practitioner development programme pre training questionnaire Action plan Workshop evaluation Tutor debrief 2 weeks post preparatory workshop Workshop 1 Power-point slides sent in advance Workbook Handouts Action plan Workshop evaluation
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