Quick Guide to Internal Training and Meeting Facilities
The following information provides guidance to two internal routes for accessing training and meeting room facilities in NHSGGC:
NHSGGC Work Space Manager
This is an online self booking system which offers access to a wide range of rooms across NHSGGC with seating capacity from under 20 to a maximum of 120.
Work Space Manager (WSM) is the general booking system for the range of meeting and training rooms in NHSGGC. WSM provides the facility to search for venues using date, location and required resources.
When a user accesses Work Space Manager (WSM) for the first time, they will be required to login; the login will be their email address with a blank password. Once logged in, they are presented with the application set to the highest level of location hierarchy. The nature of the application allows for multiple levels of locations before ending in a floor plan where the resources may be found.
Teaching and Learning Centre, Queen Elizabeth University Hospital Campus
This is a purpose built teaching and learning centre with a 500 seat capacity lecture theatre plus a range of small (6-15 seats), medium (40 seats) and large (70 seats) teaching rooms.
An appendix is available at the end of this page to provide a quick guide to some of the sites across NHSGGC indicating small, medium or large venues.
The centre was developed jointly by NHSGGC and The University of Glasgow. It represents an investment of £27 million providing a state of the art learning and teaching environment for University of Glasgow undergraduate medical and nursing students as well as students studying on a variety of clinical science postgraduate programmes. It also provides postgraduate training facilities for medical staff and a large variety of NHS professionals thus ensuring we train the next generation of doctors, nurses, scientists, clinical academics and support staff to the highest standards.
Three floors of this purpose built centre are dedicated to teaching and learning. The fourth floor is a purpose built, £5M Clinical Innovation Zone which accommodates the Stratified Medicine Scotland-Innovation Centre, a University of Glasgow-led, Scotland wide collaboration with industry that is a leading initiative in the field of ‘precision medicine’, a National Centre of Excellence for the UK Precision Medicine Catapult, and incubator units for industry.
The following list is a summary guide to sites in NHSGGC that offer venues currently available via Work Space Manager (WSM) and the Teaching and Learning Centre, Queen Elizabeth University Hospital Campus. The search function on WSM offers the opportunity to narrow done the search to meet the specific requirements of the event.
This list is not exhaustive and there may be other venues located in NHSGGC that are not included in this sample of small, medium and large venues.
NHS Greater Glasgow and Clyde is a great organisation with a huge pool of terrific talent. We are committed to fairness and equality and take a zero tolerance approach to all forms of discrimination.
It is key that we are all committed to the core NHS values of: Care and Compassion, Dignity and Respect, Openness, Honesty, Responsibility, Quality and Teamwork and we use these values to guide us in all that we do.
We have access to some of the finest facilities and resources in the country, but it is the values and attitudes we demonstrate as individuals that make the biggest difference to our patients and their families.
These key messages are important for new colleagues joining our organisation, but I also believe it is important that we all remind ourselves of the opportunities we have to impact very positively on the lives of thousands of patients and their families no matter what job we do as part of NHS Greater Glasgow and Clyde.
‘Digital learning has progressed rapidly to cover a wide range of formal course-based e-Learning packages and products together with a huge variety of complementary or alternative techniques, such as sharing knowledge or links to resources via social/interactive media sites and viewing / participating in online lectures, webinars, podcasts or blogs’ (CIPD, 2020)
The following provides a guide to identifying and developing digital educational methods that complement or replace classroom-based training:
How do I get started?
Digital Learning can be a combination of methods including informal and self-directed activities (e.g. making use of web-based resources) and structured interventions using virtual environments (e.g. Cisco Webex, MS Teams) or eLearning. Whether it is newly commissioned training (perhaps resulting from a Training Needs Analysis) or a revision of current provision then following these basic principles will help to identify the most appropriate learning method(s) and preparation for a virtual session if that is required.
Purpose/Outcomes: A clear statement of why the training is necessary and what participants are expected to achieve e.g. specific knowledge, particular skills, transferable skills, better understanding, behaviour change.
Audience:
Who they are and why they have been identified e.g. single discipline, multi-disciplinary team, self-selection, mandatory. An understanding of these factors will encourage buy-in from participants.
Essential to identify potential barriers to access and mitigate as far as possible.
Digital literacy, vital to recognise that not all staff may have the skills or confidence to engage effectively with some aspects of Digital Learning.
Disabilities e.g. supporting a deaf colleague in a virtual environment such as MS Teams.
Important that delegates have line manager support as this will aid follow-up and application of learning.
IT access. Do staff have access to equipment and appropriate software? Some staff may use their own devices e.g. home PC, so you will need to ensure that they are provided with guidance to check for potential access issues.
Will there be an expectation that staff will use their own devices e.g. smart phones to access an app?
Also important to acknowledge the participant’s physical environment e.g. will they have distractions when accessing MS Teams.
Ensure that when planning the session you include opportunity for engagement and interaction where possible.
Evaluation, assessment and reporting requirements:
Evaluation can aid measurement of value/effectiveness. An assessment may be required to confirm achievement to an agreed standard.
The reporting on evidence of attainment may also be required and consideration given to the most appropriate mechanism e.g. eESS.
Planning for virtual environments (if required) e.g. MS Teams:
Promotion (or participant identification) and booking process.
Joining instructions – date, start time, duration, session link and any supplementary material.
Session planning (further guidance below).
You may also find this Digital Learning Planner useful to help you consider and plan a digital learning experience.
Digital Learning Options
This table sets out a range of common approaches to Digital Learning. These approaches are not mutually exclusive and can (and should) be used in combination.
Resources
Here are two great resources that you should check out:
NES provides guides and resources which include an introduction to MS Teams, a guide to transferring face to face training online as well as dates of facilitation training sessions.
The College Development Network has produced this really well structured, up to date site that you should not miss.
The following pages offer more specific guidance on the respective approaches. They can be used in combination and a ‘blended’ approach can produce better outcomes.
The Learning and Education service offers a range of development opportunities for all staff from entry into post and throughout the span of your career. From formal qualifications to learning pathways, we will provide you with practical solutions tailored to your needs. This may be by completing a work based qualification, attending a tutor led session or using online learning resources.
Our Learning, Education and Training Catalogue outlines information on the wide range of tutor led and online courses that are available. Access to online learning is flexible and resources can be accessed from mobile devices, work or home PCs at any time.
Your learning and development should be discussed and reviewed with your line manager or supervisor throughout the year and at your annual Personal Development Planning and Review conversation. Your agreed learning will then be recorded electronically in your Personal Development Plan.
Support for learning is outlined in the section on our staff NHSGGC Bursary Fund.
Contact LE Support Unit
Please use the HR Self-Service Portal for your request and ensure that you add the link to your Favourites for easy access.
If your enquiry is urgent or you would prefer to talk to one of the Learning and Education Assistants please contact us by telephone 0141 278 2700 option 3. The team are available at the following times:
Monday – 10.00am until 12 pm
Tuesday – 10.00am until 3.00pm
Wednesday – 10.00am until 3.00pm
Thursday – 10.00am until 3.00pm
Friday – 10.00am until 12 pm
User videos have also been created in order to provide a clear demonstration of how to log an enquiry or request for LE support . The video can made full screen by clicking on the ‘Fullscreen’ arrows at the bottom right of the video.
Forgotten Passwords and Log in details reset (LearnPro and TURAS)
Learnpro
Click on the Forgotten password link
2- A box will appear below the forgotten password link for an email address to be added and send button clicked
A rest link will be emailed to email added above for the password to be reset
TURAS Appraisal
1 – Click on the ‘Forgot your password?’ link.
2 – Add email address and click ‘Send verification code’
3 – A code will then be emailed to the address you gave. Please leave the TURAS page opened until the code arrives, then copy and past it into the ‘Verification code’ section and click ‘Verify code’ and then ‘Continue’.
4 – This then allows the password to be reset
In House Training and Meeting Room Facilities
If you are planning an event in NHSGGC you should consider delivering this online using MS Teams. If it is essential to use a physical space for your event and require a room(s), there are two internal contacts that you may find helpful in locating the room that best suits your requirements.
Please note that currently all venues are subject to physical distancing guidelines and you should check facilities at time of booking.
Description: The “Jenny and the Bear” story book and Name the Teddy competition, are part of a co-ordinated programme which aims to increase awareness of the effects of secondhand smoke on children and what parents/carers can do to ensure their children are not exposed to its harmful effects.
The programme consists of a story being read to pupils by their class teacher, followed by a classroom activity to agree a name for the bear in the story. The teddy bear names are then entered into a competition and the winners will be awarded a teddy mascot for their class (1 class from each local authority area in GG&C). Letters are sent out to all primary schools in GG&C at the start of the school year with information on how to register for the programme.
The story of the little girl and her teddy offers the opportunity to explore the themes of secondhand smoke, a favourite toy, rewarding positive behaviours and consideration for others. In addition, all children who take part in the programme will be given a booklet version of the story to take home. It is hoped that this will support parents/carers reading to their children and raising awareness of the issues of secondhand smoke within the wider family.
Type: Lesson Plan, Online Resource, Film, Book
Target group: Early
IT/practical requirements: A video version of this story is available as a YouTube link for live streaming
Description: Togther with PACE Theatre, Choices for Life have produced a series of dramas “Someday” which are all interlinked. They tell the story of Liam, Sophie and Scott as they experience peer pressure, smoking, drugs and alcohol for the first time.
Liam’s story is about a young boy and his school ates who try to persuade him to smoke to fit in with the crowd and the consequences that follow (smoking, peer pressure, fitting in). The film lasts approximately 15 minutes and can either be watched on its own or as part of the someday series covering other substance misuse topics.
Type: Online resource, Film
Target group: Second Level
IT/practical requirements: Access to the internet required
Description: The Smokefree 4 Me programme is a health education initiative which aims to prevent smoking uptake and encourage young people to make an informed choice to stay smoke free. The Programme is open to all S1 and S2 classes across Greater Glasgow and Clyde.
Classes can take part in the programme in different ways depending on the interests and needs of the pupils as well as the amount of time available in class to undertake activities. The programme is split into five themes:
Theme 1: Health Effects of Smoking
Theme 2: Peer Influence and Decision Making
Theme 3: Smoking and the Law
Theme 4: The Tobacco Industry, Advertising and Promotion
Theme 5: Tobacco, Poverty and the Environment
Each theme has an accompanying lesson plan with background information on the topic, suggested ideas for lesson development and a topical newsletter.
Type: Lesson Plans, Online Resource, Pack
Target group: Third
IT/practical requirements: All secondary schools in Greater Glasgow and Clyde have previously received a hard copy of the pack but please follow the link below for the most recent version with up to date statistics. Some lessons may require IT access in class depending on activities chosen.
Implications for staff: No training required but CPD sessions may be available in each local authority area via your local CPD calendar.
Cost attached: No.
Resource link: Please note: this resource is currently unavailable. Smokefree 4 Me is under review by NHS GGC. A revised version will be linked here once available.
QA Tool: Please note: this resource is currently unavailable. Smokefree 4 Me is under review by NHS GGC. A revised version will be linked here once available.
Trade Winds
Topic: Tobacco
Description: Trade Winds: Learning about Tobacco is an interdisciplinary resource for primary schools and is targeted at P5-P7 pupils (second level).
The pack covers all curriculum areas and is designed to enable children to extend their learning beyond the health impacts of tobacco to a consideration of broader tobacco issues.
The pack is split into 7 topic areas:
Topic A – Setting the Scene
Topic B – History of Tobacco
Topic C – Health Effects of Smoking
Topic D – Secondhand Smoke
Topic E – Cost of Tobacco (Global and Local)
Topic F – Influences on Smoking (Media and Peer Pressure)
Topic G – Extending Children’s Learning Through the Arts
Type: Lesson Plans, Online Resource, Pack
Target group: Second
IT/practical requirements: All primary schools in Greater Glasgow and Clyde have previously received a hard copy of the pack but please follow the link below for the most recent version with up to date statistics. Some lessons may require IT access in class depending on activities chosen.
Implications for staff: No training required but CPD sessions may be available in each local authority area via your local CPD calendar.
Cost attached: No
Resource link: Please note: this resource is currently unavailable. Trade Winds is under review by NHS GGC. A revised version will be linked here once available.
QA Tool: Please note: this resource is currently unavailable. Trade Winds is under review by NHS GGC. A revised version will be linked here once available.
Tobacco-free Secondary Schools
Topic: Tobacco
Description:
By aspiring to be a smoke-free school, schools can support young people to make confident, responsible, effective decisions about their health and wellbeing. There are many different factors that lead young people to smoke and the extent to which smoking is prominent and accepted in the environment around them plays a crucial part. Consistency between what is experienced in the school environment and reinforcing smoke-free messages in the classroom is key.
The pack includes a range of practical tools and resources and is arranged into 2 parts that can be used independently or together:
Part 1 – Guide to becoming a Tobacco-free School
This guide document is intended to support a school through the steps required in order to become a tobacco free school. It explains the background, why it is important and key issues. This guide replaces the previous “Tobacco-free Schools – Helping You Achieve It” guide by Smokefree Services and Ash Scotland.
The guide breaks down the process into 10 steps – and these are laid out in a very practical way that is easy to follow. There is a suite of templates available to guide the schools through the process – these can be found in Appendix 1 and are fully editable Microsoft Word documents.
Part 2 – Tobacco-free Schools Teaching Pack
Secondary pack aligned to Curriculum for Excellence 3rd and 4th level (S1-S3) although reference is also made in the pack to the importance of continuing activity through Senior Phase, for which this material would be suitable.
There are 23 different activities over 10 topic areas. It is not necessary for all activities or topics to be used – teachers are free to “pick and mix”.
Topics covered include:
introducing tobacco
benefits of being smokefree
smoking and health
dealing with peer pressure and building confidence
e-cigarettes and vaping
smoking and mental health
smoking and physical activity
money money money
towards a Smokefree Scotland
cigarettes, plastic and the environment
Type: Lesson Plan(s), Online Resource
Target group: Third, Fourth, Senior phase
IT/practical requirements:
Quit Your Way Smokefree Schools have 1 printed copy of the resource for every secondary school in Greater Glasgow & Clyde. To request your free copy please email: Quityourway.smokefreeschools@ggc.scot.nhs.uk
Topic: Substance Misuse: drugs (including NPS), alcohol and tobacco
Description:
Provides teachers with suggested lessons and resources to support delivery of substance misuse lessons as part of the PSE curriculum in Secondary Schools. Learners will develop their understanding of the use and misuse of a variety of substances including over the counter and prescribed medicines, alcohol, drugs, tobacco, solvents and new psycho active substances. They will explore and develop their understanding of the impact of risk taking behaviour on their life choices. Learners are enabled to make informed personal choices with the aim of promoting healthy lifestyles.
S1 Module
Lesson 1 – What is a drug
Lesson 2 – Sophie’s Story (Alcohol)
Lesson 3 – Peer Pressure
Lesson 4 – Understanding the school’s policy on drugs
S2 Module
Lesson 1 – Drug names and effects
Lesson 2 – Drugs and the law
Lesson 3 – So what do you think you know about alcohol?
Lesson 4 – Why do people use drugs?
S3 Module
Lesson 1 – What’s in a unit?
Lesson 2 – Helping other people
Lesson 3 – Smoking: attitudes, myths and facts
Lesson 4 – Choices (NPS)
S4 Module
Lesson 1 – Cannabis: the facts
Lesson 2 – Risky situations
Lesson 3 – Keeping safe – emergency action
Lesson 4 – Social implications of substance misuse
Description: The Substance Misuse Education Working Group have created new lesson plans (Early, First and Second Level) which are based on the Substance Misuse Education Resource Pack developed by Educational Services and NHS staff from West Dunbartonshire. A range of activities are provided which include interactive quizzes, paired working and individual learning. Some lesson plans have follow-up activities to further develop children’s learning on the topic. Home activity exercises have been included in some lessons to reinforce learning and promote discussion between parents/carers and their children. Additional lessons will continue to be developed by the Substance Misuse Education Working group in order to create a framework for substance misuse education.
Early levelP1 lesson 1 – People who help meP1 lesson 2 – Unsafe situations and emergenciesFirst levelP2 lesson 2 – Decision makingP3 lesson 2 – RisksP3 lesson 3 – Decisions, Decisions!P4 lesson 1 – ConsequencesP4 lesson 2 – Peer pressureP4 lesson 3 – MedicinesP4 lesson 4 – What to do in an emergencySecond levelP5 lesson 1 – What are substances part 1: alcohol and tobaccoP5 lesson 2 – What are substances part 2: drugs and solventsP5 lesson 3 – Consequences – Risks and effectsP5 lesson 4 – Doing the right thingP6 lesson 1 – What are drugs part 1: legal drugsP6 lesson 2 – What are drugs part 2: illegal drugsP6 lesson 3 – RisksP7 lesson 1 – Consequences: drugs and the lawP7 lesson 2 – ResponsibilitiesP7 lesson 3 – Antisocial behaviour and substance misuse
Type: Lesson plans, online resource
Target group: Early; First; Second.
IT/practical requirements: Access to PC and internet required for some lessons.
Description: The AS IT IS DVD is a resource that tackles the issues of gang fighting, territorialism, offending behaviour and substance misuse. The DVD was produced by a partnership of statutory and voluntary agencies based in Glasgow. Accompanying pack was developed by Glasgow Council on Alcohol. DVD includes interviews with real people and graphic imagery which some people may find disturbing. The resource challenges entrenched thinking by showing how choices made by gang members have impacted in their own and other people’s lives. Police Scotland advise that the resource is an early intervention toolkit and can be used with P7, S1 & S2 pupils. This resource will generate discussion and provoke different thinking with all age groups. It is recommended that parental consent should be obtained if this resource is to be used with persons under the age of 16. It is strongly recommended that staff view the films and teaching aids prior to use. If additional hard copies are required please contact Inspector Stevie Kinvig, Police Scotland.
Type: Pack.
Target group: Second; Third; Fourth.
IT/practical requirements: Access to DVD Player/PC & Projector to allow DVD to be played.
Implications for staff: The nature of this resource means that staff should review prior to use, young people may have experienced gang fighting & consequences & as a result may require support during and after use of the resource. DVD contains graphic scenes of violence.
Cost attached: No.
Resource link: TBC
QA Tool:
Buzzin
Topic: Drugs.
Description: Buzzin explores the impact of solvent abuse on the lives of young people living in the fictional town of Duncastle through the use of a DVD and lesson plans. The resource aims to raise awareness of dangers and effects of volatile substance abuse.
Type: Online resource.
Target group: Third.
IT/practical requirements: Internet required to download pack and film.
Implications for staff: Pack has a teachers guide included.
Description: Drug Awareness is an interactive intervention to introduce the risks and effects of legal and illegal drugs with an alcohol and drugs harm reduction focus. The aim is to raise knowledge and awareness of different legal and illegal drugs and highlight the physical, social and emotional effects of drug use/misuse at a secondary school level and ensure pupils have an understanding of the negative consequences of taking drugs. This intervention uses methods that are interactive, current, and engaging for the young people enabling them to discover information and guidance on drugs.
Type: Lesson plan.
Target group: Third.
IT/practical requirements: List of resources required indicated in facilitator’s notes.
Implications for staff: This resource is normally delivered by GCA in schools.
The Choices resource was produced prior to the 2016 Psychoactive Substances Act and shows a young person buying NPS from a shop. This, however, may be a useful discussion point to demystify any beliefs still held that you can legally purchase NPS from a shop or on-line. This does not detract from the wider learning in the film in relation to risky behaviours and substance misuse in general.
Topic: Drugs (New Psychoactive Substances)
Description: The film focuses on Ben as he is faced with a variety of choices around the topic of New Psychoactive Substances (NPS). This is an interactive video drama where learners get to make the choices for Ben and see the consequences. There are a variety of choices that can be selected.
Type: Online resource, Lesson Plan, Film
Target group: Fourth level, Senior Phase
IT/practical requirements: Access to the internet required
Description: *Resource linked to Fourth Level E’s and O’s, however use is recommended with Senior Phase students* Sun, Sea and Safety is an interactive intervention to increase knowledge of the impact of alcohol on safety whilst abroad taking a harm reduction focus. The aim is to reduce the negative impact of alcohol use/ misuse while abroad and raise awareness of different risky situations and consequences. This intervention uses methods that are interactive, current, age appropriate and engaging for the young people enabling them to discover information and guidance on alcohol.
Type: Lesson plan.
Target group: Senior phase.
IT/practical requirements: List of resources required indicated in facilitator’s notes.
Implications for staff: This resource is normally delivered by GCA in schools.
Resource download link: Sun Sea Safety (zip) http://www.glasgowcouncilonalcohol.org/contact/
Cost attached: No.
QA Tool:
Take a Drink
Topic: Alcohol; Drugs
Description: Drama performed by PACE Theatre Company highlighting the dangers of risk taking behaviour to young people, for example, the consequences/situations facing young people under the influence of alcohol and or drugs. The drama follows three characters who attend a party and all have very different experiences due to their excessive alcohol consumption. Follow up workshops are delivered by Glasgow Council on Alcohol to allow discussion about issues raised in the play. This play is commissioned by NHS GG&C for all Glasgow Secondary Schools at present. If you are interested in running a similiar project outwith the Glasgow area please contact PACE Theatre Company directly. Take A Drink 2012 Evaluation Report available on request.
Type: Performance/Drama
Target group: Third; Fourth; Senior phase.
IT/practical requirements: Stage area required or large hall depending on audience size. Drama company provide all required equipment including sound equipment.
Description: Drugs wheel resource contains up to date names and categories for illegal drugs, new psychoactive substances (drugs formally known as legal highs), solvents and prescription drugs used recreationally. Can be used to raise awareness during class discussion and the Drugs Wheel game supports young people to work as a group to categorise the drugs. Could complement a lesson on the effects of drugs.
Type: Online resource.
Target group: Third; Fourth; Senior phase
IT/practical requirements: All resources are available for download via the website. Powerpoint version also available for use on Smart Board.
Description: Interactive, incentive based information on alcohol, tobacco and other drugs. This online resource contains information for young people and parents/carers as well as video clips, games, competitions and a link to Becky Booze Buster. Provides information on alcohol. Additonal information on drugs and tobacco has recently been added.
Type: Online interactive resource.
Target group: Third; Fourth.
IT/practical requirements: Computer with internet access. You Tube access required to watch videos. Link to Becky Booze Busters is via Facebook or email.
Choices For Life Film: Scott’s Story (Drugs-Cannabis)
Topic: Drugs (Cannabis)
Description: Together with PACE Theatre, Choices for Life have produced a series of dramas “Someday” which are all interlinked. They tell the story of Liam, Sophie and Scott are they experience peer pressure, smoking, drugs and alcohol for the first time and must face the consequences that lead from it.
Scott’s story is about a young adult who decides to use cannabis to help him cope with stress. The film shows how this choice impacts his life. Explores many of the consequences of cannabis: its effects on relationships, motivation, school work, reliability and drug driving. The film lasts approximately 15 minutes and can either be watched on its own or as part of the Someday series covering related themes.
Type: Online resource, Film
Target group: Third Level, Fourth Level, Senior Phase
IT/practical requirements: Access to the internet required
When your lead employer is NHSGGC and you are on placement within the West Region the following payroll and expense forms will apply.
ePayslips
Your payslips are electronic through the NHSGGC ePayroll system. Once your details are uploaded on the payroll system you will receive a secured envelope detailing your user name and password.
Below you will find User Guide and Frequently Asked Questions.
When your Lead Employer is NHSGGC and you are on placement within the West Region the following policies, procedures and guidelines below will apply.
For copies of placement board policies please contact your placement board. If you are on placement in Greater Glasgow and Clyde please refer to HR Connect.
If you are on placement within the West Region and are a GPST, Occupational Health, Public Health, or National Programme Trainee you should refer to the NES HR Policies & Procedures.
NHS Scotland has 4 lead employers for doctors and dentists in training:
NHS Greater Glasgow and Clyde: West Region
NHS Lothian: East Region
NHS Grampian: North Region
NHS Education for Scotland: GP Training and National Programmes.
NES is the Lead Employer for all GP and National Programme trainees with the 3 other Lead Employers covering the other specialties and foundation trainees on a regional basis.
The other Boards continue to host trainees on placement as part of the training programme, they are known as ‘Placement Boards’. Whilst the Employing Boards have employment responsibilities, the Placement Boards continue to have clinical governance responsibility and operational management for those engaged in providing clinical care to Placement Board patients. The Lead Employer model has been developed in partnership with the British Medical Association.
To support this work the Turas platform has been extended to include Turas People, an application that now assists medical staffing/ HR colleagues in employment related workflows, facilitating the provision of information between trainees, Placement Boards and Employing Boards, reducing duplication across systems and assisting in ensuring that the trainees get paid accurately.
We hope these changes have improved the Doctors and Dentists in Training employment journey as follows:
Less employment related administration and duplication of information provided
A single contract of employment for the duration of a programme
Reduced tax issues
Continuous service with one employer making it easier for you to access employee benefits
Clearer employment arrangements for money lenders (e.g. mortgages, cars and credit rating).
Dental Trainees
In December 2021 all Dentists in Specialty Training transferred to NHS Education for Scotland (NES) employment. This move seeks to align the contract of employment to a National Board, provide consistency in business processes, and as a result improve the dental trainee employment journey.
This transfer has been agreed in partnership and consultation taken place with current Employing Boards and the British Dental Association.
For terms and conditions for resident doctors and dentists please visit the MSG Website.
Standing Operating Procedures
Placement Boards deliver employment related activity on behalf of the Employing Boards, these can be found in the Standard Operating Procedures (SOPs).
Contact Us
Your placement will determine which Board you should contact if you have a query. Please see list of Placement Boards below.
Responsible Officer: Dr Scott Davidson, Medical Director
Deputy Responsible Officer (Secondary Care): Professor Colin McKay
Appraisal Lead (Secondary Care): Dr Veronica Leach
Deputy Appraisal Lead: (Secondary Care): TBC
Deputy Responsible Officer (Primary Care): Dr Kerri Neylon, Clinical Director, Glasgow City HSCP (North West Locality)
These Medical Revalidation and Appraisal pages provide information for non-training career grade doctors in secondary care who have a substantive, locum or honorary contract with NHS Greater Glasgow and Clyde. This includes non-training Clinical Fellows who do not hold a National Training Number (NTN). It does not include doctors in training (including Foundation Year trainees, Specialty Registrars, Core Trainees and those who hold Locum Appointment for Training posts), for whom NHS Education for Scotland (NES) is the body responsible for revalidation.
Please note: General Practitioners (GPs) who carry out the majority of their clinical work within Secondary Care should undertake a single appraisal within Secondary Care, which also covers their Primary Care practice. All GPs are required to work an average of fifty sessions per year to demonstrate that they are maintaining their clinical skills.
Please use the titles below to navigate to the required information and guidance.
If you have a specific query or question regarding Medical Revalidation or Appraisal please email ggc.medical.revalidation@nhs.scot and a member of the Medical Staffing Team will get back to you.
Introduction to Medical Revalidation and Appraisal
Appraisal
All Consultants, SAS doctors and Career Grade doctors employed by NHSGGC must undertake an appraisal once during the period 1st April to 31st March in any given year. Annual appraisal is a contractual obligation for all Consultants and SAS doctors employed by NHS Boards in Scotland. It is also a statutory responsibility for all Consultants, SAS doctors and Career Grade doctors, who wish to retain a Licence to Practise, to regularly undertake appraisals in accordance with The General Medical Council (Licence to Practise and Revalidation) Regulations Order of Council 2012.
The appraisal should focus in the main on information gathered during the preceding year using the GMC’s Good Medical Practice Framework as its focus. If this is a doctor’s first appraisal as a newly qualified Consultant/SAS Grade/Career Grade they should bring along a copy of their Certificate of Completion of Training (CCT), their Annual Review of Competence Progression (ARCP) and any evidence of patient/colleague feedback gathered in the previous 5 years. If a doctor has been previously employed as a Consultant/SAS Grade/Career Grade and has undertaken a valid appraisal for the preceding year they should bring along a copy of their signed Form 4 to their first Appraisal meeting.
Appraisals should be completed online using the Scottish Online Appraisal Resource (SOAR). This will assist greatly in record keeping and ensure that through audit the process can be quality assured. To register with SOAR please access the website http://www.appraisal.nes.scot.nhs.uk/.
Your Chief of Medicine / Appraisal Lead is formally responsible for appointing your appraiser. It is not permissible for an appraisee to self-select an appraiser. Where possible, doctors should be appraised by 2 separate appraisers during the 5 year revalidation cycle
Revalidation
Revalidation is the process by which doctors are required to demonstrate on a regular basis that they are up to date and fit to practice. Doctors will revalidate, usually every five years, based on a recommendation made to the GMC by the Board Medical Director, as Responsible Officer (RO). The RO will base their recommendation on a doctor’s appraisals over a five year period (i.e. the revalidation cycle), together with information drawn from the local clinical governance systems. The RO will be required to make a revalidation recommendation in accordance with the doctor’s due date which has been prescribed by the GMC. Each doctor will be notified directly of their revalidation due date by the GMC.
The RO can make one of three recommendations:
Recommendation to revalidate
Recommendation to defer
Recommendation of non-engagement.
On the basis of the RO’s recommendation, the GMC will decide whether the doctor’s licence to practise should continue to be revalidated for a further 5 years. For further information on revalidation please access the the following GMC website: http://www.gmc-uk.org/doctors/revalidation.asp.
Should you have any queries in relation to the above please email: ggc.medical.revalidation@nhs.scot
Appraisal Year and Phasing
The appraisal year & appraisal process for Secondary Care
The appraisal year
The appraisal year is aligned to the financial year, running from 1st April to 31st March. The appraisal year aligned to an appraisal is predicated by when the appraisal meeting takes place. For example, if the appraisal meeting takes place in June 2022, the appraisal will fall under the appraisal year 2022/2023 (1st April 2022 to 31st March 2023). An Appraisal meeting taking place in April 2023 will fall within the appraisal year 2023/2024 (1st April 2023 to 31st March 2024).
The information to be reviewed at the appraisal meeting should cover all supporting information gathered since the previous appraisal to being the doctor up to date.
Supporting information for annual appraisal must include evidence of Continuing Professional Development, Quality Improvement Activity, Significant Events Analysis, a review of complaints and compliments and also evidence of Colleague MSF and Patient Feedback, which are GMC requirements for revalidation (in conjunction with at least one appraisal in every 5 year revalidation cycle).
The phased appraisal process for Secondary Care
Within Secondary Care appraisees (other than non training Clinical Fellows) should be appraised in accordance with a rolling structured timetable. Each appraisee will be required to complete an appraisal during a four month period as determined by their GMC revalidation due date (in particular the month). The appraisal phasing system operates as follows:
Phase 2: Doctors who have revalidation months falling during August, September, October or November, have an appraisal completion window of April – July
Phase 3: Doctors who have revalidation months falling during December, January, February or March, have an appraisal completion window of August – November
Phase 1: Doctors who have revalidation months falling during April, May, June or July, have an appraisal completion window of December – March
Phase 0: If a doctor commences employment within the Board on or after the 1st November in any given appraisal year, and they are not due to revalidate during that appraisal year, they will not be expected to complete an appraisal for that appraisal year, and will fall into their phasing window for the following appraisal year.
Appraisal timings for Non Training Clinical Fellows
The appraisal completion deadline for Clinical Fellows is dependent on their contract end date. Clinical Fellows with contracts ending in February should complete their appraisal by the end of January, and those with contracts ending in August, should complete their appraisal between April – July.
Specialty Doctors and Associate Specialists Appraisal Process
Appraisal process guidance for Specialty Doctors and Associate Specialists and their appraisers can be accessed by clicking on the following links:
The appraisal process for Clinical Fellows who do not have a training number within NHSGGC is similar to that of numbered trainees, and requires the doctor’s appraisal to be taken forward by their allocated Educational Supervisor, which should make reference to the ePortfolio that the Clinical Fellow is completing, and should be recorded on the SOAR system.
Appraisal process guidance for Clinical Fellows working at Foundation Level, ST1+ Level and their Educational Supervisors can be accessed by clicking on the following links.
All doctors employed by NHSGGC must register with the Scottish Online Appraisal Resource (SOAR). This will assist greatly in record keeping and ensure that through audit, the Appraisal process can be quality assured. To register with SOAR please access the following website: http://www.appraisal.nes.scot.nhs.uk/.
To support revalidation, doctors are required to gather patient feedback. Accordingly, it is asked that all doctors with patient contact attempt the patient feedback exercise at least once in every 5 year cycle. Any exemptions must be discussed and agreed at the Board Wide Revalidation Group (BWRG) which is chaired by the RO.
The Board recommends the use of the NHSGGC Patient Feedback Questionnaire (a version of CARE) or one of two variations of this questionnaire for use by Radiologists and Child Health Specialists. NHS GGC patient questionnaires are also available in the following languages:- Arabic, Polish, Punjabi, Simplified Chinese and Urdu. Doctors are welcome to use an alternative questionnaire as long as it meets GMC requirements and has the approval of the RO.
To manage the high volume of patient questionnaires, the Board has purchased an electronic scanner which has been specifically set up to read the NHSGGC Patient Feedback Questionnaire plus the two variations above. At this stage the Board is unable to process any other types of questionnaires. If, therefore, a doctor chooses to use an alternative questionnaire they will be required to make their own administration arrangements.
We would recommend that, where possible, doctors aim to undertake the patient feedback exercise during the first 3 years of the revalidation cycle. This is a precautionary measure in case it is necessary to repeat the exercise, perhaps due to low return rates, or the doctor in discussion with his/her Appraiser wishes to repeat the exercise. The patient feedback exercise must be completed prior to the revalidation due date.
Doctors will be required to distribute 25 patient questionnaires across the whole of their practice and where possible should capture both inpatients and outpatients. It is accepted that some questionnaires may not be returned. The questionnaire should be distributed randomly and without influence from the doctor to patients who are competent and well enough to complete the proforma. It is also possible for parents or carers to complete the questionnaire instead of the patient.
Please follow the guidance below to obtain your NHSGGC Patient Feedback Questionnaire:
Request the patient questionnaire by e-mailing ggc.medical.revalidation@nhs.scot at least 2 weeks prior to when you wish to commence the exercise;
Indicate in your e-mail if you wish the NHSGGC Patient Feedback questionnaire, the adapted Radiology or Child Health Care Questionnaire. Please also advise if you require these questionnaires in any of following languages:- Arabic, Polish, Punjabi, Simplified Chinese and Urdu
On receipt of your email, the Medical Staffing team will post out 25 patient questionnaires with instructions for distribution by a third party. Please note that it is a GMC requirement that the patient questionnaire be distributed independently of the doctor, i.e. by a third party;
Once the questionnaires have been returned, Medical Staffing will scan the completed returns and generate a summary report. To obtain this report, please contact Medical Staffing by e-mailing ggc.medical.revalidation@nhs.scot at least 2 weeks prior to your appraisal meeting;
We would recommend commencing the patient feedback exercise at least 2 months prior to your appraisal meeting, to allow time for the patient questionnaires to be distributed, completed and returned and report produced.
Please note: requests for the NHSGGC Patient Feedback Questionnaire must be made through medical staffing. This enables the team to administer the process and produce the required summary reports. The electronic scanner can only read the copies of the questionnaires issued by the Medical Staffing team, so please do not photocopy, scan or downloaded copies from another website.
For any queries in relation to Patient Feedback Questionnaires please telephone 0141 201 0780
Colleague Multi-Source Feedback (MSF)
To support revalidation, doctors are required to gather colleague feedback. This is also referred to as Multi-Source Feedback (MSF). All doctors are requested to complete the colleague feedback exercise at least once in every 5 year cycle. Any exemptions must be discussed and agreed at the Board Wide Revalidation Group (BWRG) which is chaired by the RO.
The colleague feedback exercise should be used formatively:
as a learning and development tool to identify strengths and areas for improvement in a doctor’s practice, to inform continuing professional development; and
as one of several pieces of information which, when considered together, will inform the decision as to whether a doctor should be recommended for revalidation.
The Scottish Government Health Department commissioned NES to develop a colleague questionnaire that would be suitable for all General Practitioners and career grade doctors in Scotland. This questionnaire is available as a web resource and is free to use for doctors registered with SOAR.
It is recommended that the doctor seeking feedback invites 15 colleagues to complete the short questionnaire, selected from across the whole of their practice. For example, colleagues from other specialties, junior doctors, nurses, allied healthcare professionals, management and clerical staff. Doctors are also encouraged to score themselves as this helps to facilitate a more meaningful discussion in terms of how the doctor views themselves compared to their colleagues. The results are then collated and a summary report is provided to the doctor (the NES MSF tool does this electronically). Doctors should aim to complete the colleague feedback exercise in the 4 weeks leading up to their appraisal meeting, to ensure that they have the necessary feedback to form part of their appraisal discussion.
Review of Complaints and Compliments
Information on Complaints Certificates
Feedback is often provided by patients and others by way of complaints and compliments, which should also be reviewed as part of the Appraisal process. The GMC definition of a complaint is “a formal expression of dissatisfaction or grievance. It can be about an individual doctor, the team or about the care of patients where a doctor could be expected to have had influence or responsibility”. The doctor may also choose to bring any compliments they have received to their Appraisal meeting.
Doctors should discuss any change in their practice that has been made as a result of any complaints or compliments received since the last Appraisal, either individually or across the team.
The Board is able to provide doctors with a Complaints Certificate, which confirms the number of complaints a doctor has been involved in within the previous year (this data is extracted from the Datix System). The reports are run three times a year in keeping with the ‘phased’ Appraisal timetable:
doctors due to be appraised between 1st April and 31st July will be issued with a complaints certificate covering the period 1st April to 31st March;
doctors due to be appraised between 1st August and 30th November will be issued with a complaints certificate covering the period 1st August to 31st July; and
doctors due to be appraised between 1st December and 31st March will be issued with a complaints certificate covering the period 1st December to 30th November.
Please follow the guidance below to obtain a copy of your Complaints Certificate:
request a Complaints Certificate at least two weeks before your Appraisal meeting by emailing ggc.medical.revalidation@nhs.scot; and
on receipt of your e-mail you will be e-mailed one of two certificates stating either:
there have been no complaints in the previous year; or
you have been involved in “x” complaints and the outcome of each complaint e.g. upheld, partially upheld, not upheld and so on.
For any queries in relation to complaints certificates please telephone 0141 201 0780
Significant Clinical Incidents
To support revalidation doctors are required to discuss any Serious Clinical Incidents (SCIs) at their Appraisal, with a particular emphasis on those that have led to a specific change in practice or demonstrate learning. The Appraiser will be interested in any actions that the doctor has taken or any changes which have been implemented to prevent such events or incidents happening again.
Areas for further learning and development should be reflected in the doctor’s personal development plan and CPD. Doctors should bring along their own log of any SCIs recorded in the preceding year up to the date of the Appraisal meeting.
If you require further information regarding an SCI or SCI’s that you have been involved in, please contact your Clinical Director.
NES Appraiser Training
If you wish to apply to be an Appraiser, you need to complete the application form and equal opportunities form, which can be found along with appraiser training dates on the NES website: https://www.appraisal.nes.scot.nhs.uk/appraiser-training/
The completed forms must be sent to NES by email: Medical.Appraisal@nes.scot.nhs.uk. A copy of the forms should also be forwarded to the Medical Staffing Team to ensure that a central record of applications is maintained: ggc.medical.revalidation@nhs.scot
Please note: your application must be authorised by your Medical Manager before submission to NES.
There are 5 steps to support the Responsible Officer (RO) in making a revalidation recommendation:
The Appraiser and Appraisee should ensure that the Form 4 is completed online using the SOAR system, which allows the RO to review/access the Form 4(s) when it comes to making a revalidation recommendation to the GMC;
The Chiefs of Medicine (COMs) are advised by the Revalidation Team which doctors are due to revalidate within their Directorate/Sector in the coming month and are asked if they know of any reasons which may preclude a doctor from being revalidated. For example, there may be ongoing HR processes, which need to be finalised before a recommendation can be made. Another extenuating circumstance, which could prevent a recommendation being made, is if an individual has not completed an appraisal;
The Deputy Responsible Officer quality reviews the Form 4s submitted to ensure that all the information required has been included, for example CPD, MSF/Patient Questionnaire. If the Form 4 is incomplete the DRO will make contact with both the Appraisee and Appraiser to advise. If the Form 4 needs to be edited, arrangements are made by the the Revalidation Team to have SOAR unlock the Form 4;
The RO meets the Deputy Responsible Officer, Board Appraisal Lead and Revalidation Team on a monthly basis to review and sign off the Form 4s for those Appraisees who are due to revalidate in the proceeding month. The RO will make one of three disposals: Recommendation to Revalidate; Deferral; or Non-Engagement.
Further to the monthly meeting, the Revalidation Team notifies the GMC of the recommendations that have been made. Once the GMC has received the RO recommendation they will make a decision about your recommendation and will write to let you know.
