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Posted March 20th 2020 (2 months ago)

National Lead Dean Guidance re SL and Covid-19

Dear Colleague

As we prepare for the impact of COVID 19 a number of queries have come to us with regards to HEE’s approach to study leave. Please be advised that the position is as follows:

Impact of Coronavirus On Study Leave for Doctors in Training

Trainees should endeavour to obtain a refund for any pre-booked expenses. If they unable to do so we will honour the claim, but they should provide evidence when they submit their claim that the expense was non-refundable.

All requests for study leave time not taken during the outbreak will be properly considered by the employers and Postgraduate deans and will be subject to the need to maintain NHS services, and training requirements for completion of programmes.

We are asking all parties to be flexible both during and after this difficult time.

HEE will be developing a set of FAQs to help manage the queries that are arising.

If there are unresolved queries please contact us via Study Leave (SW); for our Postgraduate Dean to review.


Posted March 17th 2020 (2 months ago)

Simulation Teaching - Paediatrics

All simulation courses run out of BMSC and Southmead will be postponed until further notice. The training space at both UHB and Southmead are needed for COVID-19 related training.

Posted March 11th 2020 (3 months ago)

COVID-19 and Teaching days

We have just been advised by Paediatric Head of school that the ST6-8 teaching day on Friday, 13th March 2020 is no longer face to face with regards to COVID-19, please do not turn up to UHB education centre.

Updated details will be on Paediatrics website how we are going to delivery the training session.




Posted October 3rd 2019 (8 months ago)

ARCPs - HEE guide for trainees

Please follow the link for an animation providing a short & simple guide for trainees and trainers on how the ARCP process works.


Posted February 10th 2019 (1 year ago)

GW4 Clinical Academic Training (GW4-CAT) Programme

The GW4 Clinical Academic Training (GW4-CAT) Programme in Bristol, Cardiff and Exeter for Medical, Veterinary and Dental Graduates

Applications for a Summer 2020 start are invited from exceptional medical, veterinary and dental graduates to undertake 3-year PhD training at the universities of Bristol, Cardiff and Exeter.

The scheme, supported by the Wellcome Trust, is aimed at exceptionally motivated clinically qualified trainees who can demonstrate the capability and drive to undertake a period of research with a view to developing a long-term career as a clinical academic. Applicants must be fully-qualified medical doctors and must have a qualification that allows them to practice clinically in the UK.

Funding offered:

  • A clinical salary
  • University tuition fees at the home rate
  • Associated project costs
  • A contribution towards travel expenses for conferences or project-related travel
  • Some carer support costs where necessary, subject to approval
  • A contribution towards core and specialist training costs

Further information and online application can be found on the GW4CAT website.

The closing date for applications is 12:00 GMT on 1st April 2019

If you have any queries, please email.

Posted February 20th 2018 (2 years ago)

January 2018 Newsletter

Severn Postgraduate School of Paediatrics – January 2018 Newsletter The Progress Edition

Happy new year!

Ok, it’s over a month late, but the sentiment is genuine. While the initial excitement of New Year resolutions may be fading, I hope you’re all making progress towards your personal goals for 2018. One of my aims is to further develop our sense of collegiality as a school. Continuously improving the experience and outcomes of paediatric training in Severn will benefit us all; together we can make the difference.

  • Changes call for innovation, and innovation leads to progress  Li Keqiang

The deanery support team for paediatrics has reduced in size and is coming to terms with a broader range of responsibilities. We are lucky to have kept Susan as education and programme manager but sadly Karen has moved across to a different department. I certainly miss her regular weekly bulletin keeping us up to speed with what’s going on (and not just the cartoons). While I can’t promise the frequency or entertainment value that Karen achieved, I will try to get back to regular email updates. I hope we can find other ways to connect too – any suggestions are more than welcome. The Peninsula trainees have set up a Trello page ( – a bit like an online gated social community, with access by invitation. Is that something we’d like to replicate or join in Severn? Please send your thoughts and ideas to me or your trainee reps for the next board meeting.

  • Progress is man’s ability to complicate simplicity            Thor Heyerdahl

The big event of this year will be the launch of ‘RCPCH Progress’ – the new curriculum for paediatric postgraduate training. It is one of the first to be approved by the GMC to meet its new standards. Contrary to what Thor might say, Progress promises to be a positive change – focusing more on global learning outcomes and generic capabilities than long lists of competences to tick off. To find out more, visit the webpage  The college is planning events this year to help trainees, supervisors and tutors prepare for the transition. Unless your CCT date is before the 15th September 2019, you will move to the new curriculum in August this year, so do make some time to find out about it.

  • Changes and progress very rarely are gifts from above. They come out of struggles from below.             Noam Chomsky


  • Message from David Hanna:

We have just finalised the line-up for 2018 Traumacare conference in Staffordshire. The paediatric trauma day is on 17th April and we have brought together a panel of experienced paediatricians and emergency physicians alongside experts in paediatric trauma and primary retrieval. These include senior members of the team from Manchester Children's Hospital who managed multiple paediatric casualties in the aftermath of the Ariana Grande concert bombing in May 2017.

We have designed the programme for physicians, nurses and allied health professionals who work in acute paediatrics and emergency services. It would also be ideal for paediatric trainees, particularly those with an interest in paediatric emergency medicine or who plan to apply to do grid PEM/PICU training.


Developing Effective Clinician Leaders


- You will have heard or read about the recent High Court decision about Dr Hadiza Bawa-Garba. I guess we all feel a great deal of empathy with her and recognise the pressures she was working under. Many of you will be thinking about whether or how this should change your practice now. What should you do if overstretched at work due to acute sickness or staff shortage? DMEs and medical directors are likely to give trust specific guidance soon. For now, do you know where to access your department’s escalation policy? Who would you contact if you needed to raise immediate concerns? Check with your educational supervisor if not sure.

The second thing to consider is how to record reflection. There was some misreporting about how reflective accounts were used in Dr Bawa-Garba’s case, which has recently been clarified. Misrepresentation aside, I completely understand the fear that reflection might be used ‘against’ us. Most of us reflect in some way or another as a part of experiential learning, and we are professionally obliged to reflect on our performance and values. For some this comes naturally as an explicit written process, for others it will be an internal conversation that can be much harder or even artificial to write down. The point of reflection in the portfolio is to identify the learning, rather than produce a detailed descriptive account of the event leading to the learning. My advice for now would be to focus on the outcomes of reflection for your portfolio, rather than the details of the event. Anonymise the situation as far as possible, particularly references to specific identifiable patients, family members and other healthcare professionals. You may have to produce separate, more factual summaries for any incident review process. Remember to talk to your educational supervisor, clinical tutor or others for support and advice. The wider school team is here for you too. We shouldn’t let this stop us using reflection as a way of converting experience into useful personal development – but pause to think about how we document that reflection. There may be further guidance soon from the college.

Coming together is a beginning; keeping together is progress; working together is success. Henry Ford

Thanks for making it this far, and that’s all for now.

Here is a link for all the school contacts. If you’d like to get more involved in the work and development of the school, please get in touch!

Very best wishes, Russell



Posted August 23rd 2017 (3 years ago)

Severn School of Paediatrics Annual Dinner and Awards

Paediatric trainees and Consultants, 14th September at Bristol Zoo

For more information please contact School manager Karen Fishenden

Posted December 21st 2016 (3 years ago)

Paediatric Trainee Conference

Severn Paediatric Trainee Conference 2017

Open to Both Severn and Peninsula Trainees

UHB Education Centre Bristol

Posted September 20th 2016 (4 years ago)

AMPS Competencies Report

We (Julie Screaton (Director, London and the South East) and Professor Ged Byrne (Director of Education & Quality, Health Education England working across the North West)) are pleased to let you know that our survey of higher education institutions about embedding national antimicrobial prescribing and stewardship competences into curricula is now available to access on our website.

The antimicrobial prescribing and stewardship (AMPS) competences, produced jointly by the Government's expert advisory group for antimicrobial resistance and healthcare acquired infections (ARHAI), and Public Health England were published in 2013. Implementing these competences forms a key aspect of ‘Key area 3’ of the Government's five year strategy for tackling antimicrobial resistance - improving professional education, training and public engagement to improve clinical practice and promote wider understanding of the need for more sustainable use of antimicrobials. The antimicrobial prescribing and stewardship (AMPS) competences can provide clarity for regulators, education providers and professional bodies to inform standards, guidance and the development of training.

Undergraduate students have expressed interest in receiving more education about antimicrobials, especially about their multidisciplinary use. This survey asked higher education institutions about their awareness of the competencies, and how they had embedded them into their courses.

The results showed:

  • From the 45 universities that submitted information for a total of 100 health-related course 86% of universities confirmed they were aware of the national AMPS competencies.
  • Implementation of the five domains of the AMPS competencies showed that 91% of courses had embedded statements on infection prevention and control, 75% of courses for antimicrobial resistance and antimicrobials, 66.3% of courses for the prescribing of antimicrobials, 62% of courses for the prescribing of antimicrobials and 40% of courses for monitoring and learning.
  • Embedding of the AMPS competencies per professional group showed an average of 90% implementation for medicine, 82% for dentistry, 81% for pharmacy, 76% for independent non-medical prescribing courses, 52% for midwifery, 46% for nursing and 40.8% for allied health professionals.

We welcome the findings of this initial survey and hope best practices can be shared between higher health education institutions to enhance the adoption of these competencies. It has also highlighted the importance of non-medical prescribing courses adopting these competencies.

We would encourage you to:

  • implement the recommendations in this report on behalf of your organisations
  • raise awareness of these results within your organisations and networks
  • provide system leadership as individuals, groups and organisations in enhancing the adoption and implementation of the antimicrobial prescribing and stewardship (AMPS) competences within your academic and health networks and organisations, at both undergraduate and post-graduate level.

For further information please contact Mohamed Sadak (Clinical Lead and Programme Manager, Antimicrobial Resistance and Sepsis).


Posted September 13th 2016 (4 years ago)

43rd BPNA Annual Conference 2017


We are pleased to announce that we have now extended the deadline for the call for abstracts for our 43rd BPNA Annual Conference 2017.

The deadline for submission will now be Sunday 25 September 2016. You will have until midnight on this day to submit your abstract.Submit your abstract here.

Please follow the Guidelines and instructions when submitting your abstract.

Applicants will be notified of results by the end of October 2016.


Oral Presentations - 

Oral presentations will have 15 minutes each: 10 minutes for the presentation, with a further 5 minutes for discussion. Please note that presenters must be registered for the conference day of their presentation. Notifications will be made in November to allow for early bird conference registration.


Poster Presentations - 

Posters will be on display for the duration of the conference. This year there will be guided poster tours, one author must be present for questions. Details of timings will be made in November to allow for early bird conference registration.


If you have any queries, please email Katie Wilkinson.

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