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Addressing the challenges of COVID-19 second wave or another pandemic (non-medical guidance)

 

Contents

Clinical Academic Training Forum: Working Group to support returning clinical academics during a further (COVID-19) pandemic

Aim:

This document sets out overarching principles and practical actions in response to future significant disruption to non-medical clinical academic training due to a second wave of COVID-19, locally or nationally, or due to a future pandemic. All UK institutions and organisations responsible for supporting and progressing the careers of nonmedical (and non-dental) clinical academics (for example, but not exclusively, Nurses, Midwives, Allied Health Professionals and Healthcare Scientists) should consider their future response to these issues.

Background:

The career development of clinical academics is of strategic importance to the NHS and to all funders of health-related research; an importance that has been underlined by the recent and current challenge of COVID-19. It is accepted that developing a clinical academic career is challenging, with a need to balance research with continued clinical development and service. It is, therefore, essential that clinical academic trainees are appropriately supported at critical stages and transitions in their careers. (Ref: http://www.southampton.ac.uk/~assets/doc/Cross%20Funder%20Survey%20Summary%20Document%20April%202019.pdf and https://wellcome.ac.uk/sites/default/files/clinical-principles-and-obligations-plus-faqs2018-08.pdf)

The COVID-19 pandemic has resulted in extraordinary challenges for clinical services in the UK and worldwide. Clinical academic trainees, both those in full-time research and those in posts combining academic training/research with clinical service, e.g. those on the HEE/NIHR Integrated Clinical Academic Programme or equivalent, responded to the health emergency in large numbers by returning to full-time clinical duties. Estimates suggested that the majority of non-medical clinical academic trainees in England alone were deployed to clinical duties. Many have made exceptional contributions to service and/or to COVID-19 related research.

The UK Clinical Academic Training Forum (CATF) have together established a working group (membership below) to bring together representatives of postgraduate training, research funders, medical schools and others across the UK to agree highlevel principles to support future decision making and to support a consistent approach across the United Kingdom. These principles apply to all medical and non-medical clinical academics, with this version of the principles specifically aimed at non-medical clinical academics. Our aim was to enable local, practical and timely advice for academic trainees, their clinical and research supervisors, HEIs and their NHS or equivalent employers.

Principles:

All clinical academic trainees will benefit from a considered and co-ordinated approach to managing any potential disruption to their research and clinical training/service needs due to Coronavirus or a similar situation.

All parties must undertake the discussions needed in a transparent manner, following a process for a return to clinical service agreed by the local NHS R+D Director or equivalent and academic Head of Department.

It is emphasised that the return of academic trainees to support the clinical service is on a voluntary basis.

Due consideration should be given to issues of equality, diversity and inclusion and, specifically, to health, shielding or caring issues relevant to individual trainees.

Following a period of disruption trainees should be supported in their future planning and to make any necessary adjustments for their training needs

Actions for local Research and Development Directors within NHS Institutions:

To provide oversight of the process, with the aim of balancing the optimal research and clinical outcomes for trainees against the need to support exceptional NHS clinical service need.

To provide a framework for maximum flexibility for periods of academic/research training where possible.

The R+D Director, or nominated deputy, should have oversight of the process and be in discussion with HEI leads to determine whether, when and where academic trainees who volunteer should be supported to return to clinical service. This will include consideration of their specific profession, area(s) of specialism, skills and level of experience and also the time needed to suspend their research without unnecessary loss of research resources.

All trainees will be allocated a clinical supervisor and receive any required skills training during their clinical placement.

At the end of the emergency period the R+D Director will ensure that clinical academic trainees are returned to research training in a timely way, bearing in mind research training capacity in universities as well as any exceptional ongoing service need.

Actions for Universities and Research Institutes:

To provide clear host support and mentorship and infrastructure to all academic trainees to continue their career pathway with the minimum possible interruption.

To optimally manage opportunities for those on time-limited research funding and depending upon access to research infrastructure, whether laboratory or clinical.

Where a return to clinical service is anticipated, to support the trainee to suspend their research programme so as to minimise loss of data and resources.

To give particular attention to the consequences of caring responsibilities and any potential gender disadvantages in advising and supporting individual trainees.

To advise and support trainees following a period of disruption to ensure successful completion of research training.

The nominated HEI lead for academic training should work with the local NHS Institution R&D Director to ensure timely return to research training at the end of the emergency period.

Actions for Funders:

To work together from a very early stage and provide consistent communications messages.

Funders will endeavour to provide support to ensure successful completion of research training, recognising that research plans may need to change to accommodate individual and local constraints.

To support those trainees who are their fellows and provide advice on who best to contact.

Actions for Trainees:

Not to arrange any clinical placements outside of the agreed local process. Neither the return to clinical service and the subsequent return to research should occur without the approval of the R+D Director and the local HEI lead for academic training.

To carefully plan, in discussion with the R+D Director (or their nominated deputy), clinical, research supervisors, and HEI nominated lead for academic training any voluntary return to clinical service and then back to academic roles.

To discuss with their research funder regarding changes to research plans as soon as possible.

To consider whether some research activity can be continued that can add value to research experience and training during the emergency period.

 

Working Group members, in addition to members of the Clinical Academic Training Forum, included representatives from the Medical Schools Council (MSC), National Institute for Health Research (NIHR) and Council of Deans of Health.

Professor Moira Whyte, Head of Edinburgh Medical School and Chair of CATF (co-Chair).

Professor Bill Irish, Postgraduate Dean HEE (co-Chair).

Professor Dave Jones, Dean for NIHR Academy.

Dr Lisa Cotterill, CEO NIHR Academy.

Dr Katie Petty-Saphon, Medical Schools Council.

Dr Peter Thompson, Director NIHR Academy.

Professor Lorraine Harper, Associate Dean, NIHR Academy.

Dr James Fenton, Assistant Director, NIHR Academy (secretariat).