Training activity information
Details
Review error reports and design and develop a GMP training session to mitigate an error trend identified. Assess the effectiveness of the training
Type
Entrustable training activity (ETA)
Evidence requirements
Evidence the activity has been undertaken by the trainee repeatedly, consistently, and effectively over time, in a range of situations. This may include occasions where the trainee has not successfully achieved the outcome of the activity themselves. For example, because it was not appropriate to undertake the task in the circumstances or the trainees recognised their own limitations and sought help or advice to ensure the activity reached an appropriate conclusion.
Reflection at multiple timepoints on the trainee learning journey for this activity.
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
What does success look like?
- How will you clearly identify what is expected of you regarding the review of error reports and the subsequent design of a GMP training session?
- In what ways will you demonstrate the application of organisational policies and the development of training for staff through this activity?
- How will you incorporate curriculum considerations, such as GMP, QAAPS, and training documentation, to ensure the session meets professional and regulatory standards?
- What specific points will you discuss with your Training Officer to gain clarity on the departmental requirements for an ‘effective’ training outcome?
What is your prior experience of this activity?
- What existing knowledge of the department’s error-reporting systems and core GMP principles will you bring to this task?
- How will you handle anticipated challenges, such as identifying the true root cause of a trend or managing different learning styles among staff?
- How will you recognise the scope of your own practice and identify the point at which you must seek advice from Quality Assurance (QA) personnel or your Training Officer?
- How will you acknowledge your feelings about embarking on this task, particularly regarding the responsibility of mitigating errors to ensure patient safety?
What do you anticipate you will learn from the experience?
- What specific skills in data analysis, instructional design, or performance assessment do you want to develop, drawing on any previous experience you have with presenting or training?
- What specific insights do you hope to gain regarding the relationship between identifying a training need through error analysis and the actual impact that training has on changing workplace behaviour?
What additional considerations do you need to make?
- How will you consult and apply actions identified from previous experiences, such as feedback you received on your communication style or reporting accuracy?
- What important information, such as local Standard Operating Procedures (SOPs) or national guidelines on GMP, must you review before you begin designing the session?
- How will you plan the assessment methods (e.g. feedback forms, follow-up audits, or observation) needed to measure the training’s effectiveness before the activity begins?
In action
During the activity, is anything unexpected occurring?
- How are you identifying findings that feel surprising or different from your plan while you are analysing error reports to find a trend?
- How are you noting if staff reactions or their existing knowledge levels during the training delivery differ from your initial assumptions?
- In what ways are you comparing this current experience of applying organisational policies and developing training with your previous experiences?
- How are you capturing the moment if the assessment of the training’s effectiveness reveals unexpected gaps in staff understanding or data discrepancies?
How are you reacting to the unexpected development?
- How are you adapting your approach or training methods—such as switching from a demonstration to a simulation—in the moment if you notice participants are confused?
- How are you responding if you encounter a challenging question regarding a specific GMP principle or organisational policy that you have not prepared for?
- How are you managing your feelings and confidence if an unexpected technical issue or a strong reaction from a staff member occurs during the session?
- How are you determining if an unexpected development affects your ability to undertake the activity independently and move towards being entrusted with indirect supervision?
What is the conclusion or outcome?
- How are you ensuring you remain within your scope of practice, particularly if you must seek immediate guidance from Quality Assurance (QA) regarding a complex policy interpretation?
- How are you identifying the specific learning that results from your reactions to unexpected developments during the delivery or assessment of the training?
- How are you ensuring you record these dynamic observations soon after the event so they can be revisited during your reflect-on-action?
- How are you judging whether your in-the-moment decisions effectively support the goal of developing training that meets the needs of existing staff?
On action
What happened?
- How will you summarise the key points of the experience, starting from the analysis of the error reports to the final evaluation of the training’s effectiveness?
- Which specific events or interactions during the delivery of the GMP training felt most important to your development, and how did you feel during those moments?
- How will you incorporate your ‘reflect-in-action’ notes, such as how you adapted when a staff member asked a challenging question or if a training material was misunderstood?
- How will you describe the initial outcomes of your assessment to determine if the training effectively addressed the identified error trend?
How has this experience contributed to your developing practice?
- What specific learning have you gained regarding organisational policies and the process of identifying trends within error reports?
- What strengths did you demonstrate in your ability to develop training for existing staff, and what knowledge gaps have you identified in your understanding of GMP training requirements?
- How does this experience compare against your previous engagement with similar training or quality assurance activities, and can you see a measurable improvement in your practice?
- What challenges did you face—such as difficulty interpreting complex data or managing time during the session—and how did your reactions to these challenges affect the outcome?
- How will you identify if you needed to seek advice or escalate an issue to your Training Officer to ensure you remained within your scope of practice?
- How have your feelings changed now that you are looking back on the responsibility of mitigating errors to ensure patient safety?
What will you take from the experience moving forward?
- What specific ‘next steps’ will you take to support the assimilation of what you have learned about training design, delivery, and assessment?
- What will you do differently next time you are faced with a similar error trend or when you need to design a training intervention?
- How will this experience inform your approach to professional storytelling with colleagues in Quality Assurance to further evaluate the impact of your training?
- Which aspects of the activity, such as using simulations or demonstrations, do you feel you need to practise further to enhance your skills and move toward being entrusted with indirect supervision?
- How will you contribute to a culture of continuous improvement within your department based on the insights gained from this training intervention?
Beyond action
Have you revisited the experiences?
- How have you re-evaluated your previous attempts at identifying error trends and designing GMP training to see if your approach has become more consistent over time?
- When reviewing your actions from previous reflections for this activity, which specific steps did you identify to improve your practice in error analysis or training delivery, and have you now completed them?
- How has professional storytelling with peers or Quality Assurance (QA) colleagues changed your perspective on the error trends you identified or the mitigation strategies you implemented?
- Are you now ready to demonstrate new learning—such as more advanced pedagogical methods like simulation or demonstration—in your routine practice of staff development?
- In revisiting your assessment of the training’s effectiveness, what new insights have you gained about the long-term impact of your intervention on departmental compliance?
How have these experiences impacted upon current practice?
- How is the learning from your repeated engagements with this task supporting your preparation for ‘in-person’ assessments, such as a Direct Observation of Practical Skills (DOPS) on giving feedback to a team member following an error?
- How has your ability to apply organisational policies evolved so that you now move intuitively from identifying a policy breach in an error report to correcting it through training?
- In what ways has your practice in developing training become more sophisticated, perhaps by better aligning training materials with QAAPS or GMP standards?
- How do you now recognise when a situation is beyond your scope of practice, such as identifying when an error trend stems from a national policy issue rather than a local training need?
- How has your evolution over time in managing this activity influenced your broader understanding of managing small teams and ensuring staff competency within a pharmaceutical environment?
- Are you now more proactive in monitoring the quality management system to anticipate and mitigate error trends before they require large-scale training interventions?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Apply organisational policies in the workplace. |
| # 6 |
Outcome
Develop training for new staff members and support staff members in existing roles. |