The programme in detail

The Programme for Integrated Child Health (PICH) has been developed to help trainees to better understand and start practising integrated child health care. It has now been expanded to welcome both paediatric and general practice trainees and applications are considered from anyone interested in child heath who meets the entry criteria below. This programme provides a framework and inspiration for trainees to develop these competencies in collaboration with their current place of training. The programme designed by the London School of Paediatrics, is now a collaboration between the LSP and the London South Bank University. It has created a community of practice of enthusiasts for integrated child health who teach and lead the programme.

Introduction to the Course

This programme will run over 12 months alongside your clinical work. It is aimed at anyone passionate about integrated child health who has the time and energy to commit to our ambitious programme.

This website provide details of the programme and background information on integrated child health. We will give you some examples and ideas for projects around the key themes of this programme, as well as links and resources providing additional reading material. There is a ‘structured reflective portfolio’ in the resources section for you to log your activities, projects, and guided reflections.

What will the programme involve?

This is a self-directed learning programme focussed on integrated care located largely across general practice and hospital or community/developmental  paediatrics, with an emphasis on active participation to encourage and enhance individual learning experiences. At the launch event you will be introduced to the concept of integrated care and you will have the opportunity to meet your peer participants, and the faculty.

You will receive 20 academic credits upon completion of PICH and submission of an academic portfolio (including 1 formative and 1 summative assessment) to LSBU by June 2022. If you attend the seminars but do not submit your portfolio in time you can still be ‘signed off’ for participating in PICH but you will not receive the formal accreditation.

The programme has a fee of £560 payable after you accept your place and enrol with the LSBU. This pays for room hire for the face to face events, light food and drinks and for the accreditation with LSBU. The fee can be claimed back via the HEE study leave processes for all eligible for this (all paediatric trainees and some GP trainees). For others we have some avenues of funding we are researching, so if the payment is an issue preventing you from participating get in touch and we will do our best to help you find a funding source. Don’t let this stop you applying – get in touch!

The integral Academic Module is achieved by successfully completing the workshops and academic components, providing evidence of critical application of the theories and ideas into practice. The Module attracts 20 Level 7 credits which can be used to progress to PGCert, Diploma and Masters at LSBU e.g. MA Leading Social Change, MSc Leadership and Service improvement, PGCert Clinical Leadership.

The portfolio of learning developed in the Module can also be used to meet professional CPD requirements.

PICH is delivered using a blended approach comprising online and workplace learning activities. Work based learning is critical to the learning experience and successful completion, with participants applying knowledge to leadership in integrated child health care in their workplace. The programme is designed using adult learning principles and the participants develop an online learning community. Participants are supported with mentoring and a collaborative learning community.

There are two core aspects for completion of the learning experience:

1. The specific Paediatric Integrated Care learning events and mentoring that provide context and support for your work-based learning, portfolio and personal development see This helps you lead and develop Integrated Care in your workplace

2. Academic skills in critical appraisal, synthesising evidence, and personal professional development, see the Module requirements and materials on Moodle (LSBU virtual learning environment). This helps you develop your skills in using evidence in practice.

The Work Based Learning Module Learning Outcomes

On successful completion of the WBL module, students will be able to:

Knowledge and Understanding:

· Demonstrate systematic knowledge of the evidence base in Paediatric Integrated Care relevant to their workplace

Intellectual Skills:

· Critically appraise and synthesise the evidence base in Paediatric Integrated Care and apply this to practice.

· Critically reflect upon the learning undertaken and the impact of this on their personal and professional development.

Practical Skills:

· Demonstrate verbal communication skills in discussing evidence and defending professional decisions/understanding in their chosen area.

Transferable Skills:

· Demonstrate the ability to identify learning needs and take action to address these

· Demonstrate skills in self-management and continuing personal and professional development

Approach to Teaching and Learning

Our approach focuses on translating leading edge thinking, approaches, and tools into meaningful personal and organisational practice. This builds on Imperial and LSBU’s focus on applied research, skills development and using evidence-based practice to make an impact.

The emphasis is on facilitating tangible behaviour shifts in participants’ leadership capability. All our development work is underpinned by academic theory, long-established and current, and through the involvement of service users, carers, providers, commissioners, and partners. We work closely with academic partners, think tanks, key opinion leaders in the NHS, local government, third sector, and our development partners to ensure that our approaches are current, relevant, and able to bring in new and challenging thinking. This informs both the design principles (e.g., learning styles, action learning, experiential learning, group behaviours) and programme content (e.g., theories of clinical leadership, organisational change, resilience). We can test this in our everyday delivery of service improvement and leadership projects. This helps to keep our ideas and delivery fresh and grounded and ensure we can respond to any unforeseen changes.

Learning methods

Adult learners require far more than just information; they require a myriad of teaching technologies. We will apply adult learning principles to the design of our programme (Knowles 1984):

a) Adults need to know why they are learning something

b) Adults learn through doing

c) Adults are problem-solvers

d) Adults learn best when the subject is of immediate use

We will provide a tried and tested approach to adult learning. This has been developed through similar, relevant experience and tailored to the individual and collective needs of the participants. We use double loop learning methodology based on Kolb’s experiential learning framework and support continued learning and development through learning sets so that participants ‘learn how to learn’ and have deeper sets of alternative ideas and behaviours from which to choose to act. (Kolb 1984).

This focus on application shapes the Programme as a whole.


By the end of the programme, you will:

  • Understand the concept of integrated care.
  • Have worked in an integrated care setting.
  • Be able to access public health data and generate  patient experience data.
  • Understand how to use data for service development and evaluation.
  • Understand the importance of patient experience.
  • Understand how to use patient experience and co-production to improve services.
  • Be able to work and learn across boundaries.
  • Be able to use reflection for personal development.
  • Be able to critically appraise and have tools to improve summative writing.

What you need to do in preparation and during the course

In preparation

You will need to:

  • Find and meet your Champion – Identify a suitable senior clinician or manager at your local trust/practice to help you navigate your local landscape (we can help you find someone).
  • Attend the launch event.
  • Contact your rota organiser or manager to free up time for the course.

During the course

You will need to:

  • Attend a minimum of 70% PICH learning seminars (1st Wednesday of month virtually via zoom).
  • Attend the LSBU academic sessions
  • Meet your PICH mentor for a minimum of 3 meetings over the year.
  • Learn about PICH themes through project work.
  • Complete the formative and summative assessments and submit by June 2022 to receive accreditation.

What you need to do to complete the course

Formative assessment: To develop and submit a portfolio plan detailing how the student will be able to meet the 150 required hours of learning for the module.

This should include:

a. Learning Plan: Your planned attendance at the workshops identified in the timetable (attach this plan including when you will be undertaking the application work)

b. A brief outline of the areas of your responsibility where you intend to lead a change during the Module

c. A brief reflection on your personal development needs and how you plan to address these in the Module

Portfolio/Summative Event :

(A) A portfolio evidencing the 150 hours of self-directed study in the chosen area relevant to the student’s place of work. This portfolio is made up of the assessment applied learning activities for each workshop.

50% Weighting 50% pass mark at L7

(B) A 2500-word critical reflection on the student’s leadership of change in integrated paediatric care which evidences the student’s ability to learn and apply the chosen area of learning. Be careful not to provide just a narrative. We suggest you pick a small number of theoretical frameworks (for instance you could use the literature on effective and compassionate teams; or innovation; or quality improvement and shared decision-making)

Pick a couple of areas of your learning and use those to review your leadership of change. You need to present depth more than breadth, showing you know the literature. Critical reflection is key here. Take the feedback from your Formative, re-read the reflective writing guidance and structure this assignment drawing on the literature to underpin your analysis of your leadership.

50% Weighting 50% pass mark at L7

Do look at the Level 7 Assessment Guide so you can see how you are marked.

Both elements are required for successful completion of the module

In addition to the materials provided on Moodle for the WBL credits you can find additional materials on the PICH site to support application of learning in practice Please see “project planning” resource on the PICH website that can support in your application of learning

Mini presentation: Prepare this for the September Launch Event (for the next cohort of participants) covering, in 6-8 minutes (with no slides):

  • One aspect of what they did.
  • What they learned.
  • What the challenges were.

Sign off meeting: Finally, a short face to face meeting with two of the course faculty for further discussion and sign off.

Publication and quality improvement work

The BMJ Quality Improvement Programme is an online programme to introduce and guide you through improvement concepts and practices. On completion of your project, you can submit your work to BMJ Quality Improvement Reports journal, and there is a good chance of this being published.

  • These decision making tools from the Health Research Authority are useful.
  • This one helps you decide if your project is research or not.
  • This one helps you decide if you need ethics approval or not. You click through the questions and it gives you a nice print out at the end.
  • This reference gives you further advice on making sure you’ve ticked all the boxes in terms of governance if you are NOT going to ethics.