Trainer Recognition
Chris Callander
Sub Dean
Accreditation
by Wales
Deanery
Recognition
by GMC
Approval by
GMC
WHO?
Undergraduate education
•Those responsible for overseeing students’
progress at each medical school
•Lead coordinators at each local education
provider (LEP)
Postgraduate training
•Named educational supervisors
•Named clinical supervisors
Named Educational Supervisor
• A trainer who is selected and appropriately trained
• Responsible for the overall supervision and management
of a trainee’s trajectory of learning and educational
progress during a placement or series of placements
• Helps the trainee to plan their training and achieve agreed
learning outcomes
• Responsible for setting educational goals and for bringing
together all relevant evidence to form a summative
judgement at the end of the placement or series of
placements.
• By the nature of their ES accreditation is automatically
accredited to be a clinical supervisor
Named Clinical Supervisor
• A trainer who is responsible for overseeing a specified
trainee’s clinical work throughout a placement in a
clinical or medical environment
• Is appropriately trained to do so
• will provide constructive feedback during that placement
• will lead on providing a review of the trainee’s clinical or
medical practice throughout the placement that will
contribute to the educational supervisor’s report on
whether the trainee should progress to the next stage of
their training.
WHO’S LEFT?
Sessional Clinical Supervisor
•A trainer who supervises the trainee’s emergency or
elective clinical work but does not have responsibility for
overseeing the sum of the trainee’s clinical activity
throughout a placement
•Not a “named” clinical or educational supervisor
•Does not require GMC recognition
WHO’S LEFT?
ES with no trainees
•OK to meet criteria whilst waiting
•No associated tariff
Tutors / TPDs who aren’t ESs
•Meeting ES criteria may help job planning
How will Educational Supervisors be
recognised by the Wales Deanery?
• Educational Supervisors in Wales will be required to sign
and meet the requirements of the Educational
Supervision Agreement
• The Agreement defines the roles, responsibilities and
rights of the three parties:
– An Educational Supervisor
– A Local Education Provider
– The Wales Deanery
Roll out from
November 2013
Joint sign-off
Deanery
Employer
Educational
Supervisor
What are the key aims of
the ES Agreement?
The Agreement aims to professionalise the Educational
Supervisor role by:
•Clearly defining the roles, responsibilities and rights of
those providing educational supervision and those
supporting Educational Supervisors
•Ensuring that ESs receive protected time, resources
and support to deliver educational role, including
increased recognition of the Educational Supervisor role
within the Consultant job planning process and access to
appropriate training
Protected time to undertake
the Educational Supervisor role
=
0.25 SPA per week per trainee
What are the requirements detailed
in the Agreement?
The Agreement includes an ES responsibility to meet the
GMC CPD requirements as follows:
– Eight hours of Educational CPD per year
– Four of the eight hours to be recognised by CPD
certificates and provided as evidence at annual
appraisal
– Cover at least two different domains of the GMC’s
Framework per year
– Cover all seven GMC Framework domains over a five
year cycle
What are the requirements
detailed in the Agreement?
• and… ES must demonstrate/provide
appropriate attitudes and behaviours
–
–
–
–
–
–
evidence
of
End of placement evaluation/feedback forms
GMC survey results
Teaching evaluation forms
Trainee audits and critical incidents
Multisource feedback forms
Letters of thanks
– Prior educational experience will be recorded but, as
the Agreement is a prospective commitment,
grandfather clauses will not apply.
WHAT ABOUT THE NAMED
CLINICAL SUPERVISORS?
•
•
•
•
Accreditation will commence after ES process
Majority will already be educational supervisors
No need to sign agreement
No tariff agreed – as yet
How will the Deanery monitor the
implementation of the process?
The compliance of individual ES and CSs will be monitored
at annual appraisal, where evidence of CPD activity and
appropriate skills and behaviours will be required.
The Deanery will work to:
•Establish arrangements to monitor trainer, Employer and
Deanery compliance with Agreement responsibilities and
requirements
•Develop remediation and other processes to handle
instances in which requirements are not met
How will the Deanery monitor the
implementation of the process?
Mechanisms for Deanery monitoring of the compliance of
Employers may include:
• The production of reports on the CPD activity of trainers
from the Intrepid database
• The production of reports of average SPA time allocated
to groups of trainers from the MARS appraisal system
• Triangulation with training quality data
TIMELINE
31st July 2013
ready
Deanery systems and databases are
31st July 2014
All trainers to be registered on the
database and have either provisional or full recognition
31st July 2016
implemented
New arrangements to be fully
IDENTIFICATION OF ES / CSs
Process commences November 2013
•Local Faculty Leads (for trainers) will be responsible for
the process in their Health Board and will roll out the
Agreement in their Health Boards as they see fit
•LFLs will liaise with Training Programme Directors,
Tutors, Postgraduate Centre Managers, Specialty
Training Managers
•Regular update reports to Deanery on which specialties
are signed up
Local Faculty Leads for Trainers
•
•
•
•
•
•
BCUHB
Hywel Dda
ABM
Cwm Taf
Cardiff & Vale
Aneurin Bevan
Lee Wisby
Phil Avery
David Vardill
Prof Hary
Anton Saayman
Peter Neville
MORE INFORMATION
• Newsletters
• Contact the Local Faculty Lead for Trainer Support
at your Health Board
• Contact the Deanery’s Quality and Postgraduate
Education Support Unit at
walesdeanerysre@cardiff.ac.uk
• Further information will be published
•
on the Deanery’s web site
•
(www.walesdeanery.org)
Educational Supervisor
:competency Domains
1. Ensuring safe and effective patient care through
training
2. Establishing and maintaining an environment for
learning
3. Teaching and facilitating learning
4. Enhancing learn
5. Supporting and monitoring educational progress
6. Guiding personal and professional development
7. Continuing professional development as an
educator
•
•
Two domains per year, all seven over five years
8 hrs CPD per year, 4 with certificate
Named Clinical Supervisor
Competency Domains
1. Ensuring safe and effective patient care through
training
2. Establishing and maintaining an environment for
learning
3. Teaching and facilitating learning
4. Enhancing learn
5. Supporting and monitoring educational progress
6. Guiding personal and professional development
7. Continuing professional development as an
educator
• Two domains per year, all five over five years
• 8 hrs CPD per year, 4 with certificate
Domain 1: Ensuring safe and
effective patient care through
training
• How to protect patients and enhance their care through
supervision of doctors in training
• How to balance the needs of patients and service with
the educational needs of trainees.
Domain 1: Ensuring safe and
effective patient care through
training
The effective supervisor
The excellent supervisor
Acts to ensure the health,
wellbeing and safety of
patients at all times
• Ensures that trainees have
undertaken appropriate
induction
• Allows trainees, when suitably
competent, to take
responsibility for care,
appropriate to the needs of the
patient
Also
• Uses educational
interventions to enhance patient
care
• Involves trainees in service
improvement
• Involves patients as educators
Domain 1: Ensuring safe and effective
patient care through training
Examples of relevant supporting evidence
•Courses attended or programmes undertaken
including face to face and online learning
•GMC trainee survey results
•Feedback from patients about care received
•Details of measures put in place to ensure
supervision appropriate to trainee’s competence and
confidence
•Trainee audits, examples of topics critically
appraised by trainees
•Examples of near miss/ critical incident analysis
Domain 1: Ensuring safe and effective
patient care through training
Content suggestions for course
designers
•Balancing the needs of service delivery with
education
•Allowing trainees, when suitably competent,
to take responsibility for care, appropriate to
the needs of the patient
•Developing appropriate induction
programmes
Domain 2: Establishing and
maintaining an environment for
learning
• How to make the clinical environment safe
and conducive to effective learning for
trainees and others.
Domain 2: Establishing and
maintaining an environment for
learning
The effective supervisor
Encourages participation through provision of equality of
opportunity and acknowledgement of diversity
• Ensures that trainees receive the necessary instruction and
protection in situations that might expose them to risk
• Encourages and maintains the confidence of trainees
• Is open, approachable and available
• Maintains good interpersonal relationships with trainees /
colleagues
• Provides protected time for teaching and learning
• Involves the team in the delivery of teaching and supervision
• Aware of team’s experience and skills relating to teaching
/supervision
• Ensures that workload requirements on trainees are both legal
and that wherever possible, they do not compromise learning
Domain 2: Establishing and
maintaining an environment for
learning
The excellent supervisor
Proactively seeks the views of trainees on their experience
• Takes steps to establish a learning community within their
department and/or organisation
• Monitors, evaluates and takes steps to address areas for
improvement in teaching and learning
Domain 2: Establishing and
maintaining an environment for
learning
Examples of relevant supporting evidence
•Courses attended or programmes undertaken,
including face to face and online learning
•GMC trainee survey results
•Other feedback from trainees
•Details of learning programmes, study
schedules, timetables for trainees and clinical
teachers
•Feedback from colleagues
Domain 2: Establishing and
maintaining an environment for
learning
Content suggestions for course
designers
•Creating an environment for learning
•Identifying and planning learning
opportunities
•Managing diversity
•Providing equality of opportunity
Domain 3: Teaching and facilitating
learning
• How to work with trainees to facilitate their
learning.
Domain 3: Teaching and facilitating
learning
The effective supervisor
Has up-to-date subject knowledge and/or skills
• Provides direct guidance on clinical work where appropriate
• Has effective supervisory conversational skills
• Plans learning and teaching episodes
• Uses a range of appropriate teaching interventions in the
clinical setting
• Facilitates a wide variety of learning opportunities
• Helps the trainee develop an ability for self-directed learning
• Allows the trainee to make contributions to clinical practice of
graduated value and importance commensurate with their
competence
• Use technology enhanced learning where appropriate e.g.
simulation
Domain 3: Teaching and facilitating
learning
The excellent supervisor
Also
• Demonstrates exemplary subject knowledge or skills
• Understands and can apply theoretical frameworks to their
practice
• Is involved with curriculum development beyond the
supervisory relationship
• Works with the department and/or provider to ensure a widerange of learning opportunities is available e.g. simulation
facilities, courses
Domain 3: Teaching and facilitating
learning
Examples of relevant supporting evidence
•Courses attended or programmes undertaken,
including face to face and online learning
•GMC trainee survey results
•Other feedback from trainees
•Details of learning programmes, study
schedules and timetables for trainees
•Feedback from colleagues
•Evidence of recent initiatives to enhance the
provision of learning opportunities
Domain 3: Teaching and facilitating
learning
Content suggestions for course
designers
•Assessing learning needs
•Using a variety of methods to deliver the
curriculum
•Skills teaching
•Developmental conversational skills e.g.
coaching
Domain 4: Enhancing learning
through assessment
• The approach to assessment and
feedback.
Domain 4: Enhancing learning
through assessment
The effective supervisor
Regularly observes the trainee’s performance and offers
feedback
• Plans and/or monitors assessment activities
• Uses workplace-based assessments appropriately
• Provides feedback that is clear, focussed and aimed at
improving specific aspects of trainee performance
• Ensures that the trainee participates in 360’ appraisal
• Supports the trainee in preparation for professional external
examinations
Domain 4: Enhancing learning
through assessment
The excellent supervisor
Also
• Ensures that workplace-based assessments are used
effectively by
juniors, consultant colleagues and the wider team
• Understands and can apply theoretical frameworks relevant to
assessment to their and others’ practice
• Is involved in professional assessment activities beyond the
supervisory relationship e.g. as an ARCP panel member or
College examiner
Domain 4: Enhancing learning
through assessment
Examples of relevant supporting evidence
•Courses attended or programmes undertaken,
including face to face and online learning
•GMC trainee survey results
•Other feedback from trainees
•Details of programmes, study schedules and
timetables for trainees indicating assessment
modes, patterns and relevance to learning
•Evidence of attendance at ARCPs
•Feedback from peers, e.g. relating to external
examining or professional assessment
Domain 4: Enhancing learning
through assessment
Content suggestions for course
designers
•Principles of workplace-based assessment
•Use of commonly used assessment tools
e.g. mini-CEX, MSF
•Giving effective feedback
Domain 5: Supporting and
monitoring educational progress
• Support provided to trainees in their
progression towards CCT and their
intended career destination.
Domain 5: Supporting and
monitoring educational progress
The effective supervisor
Agrees an educational contract at the outset of the training period
• Understands the curricula requirements of the specialty and stage of training
• Identifies learning needs and sets educational objectives
• Involves the trainee in the above processes
• Reviews and monitors progress though regular timetabled meetings
• Ensures that appropriate records are kept in relation to trainee progress
• Uses the educational portfolio appropriately and encourages their use by
trainees
• Provides a structured ES report that discriminates between the trainee’s
strengths and areas of concern
• Provides continuity of supervision or ensures effective educational handover
• Responds efficiently and effectively to emerging problems of trainee progress
• Is aware of, and can access available support for the trainee in difficulty
• Understands their role and responsibilities within the educational governance
structures of their local education provider, Deanery and College
Domain 5: Supporting and
monitoring educational progress
The excellent supervisor
Also
• Proactively seeks out opportunities for providing formal support
and
career development activities for trainees
• Establishes and/or evaluates schemes for monitoring trainee
progress
across the department/organisation
• Involves themselves in external activities relevant to doctors in
difficulty or career progression (e.g. GMC / ARCP / College)
• Involves themselves in recruitment to the training programme
• Involves themselves in the wider management of the training
programme, e.g. training committee
Domain 5: Supporting and
monitoring educational progress
Examples of relevant supporting evidence
•Courses attended or programmes undertaken, including face to
face and online learning
•GMC survey results
•Other feedback from trainees
•Examples of meetings, records of trainee progress and learning
plans,(anonymised)
•Case studies of the management of a trainee in difficulty
(anonymised)
•Feedback from peers, e.g. relating to involvement in
organisational/ professional activities
•Records of other relevant activities undertaken, e.g.
involvement in recruitment, training committees etc
Domain 5: Supporting and
monitoring educational progress
Content suggestions for course
designers
•Setting and reviewing learning objectives
•Purpose and processes of portfolios
•Annual review of competence progression
•Identification, diagnosis and management
of the trainee in difficulty
•Interview skills
Domain 6: Guiding personal and
professional development
• Support provided to trainees in relation to
their personal and professional
development.
Domain 6: Guiding personal and
professional development
The effective supervisor
Provides a positive role model through demonstration of
exemplary professional behaviours and relationships
• Has effective supervisory conversational skills
• Is able to set and maintain appropriate boundaries e.g.
social/professional
• Understands when and where to refer on to other agencies
e.g. occupational health, counselling, deanery careers unit
• Ensures that the trainee is aware of the requirements of, and
participates in NHS Appraisal
• Ensures that the trainee participates in MSF
• Signposts the trainee to sources of career support
Domain 6: Guiding personal and
professional development
The excellent supervisor
Also
• Provides timely and appropriate career guidance and advice
• Demonstrates a willingness to remain a critical friend and
mentor even after completion of training
• Understands the wider national context of professional
development for doctors at all levels
• Can draw on a wide range of skills and techniques relevant to
personal and professional development
• Provides support for other doctors/supervisors in relation to
personal and professional development
Domain 6: Guiding personal and
professional development
Examples of relevant supporting evidence
•Courses attended or programmes undertaken,
including face to face and online learning
•GMC trainee survey results
•Other feedback from trainees
•Examples of meetings, records, case studies
(suitably anonymised)
•Examples of support, challenge and careers
guidance provided to trainees (anonymised)
•Feedback from peers
Domain 6: Guiding personal and
professional development
Content suggestions for course
designers
•Personal development planning
•Career support, guidance and advice
Domain 7: Continuing professional
development as an educator
• The trainer’s own professional
development as a medical educator.
Domain 7: Continuing professional
development as an educator
The effective supervisor
Evaluates own supervisory practice e.g. through trainee
feedback, peer observation
• Takes action to improve own practice on the basis of
feedback received e.g. appraisal, informal feedback,
• Maintains Good Medical Practice in line with Specialty
and GMC requirements
Domain 7: Continuing professional
development as an educator
The excellent supervisor
Also
• Actively seeks the views of colleagues through e.g. 360
appraisal, peer observation
• Engages in programmes of educational development e.g.,
Training the trainers, Postgraduate Certificate, Masters
• Assists in the development of others as educators
including trainees
Domain 7: Continuing professional
development as an educator
Examples of relevant supporting evidence
•Courses or programmes recently undertaken,
including face to face and online learning
•Appraisal documentation and other CPD
records
•Results of 360 appraisal
•Certificates or qualifications obtained
•Critical comments on relevant books or articles
read recently
•Results of peer review or professional
observation of teaching
Domain 7: Continuing professionrk
al development as an educator
Content suggestions for course
designers
•Specific training requirements of specialty
or stage of training
•Regulatory requirements
•Educational evaluation
CPD
Options
•Attending / delivering programmes and
courses
•Completing online training packages
•Reading journals (which has been agreed as
non-certificated CPD)
Trainer Development Days
•Blend of educational theory and ‘How To’
sessions covering at least two of the GMC
domains
CPD Recognition
Mapping CPD programmes and courses for trainers
•Content of CPD accredited courses will be mapped to
the GMC domains
•The Intrepid database will record details
GMC survey 2010
:ST Anaesthesia – educational
supervision
GMC survey 2013
:ST Anaesthesia – educational
supervision
GMC survey 2010
:ST Anaesthesia - overall
satisfaction
GMC survey 2013
:ST Anaesthesia - overall satisfaction
GMC survey 2010 Core
Anaesthesia – educational
supervision
GMC survey 2013:Core Anaesthesia –
educational supervision
GMC survey 2010
:Core Anaesthesia - overall
satisfaction
GMC survey 2013
:Core Anaesthesia - overall satisfaction