Training Our Trainers

How Severn Postgraduate Medical Education recognises and approves trainers to meet GMC requirements.

If you need further copies of this document or require it in a different format please telephone Anne Elliott, Medical Education Development Manager


Contents

Introduction

Background

The Severn Strategy for Accrediting Trainers

GMC requirements and the Severn Approach

Integration with South West Peninsula Postgraduate Medical Education

Implementation Issues

Appendices

A – Aims and objectives of the Severn accreditation modules

B - Full mapping of the Severn provision against the Academy of Medical Educators Framework

C – References

D – Table of responsibilities and practice (EOs and LEPs)

E – Mapping of Severn processes against the UK Professional Standards Framework (HEA)


Introduction

This document sets out the processes and activities undertaken by Severn Postgraduate Medical Education to develop all trainers of postgraduate medical trainees in acute and mental health sectors to meet the recognition and approval requirements stipulated by the GMC. Severn has been ‘ahead of the game’ in instigating in 2010 an accreditation programme of training for all Education and Clinical Supervisors. This was developed and delivered in conjunction with clinicians who have educational roles within Trusts.

Alongside this training programme the Quality Team in Severn set up a comprehensive and active data base which recorded the details of all Educational and Clinical Supervisors in Trusts. Severn Postgraduate Medical Education, Trust representatives and Educational or Clinical Supervisors themselves can update educational records whenever a trainer has attended any accreditation relevant training or educational event. In this way a comprehensive and detailed database has been developed which has meant that at any point in the past 3 years it has been possible to know who the Educational and Clinical Supervisors are in any Trust or Specialty School and how up to date they are with their required accreditation. After gaining accreditation trainers are expected to continue attending to their professional development and this is also monitored and logged in the same way.

When the GMC first published its plans for a national set of standards for Educational and Clinical Supervisors and a process for recognition and approval it was clear that although Severn had achieved much in systematically training nearly all of its postgraduate trainers to a high level, the criteria established by Severn did not neatly match those published by the GMC in ‘Tomorrow’s Doctors’ (GMC 2009 ) and ‘The Trainee Doctor’ (GMC 2011) and the framework of training requirements which was adopted directly from the work of the Academy of Medical Educators in ‘Professional Standards’ (AoME 2012).

More recent developments have focused on ensuring that continuing professional development activities and annual updates for Educational and Clinical Supervisors in Severn will enable them to fully meet the GMC standards and process requirements by July 2016. As so much training has already been successfully undertaken it was decided that building on the existing approach was desirable in order to maintain the commitment and involvement of the large group of clinicians already trained. The educational programme they had undertaken was very positively received, with consistently high evaluations and explicit appreciation of the various components. This is partly due to the active involvement of practising doctors in its design and delivery and also to the high standards set and maintained within all the courses which used expert faculty where appropriate. The materials have constantly been updated to reflect national and local changes and priorities with all faculty members across the Severn area consistently using a continuously updated set of common materials which explicitly reflect GMC guidelines.

Background 

In August 2012 the GMC published ‘Recognising and Approving Trainers: the Implementation Plan’ which contains the requirements for formally recognising and approving Educational and Clinical Supervisors. All Postgraduate Medical Education departments in the UK must meet the targets set by the GMC in this document, completing this work by July 2016.

The actions contained within that document build on the publications issued by the Postgraduate Medical and Education Board (PMETB) in July 2006, ‘Generic Standards for Training’, in July 2008, ‘Standards for Deaneries ‘and in September 2009, ‘PMETB Standards for Trainers’. These set out, for the first time, national standards and requirements for all trainers directly involved in supervising postgraduate medical trainees in their training placements.

In 2009 the Severn Deanery agreed a formal process for identifying, developing, accrediting and registering all Educational Supervisors in Trusts. This was based on the recommendations and guidance that had been published by the Postgraduate Medical Education Training Board and the GMC, and was proposed to all Directors of Medical Education, Heads of Schools and Associate Deans. It was formally agreed at the Heads of Schools and Directors of Medical Education meetings in 2009.

The Severn Strategy for Accrediting Trainers 

Educational Supervisors

Accreditation for Educational Supervisors in Acute and Mental Health Trusts, Public Health and independent health sector providers covered by Severn Postgraduate Medical Education is achieved through completing seven modules of training or their equivalent – see below for detailed information about these. Once this has been achieved the Educational Supervisor is then ascribed Severn Postgraduate Medical Education “accredited” status and is authorised to supervise postgraduate medical trainees. Their details are officially logged on to the Intrepid training database by their employing Trust and updated regularly as they undertake other continuing professional development activities linked to their trainer role. Once accredited all Educational Supervisors are expected to attend to their on-going development through two continuing professional development activities comprising: an annual e-learning update, or equivalent, and on-going educational skills training. The process therefore comprises:

  • To achieve accreditation: completion of seven core modules – refer to Appendix A for further details of these modules including aims and objectives
  • Once accredited:
  • undertaking an annual e-learning update or equivalent which keeps all accredited trainers up to date with national, regional and local initiatives along with any other professional knowledge they require – to run on an annual cycle from August to July.
  • attending a skills workshop that will further develop educational supervisory skills further , at the rate of ½ a day per year or 1 full day every 2 years. A set of 16 appropriate skills modules are available centrally from Severn Postgraduate Medical Education and others may be organised by Trusts and other Local Education Providers. Please refer to the Severn website for further details of these and refer to Implementation Issues in this document for guidance on acceptable alternatives.
  • continuing to undertake a certificated Equality and Diversity course (e-learning, distance or face to face) every two years.

Please note that GP Educational Supervisors follow a separate process of development and accreditation.

Clinical Supervisors

The GMC also requires named Clinical Supervisors – that is those Clinical Supervisors who are formally required by College curricula, for example in Foundation placements, to be accredited against 5 of the 7 criteria required for Educational Supervisors. Severn Postgraduate Medical Education has stipulated that all Clinical Supervisors should be accredited by 31 July 2014 through the following activities:

  • Attendance at modules 1 to 4 of the accreditation programme for Educational Supervisors (this will cover most of the GMC requirements).
  • Ongoing CPD in coaching skills, to be provided or organised by the employing Trust (Local Education Provider).

Public Health Attachment and Project Supervisors will follow the same accreditation process as for Clinical Supervisors as detailed above.

GMC Requirements and the Severn Approach 

The GMC published in August 2012 ‘Recognising and approving trainers: the implementation plan’ which sets out plans and processes for recognising and accrediting the four main groups of doctors in secondary care who are involved in the education and training of medical students and postgraduate medical trainees. This document seeks to assure patients and others that medical education and training produces doctors with appropriate standards of knowledge, skills and behaviours.

In order to be recognised or approved by the GMC Educational Supervisors have to meet the standards set out by the Academy of Medical Educators (AoME) in ‘A Framework for the Professional Development of Postgraduate Medical Supervisors’ (2010) which covers the following seven areas:

  • ensuring safe and effective patient care through training
  • establishing and maintaining an environment for learning
  • teaching and facilitating learning
  • enhancing learning through assessment
  • supporting and monitoring educational progress
  • guiding personal and professional development
  • continuing professional development as an educator

Clinical Supervisors are required to meet five of these – items 1,2,3,4, and 7 in the list above.

For each of these areas the AoME provides three levels of detail:

  • what being effective in that area requires
  • what being excellent in that area requires
  • suggestions for the content of training or development activities in that area

In March 2012, the Educational Development team at the Severn Deanery assessed the Severn accreditation process against these requirements and established that more than 80% of the content of the GMC requirements were covered within the training and developmental activities for Educational Supervisors undertaken at that time. The areas where changes or additional material were required are:

  • in module 4 on Educational Theory and Practice there needed to be a greater focus on the clinical environment and on specific clinical teaching techniques, planning teaching and how to make skilled interventions into clinical processes undertaken by trainees
  • there was no material on risk situations and on how to instruct and protect trainees appropriately in such circumstances
  • there was limited material on the legal aspects of workload issues and how to create learning communities

Additionally there were implications for both the Specialty Schools and for Trusts (Local Education Providers) which were as follows:

Implications for Specialty Schools (Heads of Foundation & Specialty Schools, Foundation/Training Programme Directors)

  • Ensuring personal skills and knowledge of trainers are up to date and developing
  • Involvement more widely of educational supervisors with specialty teaching
  • Keeping trainers up to date and involved with curriculum developments
  • Guidance on specialty portfolio use and management
  • Information about study days that are available to trainees

Implications for Trusts and other Local Education Providers (Directors of Medical Education)

  • The framework puts a strong emphasis on the supervisor managing the work and learning environment for the trainee.
  • To implement the framework a systemic process is required which integrates:
  • selection
  • training courses
  • performance reviews and focused appraisals
  • feedback from trainees and GMC in portfolios
  • feedback from colleagues
  • a system for tracking and recording learning activities
  • monitoring of supervisor clinical expertise
  • opportunities for involvement in wider aspects of educational development and assessment

 There is a need to review each supervisors own teaching and educational performance covering:

  •  personal skill levels, with feedback about them and improvement plans
  • self-evaluation of effectiveness as a medical trainer
  • involvement in broader educational activities such as recruitment, wider training management and mentoring of others

After the publication of the Implementation Plan, the Directors of Medical Education, Heads of Schools and Severn Executive Team decided to continue with the well-established Severn format and approach to accrediting Educational Supervisors with the following enhancements and developments:

  • to augment training materials as detailed above
  • to add new material on patient safety and risk management into an e-learning update for all accredited trainers and to incorporate this material into future educational and clinical supervisor training
  • mandatory attendance for all trainers at a CPD workshop on coaching or mentoring by July 2016

In May 2013, an external report was commissioned from Dr Stephen Greenwood to review all of Severn Postgraduate Medical Education’s plans and educational programmes for meeting the GMC requirements for recognising and approving trainers. This provided a mapping analysis of the Severn provision against the GMC requirements and other relevant standards with conclusions about what was well covered and what still needed attention. This report confirmed that the current approach meets most of the Academy of Medial Educators framework standards.

There were four specific recommendations to ensure compliance:

  • To ensure full meeting of Area 1 (ensuring safe and effective patient care through training) additional material is required.

    NOTE: material on patient safety has now been developed and integrated into both core training materials and the annual e-learning update for Educational Supervisors for 2013/4.
  • Some additional attention is needed to fully achieve Area 4 (enhancing learning through assessment), principally on the enhancement of learning.
  • With regard to Equality and Diversity, in addition to the available on-line module specifically commissioned and developed (and readily available) fuller integration is needed of materials about this topic in all of the modules.
  • The remainder of the areas are well covered, however it is essential that recording and monitoring of the uptake of CPD is undertaken in order to show the efficacy of the extensive provision of face to face and on line training support.

Additionally, the report suggests that a potential future development would be to map the Severn accreditation, annual updating and CPD process against the UK Professional Standards Framework for teaching and supporting learning with the possibility of gaining recognition and accreditation by the Higher Education Authority. This would entail some further development work to ensure full alignment – refer to Appendix D for further details.

Paragraphs 39 – 43 of Good Medical Practice 2013 provide additional details about what the GMC expects of doctors with regards to teaching, training, support and assessment:

Para 39 - you should be prepared to contribute to teaching and training doctors and students

Para 40 - you must make sure that all staff you manage have appropriate supervision

Para 41 - you must be honest and objective when writing references, and when appraising or assessing the performance of colleagues, including locums and students. References must include all information relevant to your colleagues’ competence, performance and conduct

Para 42 - you should be willing to take on a mentoring role for more junior doctors and other healthcare professionals

Para 43 - you must support colleagues who have problems with their performance or health. But you must put patient safety first at all times

All of these points are covered fully within the current training provision.

Integration with South West Peninsula Postgraduate Medical Education 

On 1 April 2013 the Severn Deanery was renamed as Severn Postgraduate Medical Education and became part of Health Education South West, a new organisation responsible for the planning, development, education and training of the healthcare and public health workforce in the region. It is one of thirteen Local Education and Training Boards (LETBs) established in April 2013 to improve the quality of education and training outcomes to meet the needs of patients, the public and service providers. It is part of Health Education England (HEE), the new national leadership organisation which will ensure that the workforce has the right skills, behaviours and training, and is available in the right numbers, to support the delivery of excellent healthcare and to drive improvements. As part of creating this new organisation the two postgraduate deaneries were linked together to form one postgraduate medical education function under the leadership of a single Postgraduate Dean and given the task of bringing together and integrating as far as possible all the work across the two former organisations.

In order to start the process of harmonising and integrating activities on trainer recognition and development a meeting between Severn and South West Peninsula Educational Faculty Development Teams was held on 18th December 2013. The meeting explored current processes, where it is appropriate to work together, and how to gain from both teams now being part of Health Education South West (HESW). Current work streams were explored with recognition of their historical development, variation in resources and the need to comply with standards set by the regulator (GMC).

The points below are a summary of the areas discussed and the actions agreed.

Supervisor Training - Mandatory Requirements

Both teams have been working to meet the GMC requirements for the training and accreditation of all supervisors (Educational and Clinical) to undertake their educational roles. The training processes developed by the two teams differ in delivery but adherence to the Academy of Medical Educators framework is consistent throughout both. Severn and Peninsula are similarly in an advanced position on delivering the GMC requirements as stated in the Implementation Plan with these separate but complementary programmes. Severn is in the process of developing an e-learning module for ARCP (a mandatory requirement for accreditation in both Severn) which will be shared with Peninsula as soon as it is available.

Data collection and analysis of supervisor status (trained and current) is undertaken by the Quality teams in Severn and Peninsula and entered onto the Intrepid database via self-service, Trust or Postgraduate Medical Education functions. Further exploration of these processes will be undertaken to determine how to achieve greater consistency and efficiency. The South West has been at the forefront of developing and implementing the HiCom Educational Supervisor facility on Intrepid and as a result both Severn and Peninsula constantly have up-to-date and accurate information about all of their trainers.

Supervisor Training – Continuous Professional Development

Both teams are implementing programmes for this area of work. Severn has an established portfolio of courses that Supervisors can engage with to demonstrate on-going role development and Peninsula are currently developing such a portfolio. It has been agreed that similar processes for acknowledging CPD across the South West can be implemented. Therefore access for all courses, whether delivered in Severn or Peninsula, will be available to all accredited supervisors in HESW. Severn has developed an annual e-learning update which all accredited supervisors are required to undertake. Its content reflects new developments and processes that have been implemented nationally or locally in the past 12 months and it has been agreed that both teams will work together on future content and make this a mandatory requirement for all supervisors in HESW by autumn 2014.

Implementation Issues 

CPD criteria for educational activities delivered outside the Severn PGME CPD course provision.

Recognition will be given to courses or educational events attended by Educational and Clinical Supervisors as part of their ongoing CPD provided they meet the following two criteria:

  • The focus of the course is on effectiveness as an educator.
  • A substantial percentage of the course is focused on skills development – this can include cognitive skills.

Involvement of postgraduate medical trainees in teaching and supervisory activities

  • In view of their frequent role in both undertaking assessments and teaching of junior trainees and their potential appointments as Consultants or GPs final year trainees are entitled to attend the full Educational Supervisor accreditation programme.
  • For all other trainees at core and specialty levels up to the final year, attendance at the Clinical Supervisor modules (core 1 to 4 and coaching training) is optional and to be encouraged where trainees undertake regular teaching and/or assessments of other trainees.

Alternatives to e-learning (Educational Supervisors updates and ARCP module)

  • In some Trusts and specialties access to up to date computers is limited or the application of the content within the e-learning programme is not obviously transferable to that specialty (for example Public Health and aspects of Psychiatry). In other instances trainers are required to undertake large quantities of computer based e-learning and have stated a preference for face to face and participative updates. In these cases the Educational Development Team will work with senior educators in the Specialty Schools and Trust Directors of Medical Education and Medical Education Managers to devise a suitable alternative that may be delivered electronically or through face to face workshops.
  • The Implementation Plan (GMC 2012) indicates that in future data will be required above the current levels captured in the existing version of the Intrepid system. Severn Postgraduate Medical Education is working with HiCom to develop the capacity of the system and an upgraded version should be available by summer 2014 for use by all postgraduate medical education functions throughout the UK.

Equivalences to the Severn core seven modules (exemptions)

  • Some trainers may have attended educational courses or activities elsewhere that appear to be similar to the modules offered by Severn Postgraduate Medical Education such as a lengthy educationally focused training programme at a Medical Royal College or University, or shorter workshops and training days within a local Trust.
  • In the first instance equivalences and exemptions should be discussed with and agreed by the DME. If further guidance or advice is needed this will be provided by the Head of Medical Education and Faculty Development or the Associate Postgraduate Dean (Revalidation, Secondary Care, and Medical Workforce Planning Lead).
  • In these cases the aims, objectives and content should be assessed for alignment against the aims, objectives and content of the Severn materials. Aims, objectives and programme details are available in Appendix A and on the Severn Postgraduate Medical Education Core Accreditation Requirements page.  Full content of the courses and workshops is available on the iRIS expert training system.
  • Educational and Clinical Supervisors who have been accredited and recognised to GMC requirements in other Postgraduate Medical Education departments throughout the UK and start working in Severn Post will be recognised as fully accredited Educational Supervisors. They will still be expected to undertake the annual e-learning update and ongoing CPD skills training (refer to Section 3 above for further details).

Interim Concessions

  • The GMC has stated that all trainers must be fully accredited by July 2016 with no interim concessions used. An interim concession is where temporary permission is given to practice as an Educational Supervisor without having gained full accreditation. This has been allowed at the discretion of the DME within a Trust on the understanding that all supervisors with interim concessions will be fully accredited as soon as possible - the levels of usage of interim concessions is actively monitored by the Severn quality team.
  • It is recognised that newly appointed Educational Supervisors may not have undergone all of the required modules for full accreditation and these should be achieved as soon as possible after appointment. Ideally all those appointed to the Educational or Clinical Supervisor roles should have been fully trained beforehand.

 

Appendix A - Aims and objectives of the Severn accreditation modules

Module 1 – Roles and Responsibilities of Supervisors

The training must develop an understanding about the main processes that Educational and Clinical Supervisors must undertake and clarify GMC, individual Trust, Specialty and Deanery requirements of these roles

In particular the training must ensure that participants are able to:

  • Describe the roles and responsibilities required of Educational and Clinical Supervisors
  • Identify the key stakeholders in this area of work
  • Define what supervision of medical trainees requires and the specific activities that Educational and Clinical supervisors should be undertaking regularly
  • Identify where and how patient safety and risk management should be addressed in post-graduate medical training
  • Describe how to advise trainees on career management and list key sources of information and guidance about this
  • Outline the Deanery accreditation process for postgraduate medical trainers

Module 2 - Guidance on assessments and supervised learning events

The training must develop an understanding about good practice in using the key assessments and supervised learning events processes and tools that Educational and Clinical Supervisors must be familiar with

In particular the training must ensure that participants are able to:

  • Describe how to undertake assessments and supervised learning events with postgraduate medical trainees using a range of tools
  • Describe the features and best usage of the most commonly required trainee assessment processes and tools
  • Research the Royal College/specialty curricula and assessment requirements that apply to their own specialty area(s) or school
  • Explore how e-portfolios function for their own specialty or school
  • Complete an Educational Supervisors end of placement report

Module 3 – Appraisal processes

The training must develop an understanding about good practice in the educational and annual appraisal processes required for postgraduate trainee doctors

In particular the training must ensure that participants are able to:

  • Understand the range of definitions of appraisal and how these relate to assessment, revalidation and ARCP processes
  • Apply a framework, method and skills for appraising trainees effectively
  • Outline the NHS and Educational Appraisal documentation required for Doctors in Training
  • Outline the stages required in assisting a trainee to develop a successful personal educational or development plan
  • Describe a range of approaches to providing positive and critical feedback in a supportive and developmental way

Module 4 – Educational Theory and Practice

The training must develop an understanding of basic learning and educational theory and core teaching techniques used in clinical training such as instructional methods and seeking feedback to confirm learning transfer

In particular the training must ensure that participants are able to:

  • Describe how postgraduate medical trainees best learn and acquire knowledge and skills
  • Outline the conditions under which training and education most successfully occurs
  • Present information in a structured and clear way and check understanding
  • Provide guided skills development needed to learn or improve procedures
  • List the factors that facilitate effective adult learning
  • Describe a number of ways to evaluate the immediate impact of any training

Module 5 – ARCP Processes

The training must develop an understanding about how educational supervisors contribute to the trainees’ annual review process and explain the range of activities required to conduct effective annual reviews of post graduate specialty trainees

In particular the training must ensure that participants are able to:

  • Describe the roles and activities required of an ARCP review panel
  • Outline the key elements that constitute an effective educational supervisor’s report for an ARCP panel
  • Describe the process to be followed, the documents to be used and the decisions to be made in the annual assessment
  • Support trainees through the assessment process
  • Decide the extent to which a trainee has achieved the required competencies
  • Advise on the construction of the development plan for the next stage of a specialty trainee’s education and training
  • Conduct panel activities in a fair and equal manner, being pro-active about diversity issues where appropriate

Module 6 – Equality and Diversity

The training must develop an understanding of how deliberate and inadvertent unfair discrimination can occur against trainees, colleagues and applicants and provide guidance on what to do about this and how to maintain human rights

In particular the training must ensure that participants are able to:

  • Explain the key concepts underpinning human rights, equality and diversity initiatives, particularly indirect discrimination and cultural diversity
  • Summarise the legislative requirements that affect job interviews and trainee assessments
  • Describe how to prepare for and conduct interactions (formal and informal) that are fair and equitable
  • Devise useful and appropriate questions for selection interviews and assessments
  • Outline how interview and assessment panels should work together to bring fairness and equality to their work

Module 7 – How to Support Trainees

The training must develop confidence and skills in constructively supporting trainees and addressing concerns

In particular the training must ensure that participants are able to:

  • Recognise a trainee who needs specific support
  • Understand & describe the factors that cause problems
  • Summarise what is expected of an Educational Supervisor in supporting trainees and tackling concerns
  • Discuss & clarify any concerns with trainees & give effective feedback about this
  • Describe how to document feedback discussions fairly
  • Devise a clear action plan with focused objectives
  • Gauge their levels of confidence and skill in supporting trainees

Appendix B - Mapping of Academy of Medical Educators Framework to Severn PGME Educational Supervisor Accreditation process

Academy of Medical Educators Framework - overview

 

 

 

 

 

 

 

 

 

 

 

 

 

Ensuring safe and effective patient care through training (ES &CS) protecting patients and balancing patient and educational needs

 

Specific criteria in AoME Framework

Inclusion in Severn accredited training
Effectiveness requires:  
Acts to ensure the health, wellbeing and safety of patients at all times → Covered in module 1 : Roles and Responsibilities
Ensures that trainees have undertaken appropriate induction → Covered in module 1
Allows trainees, when suitably competent, to take responsibility for care,
appropriate to the needs of the patient

→ Initially inferred, now directly stated, in module 1 Roles and Responsibilities
Note: Clinical Supervisor activity

Excellence requires:  
Uses educational interventions to enhance patient care → Covered in Module 1 Note: Clinical Supervisor activity
Involves trainees in service improvement → Covered in Module 1 Note: Clinical Supervisor activity
Involves patients as educators → Covered in Module 1 Note: Clinical Supervisor activity
Content suggestions  
Balancing the needs of service delivery with education → Covered in module 1 Note: Clinical Supervisor activity
Allowing trainees, when suitably competent, to take responsibility for care,
appropriate to the needs of the patient
→ Covered in module 1 – Note: Clinical Supervisor activity
Developing appropriate induction programmes → Covered in module 1

 

Establishing and maintaining an environment for learning
           
Making clinical environment safe and effective for learning

Specific criteria in AoME Framework

Effectiveness requires:

  • 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 and colleagues
  • Provides protected time for teaching and learning
  • Involves the team in the delivery of teaching and learning
  • Is aware of the team’s experience and skills relating to teaching and supervision
  • Ensures that workload requirements on trainees are both legal and wherever possible, they do not compromise learning

 

Excellence requires:

  • 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

Content suggestions

  • Creating an environment for learning
  • Identifying and planning learning resources
  • Managing Diversity
  • Providing equality of opportunity

Inclusion in Severn accredited training

 

→    In  modules 1 Roles and Resp’s, 4 Educ’al Theory and 6 Equality and Diversity
→    In module 1 Roles and Resp’s 
Note: Clinical Supervisor activity
→    In module 1 Roles and Responsibilities
→    In module 1 Roles and Responsibilities
→    In module 1 Roles and Responsibilities

→    In module 1 Roles and Responsibilities
→    In module 1 Roles and Responsibilities
→    In module 1 Roles and Resp’s
Note: also a Clinical Supervisor activity
→    In module 1 Roles and Responsibilities

 

 



→    In module 3 Appraisal Processes and Skills
→    In module 4 Educational Theory and Practice

→    In module 4 Educational Theory and Practice 


→    In module 4 Educational Theory and Practice
→    In module 1 Roles and Responsibilities
→    In module 6 Equality and Diversity and module 5 ARCP Processes
→    In module 6 Equality and Diversity and module 5 ARCP Processes

 

 

Teaching and facilitating learning

How to facilitate the trainees’ learning

Specific criteria in AoME Framework

Effectiveness requires:

  • Has up to date subject knowledge and/or skills
  • Provides direct guidance on clinical work where appropriate
  • Has effective supervisory conversational skills
  • Plans teaching and learning 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
  • Encourages access to formal learning opportunities e.g. study days

Excellence requires:

  • 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 wide range of learning opportunities is available e.g. simulation facilities, curses

Content suggestions

  • Assessing learning needs
  • Uses a variety of methods to teach the curriculum
  • Skills teaching
  • Developmental conversations skills e.g. coaching

 

Inclusion in Severn accredited training

 

→    In module 1 Roles and Responsibilities
→    In module 1 Roles and Responsibilities
→    In module 1 Roles & Responsibilities & module 3 Appraisal Processes & Skills
→    In module 1 Roles and Responsibilities
→    In module 4 Educational Theory and Practice
→    In module 1 Roles and Responsibilities
→    In module 1 Roles & Responsibilities & module 3 Appraisal Processes & Skills
→    Inferred in module 3 Appraisal Processes and Skills Note: Clin Sup activity
→    In Module 4 Educational Theory and Practice   Note: Clin Sup activity
→    In module 1 Roles and Responsibilities

 

→    Process requirement – to be reviewed in appraisal in Trust or by DME
→    In module 4 Educational Theory and Practice
→    Referred to in module 1 Roles and Responsibilities Note: this is a Schools responsibility and part of the Specialty Tutor role
→    Inferred in module 1 Roles and Responsibilities and included in Module 4 Educational Theory and Practice


→    In module 1 Roles & Responsibilities & module 3 Appraisal processes & skills
→    In module 4 Educational Theory and Practice
→    In module 4 Educational Theory and Practice
→    In module 3 Appraisal Processes and Skills and workshop on coaching in on-going CPD courses
 

 

Enhancing learning through assessment

Assessment and feedback

Specific criteria in AoME Framework

Effectiveness requires:

  • 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

 

Excellence requires:

  • Ensuring that work place based assessments are used effectively by juniors, consultant colleagues and the wider team
  • Understands and can apply theoretical frameworks relevant to assessment to their own and others’ practice
  • Is involved in professional assessment activities beyond the supervisory relationship e.g. as an ARCP panel member or College examiner

Content suggestions

  • Principles of work place based assessments
  • Use of commonly used assessment tools e.g. mini-CEX, MSF
  • Giving effective feedback

 

Inclusion in Severn accredited training

  

→    In module 2 Guidance on required trainee assessments and module 3 Appraisal Processes and Skills
→    In module 2 Guidance on required trainee assessments
→    In module 2 Guidance on required trainee assessments
→    In module 2 Guidance on required trainee assessments and module 3 Appraisal Processes and Skills
→    In module 2 Guidance on required trainee assessments, module 3 Appraisal Processes and Skills and module 5 ARCP Processes
→    In module 1 Roles and Responsibilities



→    In module 2 Guidance on required trainee assessments

→    In module 2 Guidance on required trainee assessments

→    In module 5 ARCP Processes



→    In module 2 Guidance on required trainee assessments
→    In module 2 Guidance on required trainee assessments
→    In module 3 Appraisal processes

 

  

Supporting and Monitoring Educational Progress 

Supporting progression towards qualification and career destination

Specific criteria in AoME Framework

Effectiveness requires:

  • Agrees an educational contract at the outset of the training period
  • Understands the specialty 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 through 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 supervisor’s 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

Excellence requires

  • 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 or ARCP panels, College committees)
  • Involves themselves in recruitment to the training programme
  • Involves themselves in the wider management of the training programme, e.g. training committee

Inclusion in Severn accredited training


→    In module 1 Roles and Responsibilities
→    In module 1 Roles and Responsibilities and module 2 Guidance on required trainee assessments
→    In module 1 Roles and Responsibilities and module 3 Appraisal processes
→    In module 1 Roles and Responsibilities and module 3 Appraisal processes
→    In module 1 Roles and Responsibilities and module 3 Appraisal processes
→    In module 1 Roles and Responsibilities, module 3 Appraisal processes and module 7 How to Support Trainees
→    In module 1 Roles and Responsibilities and module 2 Guidance on required trainee assessments
→    In module 1 Roles and Responsibilities and module 5 ARCP Processes  (also included in 1st annual e-learning update)
→    In module 1 Roles and Responsibilities
→    In module 7 How to Support Trainees
→    In module 7 How to Support Trainees
→    In module 1 Roles and Responsibilities



→    In Module 1 Roles and Responsibilities and module 2 Guidance on required trainee assessments
→    In module 1 Roles and Responsibilities and module 3 Appraisal Processes
→    Involvement of Educational Supervisors sought and to be reviewed in appraisal in Trust or by DME
→    Involvement of Educational Supervisors sought and to be reviewed in appraisal in Trust or by DME
→    Involvement of Educational Supervisors sought and to be reviewed in appraisal in Trust or by DME or Head of School

Content suggestions

  • 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

 


→    In module 3 Appraisal Processes & module 4 Education Theory & Practice
→    In module 1 Roles and Responsibilities 
→    In module 5 ARCP Processes
→    In module 7 How to Support Trainees
→    In module 1 Roles and Responsibilities Note: module on interview skills available in CPD courses for Educational Supervisors
 

 

Guiding Personal and Professional development

Supporting trainees with personal and professional development 

Specific criteria in AoME Framework

Effectiveness requires:

  • 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 multi-source feedback
  • Signposts the trainee to sources of career support

Excellence requires:

  • 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

Content suggestions:

  • Personal development planning
  • Career support, guidance and advice

 

Inclusion in Severn accredited training

 

→    In module 1 Roles and Responsibilities
→    In module 3 Appraisal Processes
→    In module 1 Roles and Responsibilities
→    In module 7 How to Support Trainees
→    In modules 1 Roles & Responsibilities & module  3 Appraisal Processes
→    In module 2 Guidance on required trainee assessments
→    In module 1 Roles and Responsibilities





→    In module 1 Roles and Responsibilities & CPD career guidance skills workshop
→    Process needed – to be reviewed in appraisal in Trust or by DME
→    In module 1 Roles and Responsibilities and in module 4 Educational theory and practice
→    CPD workshops offer a wide range of skills development opportunities – these are mandatory for accredited supervisors
→    Additional CPD mentoring skills workshop available.  Severn exploring possibility of mentors list

 

 

→    In module 3 on Appraisal processes
→    In module 1 Roles and Responsibilities and CPD career guidance skills workshop available after initial training

 

Continuing professional development as an educator

Professional development as an educator 

Specific criteria in AoME Framework

Effectiveness requires:

  • 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

Excellence requires:

  • Actively seeks views of colleagues through e.g. 360 appraisal, peer observation
  • Engages in programmes of educational development e.g. Training the trainers, PGMCE, Masters
  • Assists in the development of others as educators including trainees

Content suggestions:

  • Specific training requirements of specialty or stage of training
  • Regulatory requirements
  • Educational evaluation

 

Inclusion in Severn accredited training

 

→    In module 1 Roles and Responsibilities and should be reviewed in appraisal in Trust or by DME
→    To be reviewed in appraisal in Trust or by DME
→    In module 1 Roles and Responsibilities and should be reviewed in appraisal in Trust or by DME


→    To be actioned and reviewed in appraisal in Trust or by DME
→    CPD range of workshops available including variety of teaching skills
→    Route established for engaging accredited supervisors in skills development for trainees

 


→    Provided by Foundation and Specialty Schools
→    In module 1 Roles and Responsibilities
→    In module 4 Educational Theory and Practice

 

 


Appendix C - References

The Essential User Guide to Recognition of Trainers in Secondary Care
Published on behalf of the Academy of Medical Educators June 2013

Recognising and approving trainers: the implementation plan
Published by the GMC August 2012

Recognising and approving trainers: a consultation
Published by the GMC January 2012 

Leadership and Management for all doctors
Published by the GMC January 2012

Professional Standards
Published by the Academy of Medical Educators 2012

The Trainee Doctor
Published by the GMC 2011

A Framework for the Professional development of Postgraduate Medical Supervisors
Published by the Academy of Medical Educators November 2010

GMC Education Strategy 2011 – 2013
Published by the GMC in 2010

Generic Standards for specialty training including GP training
Published by the GMC in 2010

Standards for curricula and assessment systems
Published by the GMC in 2010 


Appendix D - Table of responsibilities and practice (EOs and LEPs)

Local Education Providers (LEP)

(Trusts and other service providers who provide development for medical trainees)

Educational Organiser (EO)

(Severn Postgraduate Medical Education)

Responsibilities required by GMC include

  • identifying trainers currently in the (four) roles and choosing recognised trainers to perform the roles
  • ensuring that sufficient trainers are in post and available to train
  • supporting trainers through:
  1. job plans
  2. appraisal and revalidation
  3. supporting training and professional development of trainers
  4. dealing effectively with concerns and difficulties
  • taking action where training is poor and remediation is not sufficient
  • mapping their arrangements against the AoME’s framework and ensuring GMC standards are met
  • Liaising with EOs in accordance with agreed arrangements
  • being accountable for the use of the resources received to support medical education and training
  • to seek feedback from trainees and the GMC

Responsibilities required by GMC include

  • taking the lead role in recognising trainers, including establishing criteria and process consistent with the GMC’s standards and requirements
  • reaching agreements with LEPs on respective roles and responsibilities
  • quality managing training arrangements at LEPs and their job planning for training (cf GMC standards and AoME areas)
  • reviewing available information before deciding to recognise individual trainers
  • passing on information to the GMC about the GP trainers identified, and once statutory, about other trainers requiring GMC approval
  • reporting regularly to the GMC on the adequacy of the job planning at each LEP in their area
  • cooperating with GMC quality assurance
  • Specialty Schools to ensure specialty training skills and knowledge are kept up to date and to advise on specialty portfolio use and management
  • Specialty Schools to seek wider involvement of trainers in teaching and curriculum developments

Severn area applied practice includes

  • arranging and delivering modules 1 to 4 of the Educational and Clinical Supervisor accreditation training
  • keeping up to date records on Intrepid of Educational and Clinical Supervisors which include accreditation details and ongoing CPD attended  including e-learning
  • organising coaching skills training for Clinical Supervisors

Severn area applied practice includes

  • supporting LEPs in organising and delivering the core Educational and Clinical Supervisor modules for accreditation including up to date training materials
  • providing the additional educational modules required for accreditation including establishing and managing suitable faculties
  • providing an annual e-learning update or equivalent for all accredited Educational Supervisors
  • providing an appropriate set of ongoing CPD modules for accredited Educational Supervisors
  • exploring UKPSF accreditation
  • producing regular reports on numbers accredited, e-learning and CPD attainments

 


Appendix E - Mapping of Severn processes against the UK Professional Standards Framework (HEA)

UK Professional Standards Framework (UKPSF)

The UK Professional Standards Framework (UKPSF) for teaching and supporting learning is for institutions to apply to their professional development programmes and activities thereby demonstrating that professional standards are being met.  We support and guide both institutions and individuals as they engage with the UKPSF.”

As stated on the above site, the framework consists of 3 Dimensions of Practice and 3 Descriptors.  The Dimensions of Practice are a set of statements outlining the:

  • Areas of Activity undertaken by teachers and supporters of learning within HE
  • Core Knowledge that is needed to carry out those activities at the appropriate level
  • Professional Values that someone performing these activities should embrace and exemplify

The Descriptors are a set of statements outlining the key characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education.

  • Descriptor 1: An Associate Fellow of the Academy
  • Descriptor 2: A Fellow of the Academy
D1 and D2 relate mainly to day-to-day teaching, supporting, evaluating and designing in learning and assessment
  • Descriptor 3: A Senior Fellow of the Academy
  • Descriptor 4: A Principal Fellow of the Academy

D3 and D4 relate to greater leadership, experience and wider impact

The Higher Education Academy provides a recognition and accreditation service which enables staff providing teaching and/or learning support to be recognised, depending on their role and experience. 

NHS Severn Deanery provision appears to align partially with D1, though additional work and documentation would be required in order to demonstrate this alignment in ways that would enable a judgement to be made as to whether the provision might assist individuals to be recognised by the HEA.  D1 and D2 are provided below for information. 

Descriptor 1: An Associate Fellow of the Academy (AFHEA)

Descriptor 2: A Fellow of the Academy (FHEA)

Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning.  Individuals should be able to provide evidence of:

Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.  Individuals should be able to provide evidence of:

  • Successful engagement with at least two of the five Areas of Activity
  • Successful engagement in appropriate teaching and practices related to these Areas of Activity
  • Appropriate Core Knowledge and understanding of at least K1 and K2
  • A commitment to appropriate Professional Values in facilitating others' learning
  • Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities
  • Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities
  • Successful engagement across all five Areas of Activity
  • Appropriate knowledge and understanding across all aspects of Core Knowledge
  • A commitment to all the Professional Values
  • Successful engagement in appropriate teaching practices related to the Areas of Activity
  • Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice
  • Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices