All Educational Supervisors must have received training in the following  (see below for details of what the training should have included)

  1. Roles and Responsibilities of Educational Supervisors and an overview of the other key roles required in the training of doctors
  2. Guidance on required trainee assessments
  3. Appraisal processes and skills
  4. Educational theory and practice
  5. Annual Review of Competence Progression (ARCP) processes
  6. Equality and Diversity (certificated)
  7. How To Support Trainees

1  Roles and Responsibilities 

The training must develop an understanding about the main processes an Educational and Clinical Supervisor must undertake and clarify 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/Clinical supervisors should be undertaking regularly
  • Identify where clinical governance impacts on post-graduate medical training
  • Describe how to advise trainees on career management and list key sources of information and guidance about this
  • Outline the learning in equality and diversity they must have undertaken

2  Guidance on Assessments 

The training must develop an understanding about good practice in using the key assessments processes and tools that an Educational Supervisor must be familiar with.

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

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

3  Appraisal processes 

The training must develop an understanding about good practice in educational and NHS workplace appraisal processes for 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 and ARCP processes
  • Apply a framework, method and skills for appraising trainees and giving feedback
  • Outline the NHS Appraisal documentation for Doctors in Training
  • Be able to help a trainee to write a Personal Development Plan (PDP)
  • Describe ways to handle difficult feedback and problem trainees in appraisal sessions

4  Educational theory and practice 

The training must develop an understanding of basic learning and educational theory and core teaching techniques including instructional methods, feedback and questioning to confirm learning transfer.

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

  • Describe how 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
  • List the factors that tend to block effective adult learning
  • Describe the principles and effective processes that assist helpful feedback
  • Outline the stages required in assisting a trainee to develop a successful personal educational or development plan

5  Annual Review of Competence Progression (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

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

7  How To Support Trainees 

The training must develop an understanding about recommended practice in managing trainees who are in difficulty or about who there are specific concerns that require tackling.

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

  • Recognise a trainee in difficulty
  • Understand and describe the causes and contributory factors
  • Summarise what is expected of Educational Supervisors when they come across a trainee in difficulty or about who there are specific concerns
  • Confidently and skilfully discuss and clarify any concerns with a trainee, and give effective feedback about these
  • Describe how to document the feedback discussion fairly in a simple report including making specific recommendations and creating or adapting an educational plan

All Educational Supervisors must attend to their ongoing professional development as trainers by at least:

  • Updating their knowledge base on Educational Supervision through an e-learning module annually- available from January 2010
  • Refreshing their trainer skills through attending a skills programme in the following areas – minimum of one day every two years (could be half day annually):
    • Interviewing skills
    • Careers guidance
    • Mentoring
    • Coaching
    • Teaching skills
    • Leadership skills
    • Managing cultural diversity

Exemptions

Educational Supervisors can claim exemption from the listed minimum requirements if they have attended prior training which covers the aims and objectives of the seven required areas – this may have been through attending a lengthy training programme such as a post graduate Diploma in Education or through attending shorter workshops or training days that cover specific aspects. Exemption can therefore be claimed from all or parts of the minimum requirements.

It is also recognised that experienced Educational Supervisors who have been carrying out this role for considerable time will have developed the understanding, knowledge and skills required without necessarily attending a formal training course. The Deanery is developing a process for recognising and accrediting this too.

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