3Accreditation by Wales Deanery Recognition by GMCApproval by GMC
4WHO? Undergraduate education Those responsible for overseeing students’ progress at each medical schoolLead coordinators at each local education provider (LEP)Postgraduate trainingNamed educational supervisorsNamed clinical supervisors
5Named Educational Supervisor A trainer who is selected and appropriately trainedResponsible for the overall supervision and management of a trainee’s trajectory of learning and educational progress during a placement or series of placementsHelps the trainee to plan their training and achieve agreed learning outcomesResponsible 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 supervisor5
6Named Clinical Supervisor A trainer who is responsible for overseeing a specified trainee’s clinical work throughout a placement in a clinical or medical environmentIs appropriately trained to do sowill provide constructive feedback during that placementwill 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.
7WHO’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 placementNot a “named” clinical or educational supervisorDoes not require GMC recognition
8WHO’S LEFT? ES with no trainees OK to meet criteria whilst waiting No associated tariffTutors / TPDs who aren’t ESsMeeting ES criteria may help job planning
9How 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 AgreementThe Agreement defines the roles, responsibilities and rights of the three parties:An Educational SupervisorA Local Education ProviderThe Wales Deanery
12What 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 SupervisorsEnsuring 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 trainingProtected time to undertake the Educational Supervisor role= SPA per week per trainee
13What 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 yearFour of the eight hours to be recognised by CPD certificates and provided as evidence at annual appraisalCover at least two different domains of the GMC’s Framework per yearCover all seven GMC Framework domains over a five year cycle
14What are the requirements detailed in the Agreement? and… ES must demonstrate/provide evidence of appropriate attitudes and behavioursEnd of placement evaluation/feedback formsGMC survey resultsTeaching evaluation formsTrainee audits and critical incidentsMultisource feedback formsLetters of thanksPrior educational experience will be recorded but, as the Agreement is a prospective commitment, grandfather clauses will not apply.
15WHAT ABOUT THE NAMED CLINICAL SUPERVISORS? Accreditation will commence after ES processMajority will already be educational supervisorsNo need to sign agreementNo tariff agreed – as yet
16How 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 requirementsDevelop remediation and other processes to handle instances in which requirements are not met
17How 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 databaseThe production of reports of average SPA time allocated to groups of trainers from the MARS appraisal systemTriangulation with training quality data
18TIMELINE31st July 2013 Deanery systems and databases are ready 31st July 2014 All trainers to be registered on the database and have either provisional or full recognition 31st July 2016 New arrangements to be fully implemented
19IDENTIFICATION OF ES / CSs Process commences November 2013Local 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 fitLFLs will liaise with Training Programme Directors, Tutors, Postgraduate Centre Managers, Specialty Training ManagersRegular update reports to Deanery on which specialties are signed up
20Local Faculty Leads for Trainers BCUHB Lee WisbyHywel Dda Phil AveryABM David VardillCwm Taf Prof HaryCardiff & Vale Anton SaaymanAneurin Bevan Peter Neville
21MORE INFORMATION Newsletters Contact the Local Faculty Lead for Trainer Support at your Health BoardContact the Deanery’s Quality and Postgraduate Education Support Unit atFurther information will be publishedon the Deanery’s web site(www.walesdeanery.org)
22Educational Supervisor :competency Domains Ensuring safe and effective patient care through trainingEstablishing and maintaining an environment for learningTeaching and facilitating learningEnhancing learnSupporting and monitoring educational progressGuiding personal and professional developmentContinuing professional development as an educatorTwo domains per year, all seven over five years8 hrs CPD per year, 4 with certificate
23Named Clinical Supervisor Competency Domains Ensuring safe and effective patient care through trainingEstablishing and maintaining an environment for learningTeaching and facilitating learningEnhancing learnSupporting and monitoring educational progressGuiding personal and professional developmentContinuing professional development as an educatorTwo domains per year, all five over five years8 hrs CPD per year, 4 with certificate
24Domain 1: Ensuring safe and effective patient care through training How to protect patients and enhance their care through supervision of doctors in trainingHow to balance the needs of patients and service with the educational needs of trainees.
25Domain 1: Ensuring safe and effective patient care through training The effective supervisorThe excellent supervisorActs to ensure the health, wellbeing and safety ofpatients at all times• Ensures that trainees have undertaken appropriateinduction• Allows trainees, when suitably competent, to take responsibility for care, appropriate to the needs of the patientAlso• Uses educational interventions to enhance patient care• Involves trainees in serviceimprovement• Involves patients as educators
26Domain 1: Ensuring safe and effective patient care through training Examples of relevant supporting evidenceCourses attended or programmes undertaken including face to face and online learningGMC trainee survey resultsFeedback from patients about care receivedDetails of measures put in place to ensure supervision appropriate to trainee’s competence and confidenceTrainee audits, examples of topics critically appraised by traineesExamples of near miss/ critical incident analysis
27Domain 1: Ensuring safe and effective patient care through training Content suggestions for course designersBalancing the needs of service delivery with educationAllowing trainees, when suitably competent, to take responsibility for care, appropriate to the needs of the patientDeveloping appropriate induction programmes
28Domain 2: Establishing and maintaining an environment for learning How to make the clinical environment safe and conducive to effective learning for trainees and others.
29Domain 2: Establishing and maintaining an environment for learning The effective supervisorEncourages 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
30Domain 2: Establishing and maintaining an environment for learning The excellent supervisorProactively 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
31Domain 2: Establishing and maintaining an environment for learning Examples of relevant supporting evidenceCourses attended or programmes undertaken, including face to face and online learningGMC trainee survey resultsOther feedback from traineesDetails of learning programmes, study schedules, timetables for trainees and clinical teachersFeedback from colleagues
32Domain 2: Establishing and maintaining an environment for learning Content suggestions for course designersCreating an environment for learningIdentifying and planning learning opportunitiesManaging diversityProviding equality of opportunity
33Domain 3: Teaching and facilitating learning How to work with trainees to facilitate their learning.
34Domain 3: Teaching and facilitating learning The effective supervisorHas 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• Encourages access to formal learning opportunities e.g. study days
35Domain 3: Teaching and facilitating learning The excellent supervisorAlso• 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, courses
36Domain 3: Teaching and facilitating learning Examples of relevant supporting evidenceCourses attended or programmes undertaken, including face to face and online learningGMC trainee survey resultsOther feedback from traineesDetails of learning programmes, study schedules and timetables for traineesFeedback from colleaguesEvidence of recent initiatives to enhance the provision of learning opportunities
37Domain 3: Teaching and facilitating learning Content suggestions for course designersAssessing learning needsUsing a variety of methods to deliver the curriculumSkills teachingDevelopmental conversational skills e.g. coaching
38Domain 4: Enhancing learning through assessment The approach to assessment and feedback.
39Domain 4: Enhancing learning through assessment The effective supervisorRegularly 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
40Domain 4: Enhancing learning through assessment The excellent supervisorAlso• Ensures that workplace-based assessments are used effectively byjuniors, 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
41Domain 4: Enhancing learning through assessment Examples of relevant supporting evidenceCourses attended or programmes undertaken, including face to face and online learningGMC trainee survey resultsOther feedback from traineesDetails of programmes, study schedules and timetables for trainees indicating assessment modes, patterns and relevance to learningEvidence of attendance at ARCPsFeedback from peers, e.g. relating to external examining or professional assessment
42Domain 4: Enhancing learning through assessment Content suggestions for course designersPrinciples of workplace-based assessmentUse of commonly used assessment tools e.g. mini-CEX, MSFGiving effective feedback
43Domain 5: Supporting and monitoring educational progress Support provided to trainees in their progression towards CCT and their intended career destination.
44Domain 5: Supporting and monitoring educational progress The effective supervisorAgrees 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
45Domain 5: Supporting and monitoring educational progress The excellent supervisorAlso• Proactively seeks out opportunities for providing formal support andcareer development activities for trainees• Establishes and/or evaluates schemes for monitoring trainee progressacross the department/organisation• Involves themselves in external activities relevant to doctors indifficulty or career progression (e.g. GMC / ARCP / College)• Involves themselves in recruitment to the training programme• Involves themselves in the wider management of the trainingprogramme, e.g. training committee
46Domain 5: Supporting and monitoring educational progress Examples of relevant supporting evidenceCourses attended or programmes undertaken, including face to face and online learningGMC survey resultsOther feedback from traineesExamples 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 activitiesRecords of other relevant activities undertaken, e.g. involvement in recruitment, training committees etc
47Domain 5: Supporting and monitoring educational progress Content suggestions for course designersSetting and reviewing learning objectivesPurpose and processes of portfoliosAnnual review of competence progressionIdentification, diagnosis and management of the trainee in difficultyInterview skills
48Domain 6: Guiding personal and professional development Support provided to trainees in relation to their personal and professional development.
49Domain 6: Guiding personal and professional development The effective supervisorProvides 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
50Domain 6: Guiding personal and professional development The excellent supervisorAlso• 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 topersonal and professional development
51Domain 6: Guiding personal and professional development Examples of relevant supporting evidenceCourses attended or programmes undertaken, including face to face and online learningGMC trainee survey resultsOther feedback from traineesExamples of meetings, records, case studies (suitably anonymised)Examples of support, challenge and careers guidance provided to trainees (anonymised)Feedback from peers
52Domain 6: Guiding personal and professional development Content suggestions for course designersPersonal development planningCareer support, guidance and advice
53Domain 7: Continuing professional development as an educator The trainer’s own professional development as a medical educator.
54Domain 7: Continuing professional development as an educator The effective supervisorEvaluates 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
55Domain 7: Continuing professional development as an educator The excellent supervisorAlso• 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
56Domain 7: Continuing professional development as an educator Examples of relevant supporting evidenceCourses or programmes recently undertaken, including face to face and online learningAppraisal documentation and other CPD recordsResults of 360 appraisalCertificates or qualifications obtainedCritical comments on relevant books or articles read recentlyResults of peer review or professional observation of teaching
57Domain 7: Continuing professionrk al development as an educator Content suggestions for course designersSpecific training requirements of specialty or stage of trainingRegulatory requirementsEducational evaluation
58CPD Options Attending / delivering programmes and courses Completing online training packagesReading journals (which has been agreed as non-certificated CPD)Trainer Development DaysBlend of educational theory and ‘How To’ sessions covering at least two of the GMC domains
59CPD Recognition Mapping CPD programmes and courses for trainers Content of CPD accredited courses will be mapped to the GMC domainsThe Intrepid database will record details