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Postgraduate Diploma in General Pharmacy Practice Induction & Refresher session for Educational and Practice Supervisors Online presentation 3: Roles and.

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Presentation on theme: "Postgraduate Diploma in General Pharmacy Practice Induction & Refresher session for Educational and Practice Supervisors Online presentation 3: Roles and."— Presentation transcript:

1 Postgraduate Diploma in General Pharmacy Practice Induction & Refresher session for Educational and Practice Supervisors Online presentation 3: Roles and responsibilities

2 In this presentation we will cover 1.Roles and responsibilities of: – Educational Supervisors – Practice Supervisors – Educational Programme Directors 2.A brief summary of what you should ask for and expect of diploma practitioners

3 The importance of the supervisor Work-based learning and workplace-based assessment requires excellent supervision, facilitation and role modelling The systems and people involved in supporting these make up the local educational infrastructure – see next slide If the local educational infrastructure isn’t robust, it will be difficult to run the programme

4 Educational infrastructure in Trust Educational programme director Educational supervisor Practice supervisor Oversee junior development throughout 3 year programme Oversee junior development during a defined aspect. e.g. a rotation or a ward

5 Supervisor Terminology 5 Changes to supervisor terminology have taken place New term Old termWhat they doNotes Educational Programme Director Lead Trust Tutor Lead the diploma programme locally Educational Supervisor Practice tutorSupervise a diploma practitioner through the whole diploma programme Practice Supervisor Educational Facilitator Supervise a diploma practitioner through a segment of the diploma programme There are different types of practice supervisor, e.g.: Ward tutor Section head DAP lead See article for further details: The Pharmaceutical Journal 2010;285:191 and item 4 at

6 Educational Programme Director – typical roles Takes responsibility for local running of the programme Link between Trust and universities/JPB Responsible for training centre accreditation Organises rotations and in-house support Co-ordination/ support of ESs & PSs Additional support for student if performance/ supervisor issues 6

7 Educational Supervisor – typical roles Assigned to individual practitioner for duration of the course Provides practitioner support over the course Monitors practitioner progress Undertakes RITAs Puts practitioner forward for academic assessments In some centres the Educational Supervisor is also the line manager – with the pros and cons of this! 7

8 8 The Many Hats of a Educational Supervisor Pastor Assessor Diplomat Adviser Friendly colleague/cup of tea/chat Teacher/trainer Role model Chief Whip Juggler (still have the ‘day-job’ to do!)

9 9 Practice Supervisors – typical roles Anyone working day-to-day with the practitioner e.g. section/rotation head or ward pharmacist senior pharmacist, technician, other professional more senior peer trained in assessment and feedback Day-to-day training and assessment Helps to provide the experience necessary to meet the learning outcomes in the relevant curriculum guides Undertakes assessments as appropriate to area of service Feeds into RITAs, GLFs and end of rotation assessments

10 10 DAP lead (Defined area of practice) A type of Practice Supervisor – day-to-day training and assessment Runs DAP placement, helps to identify DAP tasks Participates in DAP development & maintenance Each Training Centre has it’s own relationship between DAP leads, Educational Supervisors and the Educational Programme Director

11 Practitioner support and guidance Ed Supervisor (e.g. Clinical Services Manager) Practitioner Learning Set Practitioner Trust 1 Practitioner Trust 2 Practitioner Trust 3 Learning Set Facilitator Practice Supervisor (MI) Practice Supervisor (Disp) Practice Supervisor (Clinical) Work Based Learning Academic Facilitation

12 What about the responsibilities of the diploma practitioner? Self directed learning includes taking responsibility for their diploma You shouldn’t have to chase them for assessments, RITAs and so on – they should come to you Make your expectations clear and ask how you can best support them, right from the start Refer if you have a practitioner who doesn’t take responsibility You shouldn’t have to always rescue them, particularly as they get into the programme

13 Summary We have covered the roles and responsibilities of supervisors involved with the diploma We have briefly mentioned that diploma practitioners have responsibilities too Please see if there are other online presentations that will help you and remember to refer back to the ‘Diploma Supervisor induction’ document


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