1. Chris Callander Sub Dean
Trainer Recognition
Chris Callander
Sub Dean 1

3. Accreditation by Wales Deanery
Recognition by GMC
Approval by GMC

4. 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

5. 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 5

6. 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.

7. 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

8. 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

9. 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

10. Roll out from November 2013

11. Joint sign-off
Deanery
Employer
Educational Supervisor

12. 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
= SPA per week per trainee

13. 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

14. What are the requirements detailed in the Agreement?
and… ES must demonstrate/provide evidence of appropriate attitudes and behaviours
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.

15. 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

16. 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

17. 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

18. TIMELINE
31st 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

19. 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

20. Local Faculty Leads for Trainers
BCUHB Lee Wisby
Hywel Dda Phil Avery
ABM David Vardill
Cwm Taf Prof Hary
Cardiff & Vale Anton Saayman
Aneurin Bevan Peter Neville

21. 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
Further information will be published
on the Deanery’s web site (

22. Educational Supervisor :competency Domains
Ensuring safe and effective patient care through training
Establishing and maintaining an environment for learning
Teaching and facilitating learning
Enhancing learn
Supporting and monitoring educational progress
Guiding personal and professional development
Continuing professional development as an educator
Two domains per year, all seven over five years
8 hrs CPD per year, 4 with certificate

23. Named Clinical Supervisor Competency Domains
Ensuring safe and effective patient care through training
Establishing and maintaining an environment for learning
Teaching and facilitating learning
Enhancing learn
Supporting and monitoring educational progress
Guiding personal and professional development
Continuing professional development as an educator
Two domains per year, all five over five years
8 hrs CPD per year, 4 with certificate

24. 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.

25. 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

26. 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

27. 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

28. 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.

29. 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

30. 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

31. 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

32. 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

33. Domain 3: Teaching and facilitating learning
How to work with trainees to facilitate their learning.

34. 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
• Encourages access to formal learning opportunities e.g. study days

35. 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 wide-range of learning opportunities is available e.g. simulation facilities, courses

36. 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

37. 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

38. Domain 4: Enhancing learning through assessment
The approach to assessment and feedback.

39. 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

40. 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

41. 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

42. 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

43. Domain 5: Supporting and monitoring educational progress
Support provided to trainees in their progression towards CCT and their intended career destination.

44. 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

45. 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

46. 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

47. 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

48. Domain 6: Guiding personal and professional development
Support provided to trainees in relation to their personal and professional development.

49. 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

50. 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

51. 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

52. Domain 6: Guiding personal and professional development
Content suggestions for course designers
Personal development planning
Career support, guidance and advice

53. Domain 7: Continuing professional development as an educator
The trainer’s own professional development as a medical educator.

54. 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

55. 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

56. 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

57. 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

58. 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

59. 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

60. GMC survey 2010 :ST Anaesthesia – educational supervision

61. GMC survey 2013 :ST Anaesthesia – educational supervision

62. GMC survey 2010 :ST Anaesthesia - overall satisfaction

63. GMC survey 2013 :ST Anaesthesia - overall satisfaction

64. GMC survey 2010 Core Anaesthesia – educational supervision

65. GMC survey 2013:Core Anaesthesia – educational supervision

66. GMC survey 2010 :Core Anaesthesia - overall satisfaction

67. GMC survey 2013 :Core Anaesthesia - overall satisfaction