Presentation on theme: "Implementing the GMC’s Standards for Training"— Presentation transcript:
1 Implementing the GMC’s Standards for Training Professional Development Framework for SupervisorsImplementing the GMC’s Standards for Training
2 Excellence in educational supervision There are clear links between the quality ofsupervision and:Patient safetyEnhanced quality of careMore rapid acquisition of trainee knowledge, skills and professional attitudesHigh quality supervision becomes even more important in the face of:Shortened training programmes48h working weekReduction in patient contact opportunities
3 Political, professional and regulatory drivers Good Medical PracticeTrends in clinical education:AccountabilityProfessionalisationPursuit of ‘excellence’Compliance with standards for trainers from January 2010High Quality WorkforceGMC Standards
4 London Deanery Professional Development Framework London Deanery developed the Professional Development Framework in response to the GMC’s (PMETB) Generic Standards for Training. But…London Deanery has an aspiration to be ‘PMETB-plus’ aiming for quality enhancement, rather than simply quality control to a minimum threshold.The Framework aims to support Trusts and other providers in meeting training requirements for supervisors and in particular, the development of educational supervisors through a process of portfolio-based accreditation.
5 Relationship to other qualifications and ‘standards’ Higher Education AcademyAcademy of Medical EducatorsRoyal CollegesOther DeaneriesMedical SchoolsPostgraduate certificate/diploma/MAThe London Deanery portfolio approach recognises all forms of prior training and accreditation
6 The Professional Development Framework areas Each area of activity describes a set of minimum expectations as well as those which, if achieved, denote excellence.
7 Enhancing learning through assessment ExampleEnhancing learning through assessment
8 Educational supervision ScopeWho does this framework apply to?- clinical and educational supervisors working within Trusts in London- general practice and dental trainers governed by separate regulationWhat do we mean by clinical and educational supervision?Clinical supervisionSafe clinical oversight of trainees during routine activity on wards, in outpatients, in the operating theatre or other clinical settingsEducational supervisionTaking responsibility for overseeing the educational progress of a named trainee over a period of time.Where a doctor’s educational role extends beyond supervision in the workplace e.g. training programme director, university lecturer s/he is encouraged to seek accreditation through the Academy of Medical Educators or Higher Education Academy
9 PMETB role definitions An educational supervisor is a trainer who is selected and appropriately trained to be responsible for the overall supervision and management of a specified trainee’s educational progress during a training placement or series of placements. The educational supervisor is responsible for the trainee’s educational agreement.A clinical supervisor is a trainer who is selected and appropriately trained to be responsible for overseeing a specified trainee’s clinical work and providing constructive feedback during a training placement. Some training schemes appoint an educational supervisor for each placement. The roles of clinical and educational supervisor may then be merged.In the 2009 PMETB trainee survey 99% of (8800) London trainees were able to identify their educational supervisor
10 Training requirements High level specification of ‘areas’Intended to be flexible and accommodatingNot necessary to repeat training courses(apart from equalities and diversity)
11 Who has to do what?For educational supervisors training requirements cover all areas of the Framework. Educational supervisors are expected to demonstrate an ongoing commitment to their development as a medical educator through participation in a three-yearly cycle of review.For clinical supervisors training requirements cover selected areas (1-4) of the Framework. Clinical supervisors are encouraged to demonstrate an ongoing commitment to their development as a medical educator through participation in a three-yearly cycle of review although this is not currently a mandatory requirement.PLUSAll trainees in London programmes will be required to have undertaken training in areas sufficient to equip to be an effective clinical supervisor (areas 1-4) below by the time they complete their specialty training.
12 Requirements on local education providers The outcomes of local processes are expected to be as follows:A database of all supervisors and their training is established and maintained at the Trust or local education providerA system of portfolio-based accreditation of educational supervisors is implemented using the Professional Development FrameworkFormal educational appraisals are conducted with all educational supervisors three-yearlyThe process must be developmental and linked to the results of the PMETB trainee surveyAll new educational supervisors must submit a portfolio to the DME (or nominated deputy) before taking on their roleThe outcome of each review will be a formal statement of approval from the DME, and a recommendation to inform job planningExisting supervisors may be permitted initial approval for up to 3 years on the basis of past experience, so spreading the appraisal load evenlyTrusts should provide an ongoing programme of faculty development to meet identified needsTrusts must demonstrate that an effective processes are in place as part of the Deanery quality management requirements
13 The portfolio: guidance for supervisors The portfolio should demonstrate a professional, informed and coherent approach to the educational supervision of trainees. The documentation has been kept as brief as possible and aims primarily to support a developmental discussion. It contains the following sections:Personal detailsEducational roles and activitiesPrior accreditation or experienceTraining courses undertakenEvidence of good practicePersonal development planSign offFor convenience, the portfolio is available in hard copy, a pdf download or a simple Word version. The portfolio and all supporting documentation including FAQs, is available at
14 The ‘regulatory’ bottom line By January 2010, within each provider, there should be:A populated database of all supervisors and their trainingA rolling programme of faculty developmentAn accreditation process for educational supervisors
15 SummaryThe London Deanery Professional Development Framework derives from the GMC’s Generic Standards for Training, but has the broader aim of quality enhancementThe Framework aims to support Trusts and other providers in the provision or assurance of training for postgraduate medical supervisorsThe Framework also provides a basis for development of educational supervisors through a process of portfolio-based accreditation.