1. Making the most of your supervision meetings Alyson Williamson Education Services Manager

2. Content  Role of ES  Planning for your meeting  Content of meetings  Personal Development Plans  Top tips for busy people

3. Who is in the driving seat?

4. Defined responsibilities of ES role  Meet on regular basis and keep proper records  Review trainee’s learning portfolio  Help to define learning needs and personal development plan  Feedback on areas of strength  Provide career guidance and support, or know how to access it

5. Role of the Clinical Supervisor  Every trainee should have an identified clinical supervisor working within the Trust  Clinical responsibility for patients  A trainee may work with and be trained by several consultants in a team, all of whom may act as clinical supervisors  Clinical supervision focuses on the everyday performance of a trainee and provision of on the job learning

6. Dual role  The ES has a dual role to support personal development but also monitor and judge performance Performance Development

7. Key elements of good supervision  “An exchange between practising professionals to enable development of professional skills” Butterworth 2001  Specific aim of protecting and improving patient care  Help trainee become self sufficient in the acquisition of skills and knowledge  Flag up any concerns at an early point  Good supervision improves trainee job satisfaction and provides an opportunity for early action to address any difficulties.

8. What do trainees want from supervisors?  Guidance in identifying areas to improve  Knowledge of the educational process  Time to have a worthwhile discussion  Constructive feedback  Enthusiasm about the training process Trainees need to communicate their strengths, areas of improvement and aspirations to supervisors Be specific about what support you need

9. Frequency of meetings  Informal introduction on first day  Initial meeting within first fortnight  Mid point review meeting  Final review

10. Preparation  Arrange a suitable time and place – minimum of 45 minutes  Remind your supervisor  A minimum of 30 minutes preparation will ensure your meeting is effective  Remind yourself what curriculum requirements you need to meet in this placement  Jot down some rough notes on points to cover in your meeting

11. Preparation  Give your supervisor an idea of what you plan to discuss at the meeting  This avoids wasting time at your meeting and provides the best chance of focussing your discussion effectively  An efficient meeting requires mutual clarity on expectations and some thought prior to the event on both sides

12. Initial Meeting  Be explicit about the support you would like  Outline your previous experience  Discuss your expectations of the attachment and be open to help to adjust this  Trainees can become very disappointed if the attachment doesn’t live up to their expectations - so be realistic  Review last ARCP outcome and any learning objectives from last attachment

13. Initial Meeting  Ask your supervisor to highlight learning opportunities that you may have overlooked  Create a Personal Development Plan (PDP)  Record meeting in portfolio  Complete Education Induction Meeting Record and send to the Trust Education Centre  Set a date for next meeting – its easier to re- arrange an existing appointment then remember to make one

14. Mid point meeting  Prepare in similar way  Review your portfolio and refresh your memory on requirements for this placement  Jot down a rough guide to meeting  Consider using the time to complete an assessment e.g. CbD and send a ticket  Remind your supervisor

15. Mid point meeting  Similar outline to initial meeting  Ask specifically about your welfare  Review and update PDP  Check you are up-to-date with your portfolio  Complete assessment if appropriate  Crucial meeting to spot any problems and get back on track  Record meeting in portfolio  Arrange a date for next meeting

16. Final meeting  Prepare in a similar way  Consider if coming up to ARCP  Review PDP and agree objectives to be carried over to next attachment  Remind your supervisor to complete supervisor report  Ask them to include specific brief comments  Review preparation for ARCP and seek advice

17. Pastoral support  Implicit part of Educational Supervisor role  Be prepared to discuss your progression  Lack of engagement or small issues can be the first sign of a bigger problem  Issues tackled quickly are resolved more effectively

18. Personal Development Plans - PDP  Documented process to help trainee to: focus ideas identify specific learning need identify steps required to achieve learning need identify method to assess outcome  A clearly defined PDP will drive the discussion for future meetings and makes it easier to measure progress

19. Key steps  Agree each clear objective – be specific  Break the objective down into achievable steps  Arrange the steps in order and set a date  Set timescale for review of plan  Refresh plan regularly with new timescales and/or objectives  A PDP will change over time in response to circumstances and trainee needs

20. Objectives  Objectives are often skill based and aligned to curriculum outcomes  Objectives should include personal development e.g. communication skills, team working or career goals  Skill based objectives tend to be shorter term whereas personal goals are often longer term

21. Creating a PDP What..How..When..EvidenceReview do you want to achieve? will you achieve? will you achieve it? how will you know? next meeting

22. PDP Framework WhatHowEvidence Type Timescale Curriculum based objectives Competent Skilled Practice Assessments Supervisor report Reflection Short to medium Personal or career objectives Improve Develop Expand Increase Reflection Supervisor report TAB Career goals Medium to long term

23. Cycle of supervision Review learning needs and create PDP Undertake identified actions Review progress and amend PDP

24. Top Tips  Be organised and take the process seriously  Your portfolio demonstrates competency, clinical skills and professionalism  To get the most from the programme you need to understand its aims and objectives  Familiarise yourself with the curriculum, portfolio and sources of help available in the Education Centre  Ask for help at an early point  Think about what you want to achieve during the whole programme, each year, and each placement  Be specific about what support you require and expectations of ES

25. Who is in the driving seat? You are – but there is lots of help available