chris callander sub dean trainer recognition. accreditation by wales deanery recognition by gmc...

Chris Callander

Sub Dean

Trainer Recognition

Accreditation by Wales Deanery

Recognition by GMC

Approval by GMC

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

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

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.

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

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

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

Roll out from November 2013

Joint sign-off

Deanery

Employer

Educational Supervisor

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 = 0.25 SPA per week per trainee

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

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.

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

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

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

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

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

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

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 [email protected]

• Further information will be published • on the Deanery’s web site • (www.walesdeanery.org)

Educational Supervisor:competency Domains

1. Ensuring safe and effective patient care through training

2. Establishing and maintaining an environment for learning

3. Teaching and facilitating learning4. Enhancing learn5. Supporting and monitoring educational progress6. Guiding personal and professional development7. Continuing professional development as an

educator

• Two domains per year, all seven over five years• 8 hrs CPD per year, 4 with certificate

Named Clinical Supervisor Competency Domains

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.

Domain 1: Ensuring safe and effective patient care through

trainingThe effective supervisor The excellent supervisor

Acts 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 patient

Also• Uses educational interventions to enhance patient care• Involves trainees in serviceimprovement• Involves patients as educators

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

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

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.


learningThe 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


learningThe 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


learningExamples 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


learningContent suggestions for course designers

•Creating an environment for learning

•Identifying and planning learning opportunities

•Managing diversity

•Providing equality of opportunity

Domain 3: Teaching and facilitating learning

• How to work with trainees to facilitate their 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


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


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


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

Domain 4: Enhancing learning through assessment

• The approach to assessment and feedback.



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



Also• 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


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



•Principles of workplace-based assessment

•Use of commonly used assessment tools e.g. mini-CEX, MSF

•Giving effective feedback

Domain 5: Supporting and monitoring educational progress

• Support provided to trainees in their progression towards CCT and their intended career destination.



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



Also• 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


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



•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

Domain 6: Guiding personal and professional development

• Support provided to trainees in relation to their personal and professional development.



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



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 topersonal 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



•Personal development planning

•Career support, guidance and advice

Domain 7: Continuing professional development as an educator

• The trainer’s own professional development as a medical educator.



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



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


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

Domain 7: Continuing professionrk al development as an educator


•Specific training requirements of specialty or stage of training

•Regulatory requirements

•Educational evaluation

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

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

GMC survey 2010:ST Anaesthesia – educational

supervision

GMC survey 2013:ST Anaesthesia – educational

supervision

GMC survey 2010:ST Anaesthesia - overall

satisfaction

GMC survey 2013:ST Anaesthesia - overall satisfaction

GMC survey 2010 Core Anaesthesia – educational

supervision

GMC survey 2013:Core Anaesthesia – educational supervision

GMC survey 2010:Core Anaesthesia - overall

satisfaction

GMC survey 2013:Core Anaesthesia - overall satisfaction

chris callander sub dean trainer recognition. accreditation by wales deanery recognition by gmc...

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