QESP Frequenty Asked Questions (FAQs)

Downloads

QESP FAQs.pdf

Embedded Scribd iPaper - Requires Javascript and Flash Player
Postgraduate Medical and Dental Education for Kent, Surrey & Sussex
Education Department
Head of Education: Professor Zoë-Jane Playdon
QESP FAQs Version 2.6 Published 22nd Sept 2010
1. What is it? The Qualified Educational Supervisor Programme [QESP] is a fundamental part of KSS Deanery’s academic quality management system. It is our way of meeting the General Medical Council [GMC] statutory requirement that all consultants and other Educational Supervisors are trained and accredited as teachers and as Educational Supervisors. 2. Who has to do it? Every doctor whose KSS NHS Trust wishes them to be an Educational Supervisor is required to follow QESP. By April 2011, if you have not completed or registered on QESP, you will not be able to act as an Educational Supervisor and the Trust may lose trainees. 3. Who says I have to do it? The Chief Executive of your NHS Trust has signed an Education Contract with the Deanery and the Strategic Health Authority [SHA] which specifies that in return for the Deanery providing funding and trainees, Educational Supervisors in the Trust will follow QESP and will be provided with appropriate time in their job plans for their educational roles. The current recommended Deanery tariff for Educational Supervision is 0.25 PAs per week per trainee [see below, Annex A: KSS Deanery / South East Coast SHA Advice On Education And Job Planning For Consultants]. 4. What does it cost? The Dean Director of KSS, Professor David Black, has secured £3 million of funding from NHS South East Coast to ensure that QESP is free to end users. In addition, because your Education Adviser visits you to observe teaching and supervision in your normal clinical setting, the costs of travel, locum cover and disruption to patient lists are kept at a minimum. Some NHS Trusts are able to organise enough candidates so that the two Workshops can be held at the Trust, removing the cost of your travel to the Deanery for these. 5. What if I don’t have time in my Job Plan? The Deanery gives strong support to ensure that Educational Supervisors have appropriate time for their educational roles in their job plans [see below, Annex A: KSS Deanery / South East Coast SHA Advice On Education And Job Planning For Consultants]. The Dean Director has visited every KSS NHS Trust Chief Executive personally to gain their agreement to providing time according to the number of trainees supervised and will be making further personal visits to emphasise the importance of this. The annual Centre Review process [another part of the KSS quality management system] requires progress reports, that are discussed with the NHS Trust Director of Medical Education [DME] and Chief Executive each year by the KSS Patch Dean and the Head of Education. Your NHS Trust has a Local Academic Board, chaired by your DME, that includes the Medical Director, Human Resource Director and Finance Director, and that is responsible for progressing this requirement. In the end, though, it is up to each Educational
1
Supervisor to negotiate their Job Plan at their annual appraisal, and if you don’t have time for your educational role in your Job Plan, then either you need to negotiate for it, or not to have an educational role.
6. What other reasons are there for doing it? Educational Governance is closely related to Clinical Governance: good teaching and supervision makes better doctors. Trainees are entitled to be taught by people who teach well, who engage with their learning needs, and support their development and progression. Patients are entitled to be attended by doctors who are well taught and well supported. Doctors who are required to teach and supervise are entitled to learn how to do it well. All of our participants have found the programme helpful and enjoyable – over a thousand consultants opted to follow it voluntarily, before the GMC and PMETB made such programmes a requirement. 7. So what is it? QESP is in two parts, both of which are a combination of a Workshop [held either at the Deanery or in your NHS Trust] and work-based learning: a. Part One, the KSS Deanery Certificate in Teaching, focuses on principles of teaching and learning and develops the participant’s ability to support learning in clinical settings. It begins with attendance at a half-day Principles and Values in Teaching workshop. During this three-hour workshop participants will be introduced to some underpinning issues in teaching and learning and will formally register on the programme. After attendance at the initial workshop each participant is allocated a personal Education Adviser who carries out a minimum of three visits to you, in your Trust. The Education Adviser will observe you teaching in your real-life clinical settings [theatre, ward rounds, clinics, seminars] for about an hour, and then the two of you will have an hour’s one to one ‘professional conversation’ about what happened in the teaching session. Each ‘professional conversation’’ is followed up by the candidate doing a short piece of reflective writing, and you may agree reading or a teaching focus for the interval between visits. When you both agree that your teaching has reached a Satisfactory standard, you are signed off as having completed Part One. This part of the programme takes a maximum of six months to complete. b. Part Two, the KSS Deanery Certificate in Educational Supervision, focuses on the principles and practice of assessment, supervision, careers advice and supporting trainees in difficulty. It builds on the learning in part one to apply its principles and practice to the specific setting of educational supervision. It requires attendance at a Workshop followed by two visits and one voluntary reciprocated peer observation. Consultants will need to have successfully completed QESP Part One [Certificate in Teaching], or an equivalent teaching qualification, before taking part in this course. This part of the programme is typically completed within 3 to 4 months and considers a range of key issues within Educational Supervision. QESP Part Two is concerned particularly with mapping the role of an Educational Supervisor - principles, values and practice; with developing reflective talking and writing within professional development; and with giving effective feedback. It comprises: i. A full-day workshop led by a KSS Deanery Education Adviser ii. A minimum of 2 observations by an Education Adviser of you working as an Educational Supervisor with a trainee. One observation will be shortly after the workshop and the second at the end of the process. iii. Voluntary reciprocated Peer observations – participants are paired with another member of their workshop group and can arrange to observe their peer and in turn be observed whilst working as an Educational Supervisor with a trainee in a clinical setting. iv. Collation of a mini portfolio focussing on the practice of Educational Supervision. The portfolio consists of observation notes and short pieces of reflective writing produced after each experience of being observed.
8. Are there learning objectives?
2
QESP is mapped to the PMETB Standards for teaching and educational supervision. It aims to encourage participants to become more intellectually curious about the practice of teaching and, in particular, about the learning processes of their learners. Specifically, it seeks to: a. encourage participants to reflect critically on their own practice as educators; b. support participants in problematising the process of teaching and in recognising the complexity inherent in any teaching situation; c. encourage and support participants in articulating the values embedded in their everyday practice as educators; d. introduce, where appropriate, a range of teaching methodologies and underpinning principles; e. provide, through the professional conversation, a model of a supportive yet challenging learning experience; f. encourage participants to read a range of articles and texts in order to stimulate further thinking and discussion g. increase participants’ enjoyment of their teaching and supervision. 9. What if I’ve already done a course? You can claim Accreditation for Prior and Experiential Learning (APEL) if your course was equivalent to QESP. To be equivalent to QESP a course must meet the following criteria: • one and a half days in total of workshops on:  principles and values in teaching and learning,  supervising, including an introduction to careers advice and trainees in difficulty, taught by an appropriately qualified and experienced educationist; • observation of work-based educational practices in clinical settings followed by a professional conversation; • observation by an appropriately qualified person (which would include university departments of teacher education),; i.e. by a recognised learning provider; • appropriate supporting documentation (i.e. a recognised certificate), which includes the equivalent of the Qualified Educational Supervisors Programme observation record and record of professional conversation. Queries about APEL applications should be directed to Symon Quy, Assistant Dean, Education: squy@kssdeanery.ac.uk 10. Will I be able to cope with the workload? QESP has been designed to take you away from your usual clinical workplace as little as possible. The two Workshops are six months away from each other and if there are enough candidates locally, we will come to your NHS Trust to teach them. The observational visits take place in your usual clinical workplace, with about an hour’s observation being followed immediately by an hour’s one-to-one professional conversation. This keeps disruption to lists to the minimum and saves your time on travel. 11. Is there any written work? After each meeting with your Education Adviser, you are required to complete a very short piece of reflective writing. 12. What if I work in more than one Deanery? You will have to meet the quality management requirements for each Deanery that you work in, since each Deanery is individually responsible to its SHA and to the GMC and PMETB for its quality management system. However, you should ask each Deanery for its APEL statement to see whether you can follow one programme and APEL into another. 13. Why don’t Deaneries just accept each other’s courses? It is crucial to a quality system that it has a single standard – if you have two different standards, one for one person and one for another, then you don’t have a quality system. The standard KSS has chosen, and which is regarded by PMETB as notable practice, is to see whether consultants can teach and supervise in real-life clinical settings. We accept that learning on classroom based courses is valuable, and include it in QESP, but also we believe that it is vital to establish that people not only know about teaching and supervision but can actually do it in real-life practice. Because we see Educational Governance as being part of Clinical Governance, we apply the
3
same standards of evidence: you wouldn’t sign someone off as being competent to carry out a procedure if you hadn’t seen them do it and KSS doesn’t sign someone off as a competent teacher or supervisor unless we’ve seen them do it to a satisfactory standard. Knowing about something is one matter and being able to do it is quite another. 14. How do I enrol? You will need to contact your Medical Education Manager at your NHS Trust’s Education Centre to enrol on the programme, although you can reserve a place on the first Workshop by emailing Emma Chohan at the Deanery (echohan@kssdeanary.ac.uk). Emma will require further information about you in order to reserve your place. If you have already completed QESP Part 1: Certificate in Teaching, or provided equivalent APEL evidence, you will be able to enrol directly onto QESP Part 2. This part of the programme includes optional peer observation and so requires you enrol with a colleague from your Trust, as a pair. Enrolling as a pair also enables our Education Advisers to work efficiently by visiting you both on the same day. You can reserve a place on QESP Part 2 by emailing Anthony Holgate: aholgate@kssdeanery.ac.uk 15. Can staff-grade or locums sign up for QESP? At present, funding is limited to KSS Educational Supervisors. If you are a named Educational Supervisor, whatever your grade, you should sign up for QESP. 16. Who are the Education Advisers who teach me? All KSS Education Advisers are senior professionals within the mainstream field of education. To apply for the post, they will have had to hold a Postgraduate Certificate in Education or a Bachelor of Education; a doctorate in Education or its equivalent; experience of teaching in compulsory education; relevant experience of teaching in higher education; relevant experience of supporting professionals to develop their educational practice; and will have had to write a 500 word personal educational philosophy, a rationale for wishing to work in this area, and a letter of application. Typically, from a field of 30 applicants, three or four are appointed, and they are then taken through a rigorous induction process before they are allowed to work independently with learners. They are required to attend termly meetings to develop their practice and their progress is monitored carefully by the Deanery Lead on Teacher Education. They will understand the need for confidentiality, and will provide equivalent expertise in education to that held by consultants in their own clinical field. 17. How long have you been doing this? QESP commenced with the Deanery Certificate in Teaching in 1994. It was developed jointly by the present KSS Deanery Head of Education [Professor Zoë Playdon], in collaboration with a colleague [Dr Danë Goodsman] and in response to a group of KSS A&E consultants, who felt that though they had been teaching for years, they had no idea whether they were teaching well or badly. Over a thousand consultants have followed the Certificate in Teaching, on a voluntary basis, and in 2005, in response to long-term requests for a follow-on programme, the Deanery Certificate in Educational Supervision was developed. In 2006, new GMC and PMETB regulations made it a requirement for Deaneries to accredit all teachers and educational supervisors. 18. What’s it worth in academic terms? As well as being a stand-alone programme, QESP or an equivalent course is a pre-requirement for first module on the KSS Master’s degree, Education in Clinical Settings. It is also mapped to the Higher Education Academy standards [to which the Academy of Medical Educators relates its work], as well as to GMC and PMETB regulations. 19. Can you fail? The terms we use are ‘Satisfactory’ and ‘Refer.’ Either your teaching and supervision are Satisfactory, or they are Referred for development of a particular aspect of them. We undertake to work with all Educational Supervisors until they have reached a Satisfactory level of achievement, wherever possible, or until they decide that they do not want to complete the
4
programme. This is a highly unusual decision, not least because the huge majority of consultants enjoy working with, teaching and supervising trainees, and enjoy discussing, developing and creating new ways of doing that. 20. What if I decide I don’t want to complete the programme? Then, implicitly, you will have also considered, discussed, negotiated and decided that you do not want to be an Educational Supervisor. This is a very individual decision that has to be negotiated on a completely individual basis. 21. What if I would like to complete the programme but find it all too much? We have an extremely confidential process for referral of any participants who are experiencing difficulty with the programme, for whatever reason. If that should be your case, we will share the process with you and you can decide with us how best to proceed. 22. Has it ever been evaluated? The Deanery Certificate in Teaching was externally evaluated in 1998 and the full QESP in 20089. Copies of the 2009 report are available from the Deanery. 23. How is QESP different from other similar courses? The main differences are that we: a. Work with you one-to-one to provide highly tailored, individual development; b. Come to you in your usual clinical workplace; c. Guarantee that we will work with you until you reach Satisfactory standard; d. Map QESP to GMC, PMETB, HEA and AME standards and requirements; e. Work with you through professional conversations that operate at Master’s degree level; f. Provide a minimal disruption to your normal clinical work; g. Evidence your ability to teach and supervise satisfactorily in real-life clinical practice. 24. Do other Deaneries do anything like this? The Dean Director of KSS, Professor David Black, places a very high importance on academic quality and especially on high quality education and training. Other Deaneries have identified other strategic priorities and invested accordingly. However, several other UK Deaneries have approached KSS to seek advice on establishing similar initiatives.
5
ANNEX A: KSS DEANERY / SOUTH EAST COAST SHA ADVICE ON EDUCATION AND JOB PLANNING FOR CONSULTANTS
Background The expectations on those undertaking educational roles have increased enormously in the last few years. There is now a requirement to properly induct, plan, assess, deliver specific curriculum objectives and vitally, record many aspects of doctors’ performance during training. To do this takes time and training of the trainers. KSS Deanery has currently started the first three of a five-year programme to offer training in teaching and educational supervision to every Consultant in KSS. However time, and by implication resource, must also be made available through the job planning process as part of the new Consultant contract. It is also an expectation of every Trust, as set out in the Deanery’s annual education contract with every Trust. The enclosed typical allocation sets out our view, after wide consultation, of the usual contractual requirements to undertake the common education roles.
Job Clinical Supervisor
Description Providing safe clinical oversight of trainees during routine ward rounds, out-patients, operating sessions or other clinical sessions. Undertaking a small number per year of workplace-based assessments (less than 10 a year) and contributing to 360° feedback.
Typical Allocation 0.25 PAs per week maximum
Comment Not dependent on number of trainees. If operating lists are extended, or clinic lists extended because of supervision of trainees, or undertaking assessments, then the number of patients in that clinic or list, should reflect that, thus allowing the time for education within the standard working week. Optional but preferred to undertake Deanery training the trainers programme. This would usually be planned as part of routine SPA time. However, an Educational Supervisor, by agreement in a Department, might have a significantly higher than average number of trainees, and SPA time must also cover other governance activities on educational activities for all Consultants. On occasion extra PA time may be needed. However, this might well be by agreement within a Department, still maintaining on average 2.5 SPAs per Consultant. Must have undertaken Deanery training in teaching and educational supervision. This sessional time is also needed for those consultants who are active hospital supervisors of GP trainees – including completing all assessments and full use of the eportfolio.
Educational Supervisor
Responsible for a named trainee for all aspects of personal development planning, appraisal, attending faculty meetings, completing reports and helping the trainee complete workplace- based assessment. Completing relevant sections of eportfolios and offering help for careers guidance and trainees in difficulty.
0.25 PAs per week, per trainee
6
Job College Tutor (Local Trust Specialty Training Programme Director)
Description Roles:  Representing the Trust on the KSS Core Training Committee.  Leading the Local Faculty Group in their specialty, and representing it on the Trust Education Academic Board.  Ensuring the delivery of the PMETB/College curriculum within the Trust.  Monitoring the number and type of posts and their educational opportunities.  Working with the Educational Supervisors and Programme Directors.  Helping undertake workplace assessments and 360° feedback.  Ensure systems are in place for each trainee to have an annual RITA/ARCP in their specialty.  Ensure that induction process is in place in each Department.  Ensure that all trainees have a signed and completed learning agreement with their Educational Supervisor.  Co-ordinate “training the trainers” programme within the Department.  Provide support in the use of eportfolios etc.  Provide specialty career advice.  Provide advice on access to study leave opportunities.  Support the Deanery Quality Control arrangements, including the GEAR process and provide an annual report to the Local Trust Academic Board.  Co-ordinating local recruitment within the appropriate school.
Typical Allocation 1 PA for up to 20 trainees in specialty (excluding Foundation). 1.5 PAs for 20 to 40. 2 PAs for more than 40.
Comment For all future appointments the Deanery expects College Tutors to be jointly appointed by the Trust DME (or MD) and the relevant Deanery Head of Specialty School.
In the past, the role of College Tutor was not terribly taxing, with very little responsibility attached, and certainly none to the Deanery or the Trust. The role has changed enormously in the last 18 months. Although part of the time for the College Tutor role may be able to come out of SPA time, many people undertaking such roles also have multiple Educational Supervisor responsibilities and other governance responsibilities. We expect that for many Consultants some time, if not all, will need to come out of PA time. Foundation Training Programme Directors are separately renumerated. A College Tutor or deputy will be needed on each major clinical site, a minimum of 1 PA per site.
7
Job Recruitment Support (on top of other
Description Shortlisting and speciality interviewing for both KSS and London Deaneries. For core training, this will be once or twice a year. For specialty training, this will be two or three times a year. For Foundation allocation once a year. It is an expectation that every Foundation Educational Supervisor will spend time on this once a year.
Typical Allocation 0.25 to 0.5 PA, usually SPA time, or 1 to 6 days exceptional leave per annum.
Comment Shortlisting and interviewing load tends to be significantly greater for core training recruitment than specialty training currently. Overall, recruitment being centralised to Deaneries is far more efficient in Consultant time, but much more obvious when it occurs on an annual basis. Recruitment is particularly onerous in Core Medicine and Core Surgery, requiring the equivalent of 1 day for shortlisting and up to 3 days for interviewing for each recruitment round. It is significantly less onerous in other specialties, and for Foundation is a maximum of 1 day’s scoring per annum.
STC members
  
Providing representation on Specialty Training Committees. Helping advise on rotations, flexible training and other administrative matters. Undertaking Quality Management roles within the STC.
Usually nil for Committee members. Variable for Programme Directors, STC Chairs.
The more onerous role of Programme Director is now receiving some direct remuneration from the London/KSS Deaneries. While STC Chairs receive a small sum towards administrative support this does not cover all time required to undertake the role. Both roles may need local discussion about PA or SPA time, up to 1 PA per week.
8
Educational Supervision in KSS Deanery 1.0 Overview 1.1 The purpose of this document is to outline the role and responsibilities of Educational Supervisors working in postgraduate medical education in the Kent Surrey Sussex [KSS] Deanery in relation to Foundation and Specialty Training. 1.2 This guidance may also support Trusts, Local Faculty Groups and Local Academic Boards in their quality control as they educationally support manage, audit and resource the educational role of Educational Supervisors within KSS Trusts. 1.3 This guidance is mapped to the Gold Guide to Specialty Training [June: 2007]; Postgraduate and Education Training Board [PMETB] Standards for Curricula: Standard 5; PMETB Standards for Trainers [PMETB Jan 2008]; the Foundation Programme; the KSS Deanery Graduate Education and Assessment Regulations [GEAR] for Local Faculty Groups and for Local Academic Boards [PMETB SFT 3.2; 4.1; 4.2]. 1.4 Education and training for all consultants who wish to qualify as Educational Supervisors, offered by the KSS Education Department, is outlined. 1.5 The role of Educational Supervisor is supported by the Faculty and Local Academic Board infrastructure within KSS and the KSS Deanery GEAR. The requirements of the PMETB Standards for Training 1-4 are mapped below and to KSS GEAR.
2.0 Scope of the role in KSS 2.1 The approach taken in KSS is to educate and train all hospital consultants as Educational Supervisors. We see the role of Educational Supervisor as distinct from, but having points of overlap with, that of Clinical Supervisor. By educating and training all consultants as Educational Supervisors, we ensure the robustness of education and training for all clinical supervisors, whilst ensuring that those who wish to take on a more expanded role of Educational Supervisor are also equipped to do so. Organisationally the formal roles of Clinical Supervisor and Educational Supervisor are disaggregated for the purposes of job planning. 3.0 Definitions 3.1 Educational Supervision The educational supervisor is responsible for the supervision of a trainee’s progress over time. Educational supervisors are responsible for ensuring that trainees are making the necessary clinical and educational progress [Gold Guide 4.22]. 3.2 Clinical Supervision Each trainee should have a named clinical supervisor for each placement, usually a senior doctor, who is responsible for ensuring that appropriate clinical supervision of the trainee’s day to day clinical performance occurs at all times, with regular feedback. [Gold Guide 4.27] 4.0 Educational Supervisor role and responsibilities This is a complex role which spans the areas of educational management, educational supervision and feedback, clinical supervision, an understanding of the role of assessment in learning, the use of portfolios as a learning and assessment tool, an understanding of how to identify, support and manage a trainee in difficulty, and of supporting trainee career decision making. The PMETB Standards for Trainers [Jan 2008] are met in the outline of role and responsibilities of trainers as given below. These Standards are also met in the KSS GEAR for Local Faculties and Local Academic Boards.
9
The PMETB Standards for Trainers [SFT] are: Standard 1: trainers must provide a level of supervision appropriate to the competence of the trainee. Standard 2: trainers must be involved in and contribute to a learning culture in which patient care occurs. Standard 3: trainers must be supported in their role by a postgraduate education team and have a suitable job plan with an appropriate work load and time to develop trainees. Standard 4: trainers must understand the structure and purpose of, and their role in, the training programme of their designated trainees. 4.1 The Educational Supervisor [Educational Management] The Educational Supervisor: 4.12 enables trainees to learn by taking responsibility for patient management within the context of clinical governance and patient safety [PMETB SFT 1.1]; 4.13 ensures that clinical care is valued for its learning opportunities; learning and teaching must be integrated into service provision [PMETB SFT 2.1]; 4.14 is responsible for the educational progress of a trainee over an agreed period of training [in KSS this is normally of a year’s duration] set against knowledge of a mandated curriculum [PMETB SFT1]; 4.15 undertakes supervision of a trainee, giving regular, appropriate feedback according to the stage and level of training, experience and expected competence of the trainee [PMETB SFT 1.3]; 4.16 undertakes or delegates assessment of trainees as appropriate, has been trained in assessment and understands the generic relationship between learning and assessment and particularly that within a specific curriculum [PMETB SFT 1.2]; 4.17 meets with trainees at agreed, specified times in accordance with the requirements of foundation or specialty curricula; 4.18 liaises with clinical supervisors to gain an over view of trainee progression [PMETB SFT 2.2]; 4.19 attends Faculty Group Meetings as required and disseminates relevant information to clinical supervisors and trainees as appropriate [PMETB SFT 2.2]; 4.20. liaises with the appropriate Training Programme Director [foundation or specialty] over trainee progression [PMETB SFT 2.2]; 4.21 liaises with the postgraduate centre about requested information re trainee progression [PMETB SFT 2.2]; 4.22 ensures appropriate training opportunities in order for trainees to gain the required competences [PMETB SFT 1.1]; 4.23 acts as a first port of call for trainees who have concerns / or issues about their training and manages this in accordance with the KSS Trainees in Difficulty Guide and KSS GEAR for Local Faculties [PMETB SFT 1.3]; http://www.kssdeanery.ac.uk/dyn/_folder2/TraineeInDifficultyGiudelines.pdf; 4.24 participates in any visiting processes as required; 4.25 discusses career intentions as appropriate, and offers support either individually or via KSS Faculty Career Lead / Specialty School career structure [PMETB SFT 1.3]. 5.0 Educational Meetings: initial Arranges to meet trainees at the beginning of each rotation to: 5.1 check that the trainee has received a local induction; 5.2 ensure that competency check lists have been completed; 5.3 ensure that the trainee has relevant Handbooks; Specialty, Faculty etc 5.4 discuss trainee learning needs, how these will be developed and which assessment methods will be used to evaluate whether the trainee is meeting required competencies; 5.5 record all meetings, outcomes of meetings as required and communicate these to trainee, Faculty Group, Training Programme Director as appropriate; 5.6 discuss the range of evidence which might contribute to the building of a portfolio of trainee progression; 5.7 review the trainee’s portfolio at each meeting and adapt / monitor learning needs in relation to curricula requirements. 6.0 Education Meetings: mid point Meet the trainee at the mid point of each rotation to: 6.1 discuss progress to date, and review progress. If necessary amend learning outcomes; 6.2 discuss taster opportunities if appropriate and ensure that these are relevant and appropriate to career intentions; 6.3 review learning portfolio and support trainee development of evidence of competency; 6.4 ensure that the trainee is appropriately engaging in the assessment process, learning from this and achieving the expected competencies for the stage and level of training. 6.5 negotiates remedial efforts if required.
10
7.0 Education Meetings: end point of rotation Meets the trainee at the end of each rotation to: 7.1 review progress to date in relation to the requirements of the curriculum; 7.2 ensure that all appropriate assessments have been completed, review with the trainee which competencies have been met; and amend professional development plan as appropriate noting what needs to be carried forward to the next rotation and forward plan future trainee learning needs; 7.3 ensure that all relevant documentation has been completed. 8.0 Annual Review of Competence Progression [ARCP] appraisal, assessment and annual planning [Gold Guide 7.8 ff; Gold Guide page 70 and Appendix 4] 8.1 The Educational Supervisor is responsible for bringing together the structured report which looks at evidence of progress in training and for undertaking work based appraisal with their trainees [NHS Appraisal]. In the Foundation Programme the Educational Supervisor signs off the FACD which is then countersigned by the Training Programme Director. 9.0 Appraisal and Revalidation 9.1 Appraise trainee annually as appropriate using the NHS Appraisal Documentation which can be found at: http://www.dh.gov.uk/en/Policyandguidance/Humanresourcesandtraining/EducationTrainingandDevelopment/Apprai sals/DH_4031937 10.0 Educational Supervision and Local Faculty Development [PMETB SFT 3.2] 10.1 The KSS Deanery offers a range of professional development programmes. Specifically it offers the Qualified Educational Supervisor Programme, Part One: the Certificate in Teaching and Part Two: the Certificate in Educational Supervision. This two-part programme is the KSS Deanery’s qualification for those undertaking the educational supervisor role. Details of this and other professional development programmes for Local Faculty and Educational Supervisors, such as the MA in Clinical Education, the Post Graduate Certificate in Managing Medical Careers, and Trainees in Difficulty can be found at: http://education.kssdeanery.ac.uk/fac_dev-AccreditedProgrammes.php Copies of Graduate Education and Assessment Regulations [GEAR] for Local Faculty Groups and Local Academic Boards have been distributed to NHS Trusts in the KSS Region. If you would like copies please contact Judith Mason at KSS Deanery; jmason@kssdeanery.ac.uk or 020 7415 3454.
11
This document is © 2010 by education_editor - all rights reserved.