Role of a College Tutor

Setting Standards: The Role of a College Tutor

 

 

 

Time/Remuneration for duties

Ideally, a new tutor should be able to free up one or two sessions per week (see the next section) depending on the scope of their responsibilities (the organiser of a large scheme should veer towards two sessions). However, the clinical duties of some clinicians does not readily permit the hiving off of part of their service commitment for work as a tutor. If this is the case, it is a matter for negotiation between tutors and their employing authorities whether they seek additional remuneration in recognition of the extra sessional time they have to work to discharge their duties. Either way, tutors must ensure they have protected time to carry out their work. In the event of additional sessional payment(s) being made, it should be clear that this remuneration attaches to the tutor's job and not the individual concerned, and should transfer to any new incumbent in the role.

 

The role of the College Tutor is to conduct and oversee training and education in an individual LEP. The primary responsibility of a College Tutor is to foster and develop the availability of quality training experiences for trainees with the support of educational supervisors in the LEP. The specific responsibilities will vary according to the specialty, LEP, Local Faculty Group, number of trainees, number of colleagues and other factors, but should comprise some or all of the following:

 

  • participation in appointments procedures for new trainees;
  • assistance in organising the rotation of trainees through posts;
  • career counselling to trainees;
  • maintaining documentation required for, and pertinent to entry for, Royal College exams;
  • organising "in-house" teaching e.g. the induction course, journal clubs etc;
  • providing advice to the relevant LEP(s) about training matters and issues relevant to the satisfactory employment of trainees, usually by chairing the LFG (see GEAR);
  • assisting and participating in approval visits and inspections by authorities such as the relevant Royal College or KSS Deanery, and assisting in monitoring the suitability of training posts between visits; acting on the mandatory requirements and recommendations following visits;
  • being aware of, and as appropriate responsible for, training stipulations in KSS Deanery Educational contracts.

 

The tutor, or a delegate, should see all trainees within their defined area of responsibility at least once during any attachment. This meeting should include monitoring of trainees' progress and review of any problems arising during their current attachment. Discussion of educational objectives, and progress in courses of instruction and Royal College exams should be discussed, and this should entail review of portfolios and any other relevant training record. It should be noted, however, that it is educational supervisors who have primary responsibility for reviewing and setting educational objectives with their trainee. The tutor should, however, participate in this process.

 

In all of this, tutors will be expected to maintain awareness and understanding of relevant educational developments and to develop their own skills needed to discharge their duties. In turn it is expected the LEP will support them in any necessary training required for the satisfactory and efficient discharge of their duties. Many of the Royal Colleges provide sample job descriptions for the role. An example can be found here.