Training Resources for Trainers
Criteria for trainer recognition
The GMC uses the Academy of Medical Educators' Professional standards for medical, dental and veterinary educators (2014) as the criteria against which all trainers in recognised roles must provide evidence of their ongoing professional development. Although these standards have since been updated, the GMC still use the 2014 edition for approval and recognition of trainers.
The criteria comprise seven areas:
- Ensuring safe and effective patient care through training
- Establishing and maintaining an environment for learning
- Teaching and facilitating learning
- Enhancing learning through assessment
- Supporting and monitoring educational progress
- Guiding personal and professional development
- Continuing professional development as an educator.
Local education providers (LEPs), such as hospitals and general practices, provide evidence against the seven areas to show how they identify, train and appraise trainers in each of the four medical trainer roles. LEPs must then notify the relevant HEE local office who has been approved as a trainer, and HEE will confirm this to the GMC for recognition on the List of Registered Medical Practitioners (LRMP).
CPD Requirements for named Supervisors
Whilst the requirements above are important for individuals starting as educational supervisors, it is important that existing educational supervisors remain up to date with new developments in individual curriculum, training programmes, national developments, and new educational theory and methods.
We have agreed the following minimum standards for remaining up to date. These minimum standards need to be repeated every 5 year Revalidation cycle.
- Your annual appraisal and PDP must reflect your role as an educational supervisor, and you must demonstrate how you are continuing to develop and remain up to date as an educational supervisor. Your PDP should consider evidence of GMC domains 1-4 and 7 (Clinical only)/1-7 (Educational and/or Clinical).
- Every 5 year Revalidation cycle you must attend relevant training courses, master-classes or education conferences and reflect on this within your appraisal. This should be a minimum of 15 hours of CPD of high quality every 5 years (we would recommend aiming for 8 hours per year). This might include further e-learning rather than face to face learning.
- While a full day Educational Supervision course may 'kick start' your CPD and role as a trainer, this should not be considered as having met the criteria for the next five years; as a named Supervisor you will need to provide evidence of how you are staying up to date. This also means you should not be expected to attend a specific accrediting course every five years, although you may consider doing so to help ensure that you remain up to date.
Please note that the above are the minimum standards set by Health Education England, working across the East Midlands. Local Education Providers (LEPs) may set other requirements for trainers working on behalf of their organisation, providing that the requirements include or exceed the above.
Examples of appropriate courses/CPD activities could include
- Trainers Days / Masterclasses for trainers developed by Specialty Schools within HEE EM.
- Specific courses run by HEE EM, such as ARCP chair training etc
- A training event for supervisors delivered by your own Royal College
- Training events delivered by Local Education Providers (trusts)
- Formal Teaching the Teachers courses or modules as part of formal qualifications, (Postgraduate certificate, diploma, Masters, in medical education)
- Attendance at specific sessions at education conferences, ASME , NACT UK, etc
- Attendance at National or local trainees recruitment training events
- Subject to approval by your PDP group, and subject to attendance, participation and reflection on ARCP panels, named educational supervisors may include this as a CPD activity.
- Applications and membership of accrediting bodies, Academy of Medical Educators, Faculty of Surgical Trainers etc.
If individual supervisors do not keep up to date, and do not attend relevant updates within the 5 year revalidation cycle, they should no longer be able to act as named supervisors, and will need to complete the training required to start as a supervisor again.
Equality and Diversity Training
All named clinical and educational supervisors should also remain up to date with equality and diversity training. This needs to be completed every 3 years.
The below list represents examples of courses that East Midlands office of Health Education England (HEE EM) for trainers to evidence that they are continuing to develop and remain up to date as Clinical/Educational Supervisors in.line with GMC policy These courses may be local or national. Please be aware that we do not have capacity to review every possible training opportunity for suitability, and Trusts/appraisers should exercise appropriate judgement when reviewing CPD. However, if you need to discuss a specific case, please contact TrainerRecognition.EM@hee.nhs.uk and we will be happy to discuss.
The list below is not exhaustive; if trainers/LEPs find/provide examples of good other quality courses locally or nationally please email us on TrainerRecognition.EM@hee.nhs.uk and we will ensure that these are added to this resource.
NOTE: The HEE Clinical Supervision course on Moodle is no longer supported. Please access the equivalent course/s on e-Learning for Healthcare (guide available here: www.eastmidlandsdeanery.nhs.uk/Faculty/GMC_trainers/TrainingResources/e-LfH)
|TBC (ETA Dec 2021)||1-7 (Educational/Clinical Supervisors)||
HEE East Midlands is procuring
The new trainers/refresher courses cover the role of the Educational Supervisor in the ARCP process, Revalidation of trainees, Careers discussion, and Supporting Trainees in Difficulty, while the advanced skills may cover topics such as
Once procured, these sessions will be managed by the Trusts that they are allocated to, rather than by HEE directly.
This course is delivered in Trusts across the East Midlands; please contact your local education centre, or email TrainerRecognition.EM
|HEE working across the East Midlands||1-7 (Educational/Clinical Supervisors)||A series of online learning modules covering all of the key aspects required to undertake the role of educational and/or clinical supervisor|
We also have a guide to suggested modules based on your role/future role here:
|University of Nottingham (HEE EM funded)||1-4 & 7 (Clinical Supervisors)||A 'Massive Online Open Course' (MOOC) which is evidence-based and practical, and which runs several times a year.|
|Dedici Ltd||1-4 & 7 (Clinical Supervisors) and 1-7 (Educational/Clinical Supervisors) respectively.||2 separate courses delivered by Dedici Ltd, which meet the GMC recognition project for clinical and educational supervisors||http://www.dedicicpd.co.uk/|
|British Orthopaedic Association||1-7 (Educational/Clinical Supervisors).||A one day course for educational supervisors in Trauma and Orthopaedics||https://www.boa.ac.uk/events/training-orthopaedic-educational-supervisors/|
|Royal College of Surgeons of England||1-7 (Educational/Clinical Supervisors).||
This blended learning course, builds upon the legacy of TrACE (Training and Assessment in the Clinical Environment). ESS emphasises the importance of the supervision relationship and the skills that underpin excellent surgical supervision, training and assessment.
Excellence in Surgical Supervision is highly interactive, drawing on the experience of participants and focuses on practical guidance. It explores the key stages of the supervision journey, including learning agreements, workplace-based assessments, reports and an overview of ARCPs, as well as tools for managing both poor and excelling trainee performance.
Suitable for the formal recognition of named clinical and named educational supervisors in surgery.
|Royal College of Physicians of London||1-4 & 7 (Clinical Supervisors) and 1-7 (Educational/Clinical Supervisors) respectively.||Clearly sets out the training offered to named CS or named ES.||https://www.rcplondon.ac.uk/cpd/non-clinical-cpd/supervision-and-appraisal/educational-supervisor-workshop-and-accreditation|
|Royal College of Anaesthetists||1-4 & 7 (Clinical Supervisors) and 1-7 (Educational/Clinical Supervisors).||Series of training days available. Including specific course on educational supervision that can be used as accreditation. Other courses may be appropriate for ongoing CPD.||http://www.rcoa.ac.uk/education-events-and-research/anaesthetists-educators-aae-programme|
|Royal College of Radiologists||1-4 & 7 (Clinical Supervisors) and 1-7 (Educational/Clinical Supervisors).||
The days will cover:
|Royal College of Paediatrics and Child Health||1-7 (Educational/Clinical Supervisors).||In June 2013 the RCPCH launched this training programme, Effective Educational Supervision, specifically targeting paediatric trainees, SAS and consultants. It has been devised to fulfil the GMC’s requirements that all educational supervisors who work with junior doctors and medical students must have received training in educational supervision by July 2016.||http://www.rcpch.ac.uk/courses|
|Royal College of Surgeons of England||Various (Educational/Clinical Supervisors).||Taught over two days through a mix of practical sessions and two e-learning components, Training the Trainers will enhance your skills as a surgical educator and prepare you for dealing with some of the common challenges you may encounter as a trainer.||https://www.rcseng.ac.uk/education-and-exams/courses/search/training-the-trainers-developing-teaching-skills/|
|Royal College of Physicians of London||Various (Educational/Clinical Supervisors).||
At the end of this workshop participants will be able to:
• recognise the early warning signs of a trainee getting into difficulty
• identify what early steps to take
• identify who to contact about concerns
• describe the legal and employment framework within which they will be operating
• recognise the roles and responsibilities of relevant supporting bodies
• identify what help is available to support underperforming trainees
• describe the factors that help to prevent disputes and misunderstandings.