Educational & Clinical Supervision

The GMC’s new standards for training require all named ESs and CSs to be selected and appropriately trained for the role, in line with the framework of professional standards for supervisors of postgraduate medical trainees developed by the Academy of Medical Educators (AoME).

There are seven standards within this framework:

• 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.

Standards 1-7 apply to educational supervisors and standards 1-4, & 7 to clinical supervisors.

In reality this translates as the following: to be recognised as a Clinical or Educational Supervisor trainers are required to document evidence from the domains, as indicated below, to demonstrate their engagement in educational activity:

The Clinical Education Department works in conjunction with the College Tutors to ensure there are appropriate numbers of qualified Educational Supervisors within each Directorate.

Those wishing to qualify as an Educational Supervisor should engage and pass the Direct Observation of Teaching in Practice process. It should be noted those who are QESP qualified, via Kent, Surrey and Sussex Deanery, continue to be recognised as Educational Supervisors.

For further information see:

HEKSS webpages on the Process for new Supervisors can be found here: heeoe.hee.nhs.uk/Becoming_an_Educational_Supervisor

Process for recognition:

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Educational Supervisors are allocated by the College Tutor, Training Programme Director or Programme Lead in conjunction with the Director of Clinical Education. Consultants may act as Educational Supervisors for a maximum of three trainees at any one time and a list of those qualified for the position is maintained by the Clinical Education Department.

It is the Trainee’s responsibility to arrange the educational meetings with their Supervisors. Should any difficulties be encountered the Clinical Education Officer should be contacted for further advice and support. Trainees are required to be aware of the schedules of their Supervisors and provide sufficient notice of the requirement for ‘professional conversations’, assessments etc.

It is an expectation that three formal meetings will take place during each post: at the beginning, mid-point and at the end. The text below provides advice on this:

Suggested structure of Meetings:

Initial Meeting

• Introductions
• Discussion on career to date and options for the future;
• Agree on learning needs, how these will be developed and agree a Personal Development Plan;
• Discussion on any additional support required for special circumstances etc;
• Check local induction has been received and the requirement to complete mandatory training;
• Discussion on the types of evidence the trainee might collect for their portfolio to demonstrate they have achieved competency;
• Complete any documentation required for specific Programme;
• Record meeting on ePortfolio.

Mid-Point Meeting

• Review of first two months focusing on areas of good practice and those that require attention;
• Discuss on-going support for the development of clinical and academic skills;
• Ensure there is evidence on the engagement in the assessments process, reviewing the number and range of assessments and the Programme specific requirements;
• Record meeting on ePortfolio.

Final Review Meeting

• Review the experience following the mid-point review focusing on areas of good practice and those that require attention;
• Discuss on-going support for the development of clinical and academic skills;
• Ensure there is evidence on the engagement in the assessments process, reviewing the number and range of assessments and the Programme specific requirements;
• Record meeting on ePortfolio.