Emergency Medicine

Educational Supervision.

Good educational supervision is the cornerstone of training in the school of Emergency Medicine.  The school has a network of trained supervisors providing expert support and feedback across all three localities of training.

 

Definitions

As you may be aware, there has been a change to the definitions of clinical supervisor and educational supervisor which we wanted to make you aware of.

   
The previous GMC definition of clinical supervisor was: “A clinical supervisor is the named clinician responsible for overseeing the clinical performance of an individual trainee within a clinical placement. They are responsible for observing practice, performing work-based assessments and providing feedback.”
The revised definition of clinical supervisor is: “A trainer who is selected and appropriately trained to be responsible for overseeing a specified trainee’s clinical work and providing constructive feedback during a training placement.  Some training schemes appoint an educational supervisor for each placement. The roles of clinical and educational supervisor may then be merged.”
The previous GMC definition of educational supervisor was: “The consultant identified by the postgraduate dean and the employing authority as having educational responsibility for the trainee/s in the placement identified. This may or may not be the doctor providing clinical supervision.”
The revised definition of educational supervisor is: “A trainer who is selected and appropriately trained to be responsible for the overall supervision and management of a specified trainee’s educational progress during a training placement or series of placements. The educational supervisor is responsible for the trainee’s educational agreement.”

 

These have been updated in the QF Operational Guide and should be used with immediate effect. These same definitions will be in the updated Gold Guide.

As you may be aware, Health Education England working across Yorkshire and the Humber (with the assistance of MIAD - an external course provider) has a blended e-learning and face to face delivery of courses to support Educational Supervisors in their role of supporting doctors in training. Please find below information regarding the e-learning component for the course. 

There are 4 online modules: 
1. Appraisal of trainees 
2. Trainee in difficulty 
3. Educational supervision 
4. Workplace based assessment


These modules are available for all educational supervisors to complete, and should be updated every three years.

The school also holds regular faculty development days to give additional, specialty specific guidance on training.

CT1

It is expected that these trainees over the ACCS (2 years) will gain the competencies relevant to Emergency Medicine (EM), Anaesthesia, Intensive Care Medicine (ICM) and Acute Medicine (AM). CT1 posts are 6 months of Emergency Medicine and 6 months of Acute Medicine. The curriculum to which they are working can be found via the college website. It is essential that MCEM A is completed by the end of ACCS. There are regional teaching days mapped to the 2010 curriculum for these trainees and their attendance is mandatory, more information is available on the CT1 page. There are also ultrasound and simulation training days for CT1s.

The trainee’s progress is monitored by their Educational Supervisor with whom they should meet 3 times in every 6 months. It is mandatory that the Educational Supervisor completes the structured training report prior to the trainee’s annual review and at the end of the year. It is important that the Educational Supervisor advises the trainee to register their training with the college and keeps an ePortfolio from the start and that they immediately begin collecting the evidence of their competencies.
For an outline of the evidence of competencies required for progression- please review the assessment and appraisal page.

 

ST/ CT 2

The CT 2 year is spent in Anaesthesia (9 months) and Intensive Care Medicine 3 months.
The Anaesthesia component will be supervised and signed off by the School of Anaesthesia, however it is important that trainees still have regular contact with their Emergency Medicine Educational Supervisor to ensure that the rest of their portfolio is progressing as planned and to ensure they continue to accrue WBPA’s at the recommended rate.

For an outline of the evidence of competencies required for progression- please review the assessment and appraisal page.

 

ST/ CT 3

CT 3 year is split between further experience in Emergency Medicine and paediatric focused Emergency Medicine.
Their progress is monitored by their Educational Supervisor with whom they should meet 3 times in every 6 months. It is vital that the Educational Supervisor completes the structured training report prior to the trainee’s annual review and at the end of the year.

There are 10 mandatory regional teaching days for these trainees.
Again the curriculum and workplace based assessments can be found on the Royal College of Emergency Medicine website. There is also an educational agreement form which should be signed for each 6 month post. (Available in CT3 section of college website)
It is also expected that CT3 trainees will have completed MCEM by the end of this year enabling competitive entry into ST4-6.


It is also important that CT3 trainees take the opportunities available to partake in clinical governance activities (audits, guideline development etc.) and complete the evidence based projects set out in the educational agreements.
They will need to continue the development of their portfolio, with our help, allowing them to successfully gain a ST4 post, hopefully within the region.

Structured Training Reports (STR’s)

Structured Training Reports must be completed within the e-portfolio for the 2010 ARCP process and beyond. This includes a review of the WPBA's and should include all the evidence that has been included in the essential requirements for progression. These are listed on the "assessments" page. From experience, it is best to complete the e-STR in the presence of the trainee, as they may not have included all items in their e-portfolio, for example clinical governance activity.

The ARCP process is entirely e-portfolio based from 2010 onwards. Trainees can only progress if their is complete and satisfactory evidence from the STR. You support for your trainees is anticipated and will be gratefully received!

It is essential if the trainee has difficulties that the programme director is informed as soon as the educational supervisor is aware and that this is not left for the annual review. View further information on the policies section.

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