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Revalidation and Appraisal

Introduction

This webpage provides recommendations regarding the reflection and collection of evidence of your efficacy as an educational supervisor in preparation for revalidation and appraisal. 

Gathering appropriate evidence

As part of your revalidation and appraisal, you may wish to collect evidence of your role as an effective educational supervisor. Below, we provide a list of suggested evidence that you may wish to collate, which is mapped to the Academy of Medical Educators Seven Key Areas of Supervisory Practice, and is endorsed in the GMC's Criteria for Trainer Recognition:

1. Ensuring safe and effective patient care through training

  • Details of courses attended on supervision, learning or teaching (including online).
  • Trainee Audits or QI projects supervised.
  • Examples of helping trainees with critical incident analysis.
  • Evidence of design/participation in departmental induction programmes.
  • Departmental training plans including information sharing between trainers.

2. Establishing and maintaining an environment for learning

  • Trainee feedback (e.g. cards, e-mails, letters).
  • Feedback from MDT colleagues (for multi-professional training).
  • Details of learning opportunities provided for trainees (e.g. timetables, projects, courses or content developed etc.).
  • GMC survey feedback.
  • Details of courses attended on supervision, learning or teaching (including online).

3. Teaching and facilitating learning

  • Details of participation in teaching programmes.
  • Records of e-portfolio activity for trainees (e.g. exported activity/screenshots).
  • Involvement in initiatives to enhance teaching and training.
  • Evidence of promotion of teaching and training. 

4. Enhancing learning through assessment

  • Details of timetables indicating ways learning is assessed and the relevance of assessments to learning.
  • Evidence of attendance at ARCPs.
  • Evidence of involvement in examinations, e.g. OSCEs, question writing etc. 
  • Evidence of external or professional body assessment activity. 

5. Supporting and monitoring educational progress

  • Anonymised records of trainee progress (e.g. ARCP outcomes).
  • Involvement in recruiting, training committees (local, regional, national) etc.
  • Participation in recruitment. 
  • Trainee feedback. 

6. Guiding personal and professional development

  • Anonymised examples of support e.g. careers advice provided to trainees. 
  • Anonymised examples of case studies, meetings with trainees, managing a trainee in difficulty etc. 

7. CPD as an educator

  • Records of courses underdaken relating to training and education (e.g. medical education conferences, workshops, personal etc.).
  • Qualifications gained (e.g. Postgraduate Certificate in Medical Education or higher).
  • Membership of professional education bodies (e.g. AoME, AMEE etc.).
  • Reports of peer-review of teaching (review your own teaching or others' teaching).
  • Feedback on teaching practice. 
  • Awards or commendations.
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