Modify this template for your own presentation, remember to 'save as' in your own drive.

1
Professional Development Framework for Supervisors
Implementing the GMCs Standards for Training

2

• Excellence in educational supervision

• There are clear links between the quality of
• supervision and
• Patient safety
• Enhanced quality of care
• More rapid acquisition of trainee knowledge,
  skills and professional attitudes

• High quality supervision becomes even more
  important in the face of
• Shortened training programmes
• 48h working week
• Reduction in patient contact opportunities

3
Political, professional and regulatory drivers
Good Medical Practice
Trends in clinical education
Accountability Professionalisation Pursuit of
excellence
Compliance with standards for trainers from
January 2010
High Quality Workforce
GMC Standards
4
London Deanery Professional Development Framework

• London Deanery developed the Professional
  Development Framework in response to the GMCs
  (PMETB) Generic Standards for Training. But
• London Deanery has an aspiration to be
  PMETB-plus aiming for quality enhancement,
  rather than simply quality control to a minimum
  threshold.
• The Framework aims to support Trusts and other
  providers in meeting training requirements for
  supervisors and in particular, the development of
  educational supervisors through a process of
  portfolio-based accreditation.

5
Relationship to other qualifications and
standards

• Higher Education Academy
• Academy of Medical Educators
• Royal Colleges
• Other Deaneries
• Medical Schools
• Postgraduate certificate/diploma/MA

The London Deanery portfolio approach recognises
all forms of prior training and accreditation
6
The Professional Development Framework areas
Each area of activity describes a set of minimum
expectations as well as those which, if achieved,
denote excellence.
7
Enhancing learning through assessment
Example
8
Scope

• Who does this framework apply to?
• - clinical and educational supervisors working
  within Trusts in London
• - general practice and dental trainers governed
  by separate regulation

What do we mean by clinical and educational
supervision?
Clinical supervision Safe clinical oversight of
trainees during routine activity on wards, in
outpatients, in the operating theatre or other
clinical settings
Educational supervision Taking responsibility for
overseeing the educational progress of a named
trainee over a period of time.
Where a doctors educational role extends beyond
supervision in the workplace e.g. training
programme director, university lecturer s/he is
encouraged to seek accreditation through the
Academy of Medical Educators or Higher Education
Academy
9
PMETB role definitions
An educational supervisor is a trainer who is
selected and appropriately trained to be
responsible for the overall supervision and
management of a specified trainees educational
progress during a training placement or series of
placements. The educational supervisor is
responsible for the trainees educational
agreement. A clinical supervisor is a trainer
who is selected and appropriately trained to be
responsible for overseeing a specified trainees
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.
In the 2009 PMETB trainee survey 99 of (8800)
London trainees were able to identify their
educational supervisor
10
Training requirements

• High level specification of areas
• Intended to be flexible and accommodating
• Not necessary to repeat training courses
• (apart from equalities and diversity)

11
Who has to do what?
For educational supervisors training requirements cover all areas of the Framework. Educational supervisors are expected to demonstrate an ongoing commitment to their development as a medical educator through participation in a three-yearly cycle of review.
For clinical supervisors training requirements cover selected areas (1-4) of the Framework. Clinical supervisors are encouraged to demonstrate an ongoing commitment to their development as a medical educator through participation in a three-yearly cycle of review although this is not currently a mandatory requirement.
PLUS All trainees in London programmes will be
required to have undertaken training in areas
sufficient to equip to be an effective clinical
supervisor (areas 1-4) below by the time they
complete their specialty training.
12
Requirements on local education providers

• The outcomes of local processes are expected to
  be as follows

A database of all supervisors and their training
is established and maintained at the Trust or
local education provider
A system of portfolio-based accreditation of
educational supervisors is implemented using the
Professional Development Framework
Formal educational appraisals are conducted with
all educational supervisors three-yearly
The process must be developmental and linked to
the results of the PMETB trainee survey
All new educational supervisors must submit a
portfolio to the DME (or nominated deputy) before
taking on their role
The outcome of each review will be a formal
statement of approval from the DME, and a
recommendation to inform job planning
Existing supervisors may be permitted initial
approval for up to 3 years on the basis of past
experience, so spreading the appraisal load
evenly
Trusts should provide an ongoing programme of
faculty development to meet identified needs
Trusts must demonstrate that an effective
processes are in place as part of the Deanery
quality management requirements
13
The portfolio guidance for supervisors

• The portfolio should demonstrate a professional,
  informed and coherent approach to the educational
  supervision of trainees. The documentation has
  been kept as brief as possible and aims primarily
  to support a developmental discussion. It
  contains the following sections
• Personal details
• Educational roles and activities
• Prior accreditation or experience
• Training courses undertaken
• Evidence of good practice
• Personal development plan
• Sign off
• For convenience, the portfolio is available in
  hard copy, a pdf download or a simple Word
  version. The portfolio and all supporting
  documentation including FAQs, is available at
  www.faculty.londondeanery.ac.uk

14
The regulatory bottom line

• By January 2010, within each provider, there
  should be
• A populated database of all supervisors and
  their training
• A rolling programme of faculty development
• An accreditation process for educational
  supervisors

15
Summary

• The London Deanery Professional Development
  Framework derives from the GMCs Generic
  Standards for Training, but has the broader aim
  of quality enhancement
• The Framework aims to support Trusts and other
  providers in the provision or assurance of
  training for postgraduate medical supervisors
• The Framework also provides a basis for
  development of educational supervisors through a
  process of portfolio-based accreditation.

16
(No Transcript)