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University of Sunderland and Newcastle University Medical School Policy

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University of Sunderland and Newcastle University Medical School Policy Joint Health Education England (North East and North Cumbria), University of Sunderland and Newcastle University Medical School Policy Selection and Recognition of: • Postgraduate Educational Supervisors and Named Clinical Supervisors • Undergraduate Lead Coordinators and Lead Teachers in Local Education Providers Version: Approved refresh March 2020 Ratified by: DMT members Date ratified: Scheduled: March 2020 Name and Title of originator/author(s): Updated by David Turner updated to reflect partnership working with Sunderland and Newcastle 6/9/18. Name of responsible Director: Professor Namita Kumar, Postgraduate Dean Date issued: August 2020 Review date: August 2021 Target audience: HEE NE / DMT, Newcastle University and Sunderland University Medical Schools, Trust education teams, trainers Document History: (reviewed with University colleagues in Jul19) Recognition of Supervisors (trainer database) Document Status This is a controlled document. Whilst this document may be printed, the electronic version posted on the intranet, and copied to the internet, is the controlled copy. Any printed copies of this document are not controlled. As a controlled document, this document should not be saved onto local or network drives but should always be accessed from the intranet. 2 Recognition of Supervisors (trainer database) Contents Section Page 1. Introduction and Purpose 4 2. Scope 4 3. National context 4-5 4. Local context 5-6 5. Definitions 6-7 6. Guidance on the minimum standards expected of a supervisor 7-8 7. Roles and responsibilities 8-9 8. Newcastle University Medicine Malaysia (NUMed) 9-10 9. Equality Impact Assessment (EIA) 10 10. Monitoring Compliance and Effectiveness 10 11. Associated Documentation Appendix 1: Trainer Data template Appendix 2: Appraisal Guidance and links 11-17 Appendix 3: Academy of Medical Royal Colleges (AoMRC) and GMC Standards: suitable supporting evidence Appendix 4: Supporting guidance relating to SPA time 3 Recognition of Supervisors (trainer database) 1. Introduction and Purpose The policy aims to provide the overarching approach and principles for the recognition, approval and allocation of educational and named clinical supervisors across the region. The list of recognised trainers is often referred to as the “trainer database”. The policy primarily refers to hospital trainer recognition and the role of Postgraduate Deans and medical schools in formally recognising trainers. 2. Scope This policy applies to Undergraduate, Foundation, Specialty Schools and Primary Care and aims to clarify the roles and responsibilities of Newcastle and Sunderland University Medical Schools, HEE NE, Specialty Schools/Directorates and the Local Education Providers. University of Central Lancashire Undergraduate data will be collected and shared, as appropriate, linked to Northumberland Tyne and Wear NHS Foundation Trusts responsibility for Psychiatry in the Cumbria area. The statutory requirements for GMC approval of GP trainers remain in place and are not covered in the scope of this policy. Requirements, associated processes and responsibility for the recognition of GP supervisors in a GP setting are overseen by the Postgraduate School of Primary Care. 3. National Context The GMC final implementation plan describes the framework for full recognition and approval of trainers. The defined standards are designed to ensure safe and effective patient care in a suitable training environment with appropriately skilled and up-to-date supervisors. Supervisors need to show current training against all or some of the following seven headings with evidence in appraisal: 1. Ensuring safe and effective patient care through training 2. Establishing and maintaining an environment for learning 3. Teaching and facilitating learning 4. Enhancing learning through assessment 5. Supporting and monitoring educational progress 6. Guiding personal and professional development 7. Continuing professional development as an educator. Revalidation started on December 31st 2012 and all doctors must undertake annual appraisal of their whole scope of practice, including supervision. General Medical Council: Recognising and approving trainers: the implementation plan remains unchanged at the time of this policy review: https://www.gmc-uk.org/-/media/documents/approving-trainers-implementation-plan-aug-12_pdf- 56452109_pdf-72592887.pdf 4 Recognition of Supervisors (trainer database) Promoting Excellence: https://www.gmc-uk.org/education/standards-guidance-and-curricula/standards- and-outcomes/promoting-excellence Revalidation: https://www.gmc-uk.org/registration-and-licensing/managing-your- registration/revalidation The GMC plan and supporting guidance now includes the Academy of Medical Educators standards for clinical educators: http://www.medicaleducators.org/ Department of Health: Liberating the NHS: Developing the Healthcare workforce - From Design to Delivery: www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_132076 Health Education England: Quality Strategy and Framework: https://hee.nhs.uk/our-work/planning-commissioning/commissioning-quality 4. Local Context 4.1 These standards apply to the Consultants and Specialty, Associate Specialist and Staff Grade (SAS) doctors who are employed by the Local Education Provider (LEP) that any trainee works within. SAS doctors are included in the scope of this policy and play a valuable role in providing education and training. SAS doctors are supported nationally and locally to take on roles of educational and clinical supervisor for doctors in training subject to appropriate competency, skills and experience. All trainers need to be an appropriately trained doctor; however, they do not need to be on the specialist register to fulfil this role. SAS doctors with appropriate clinical experience and educational skills can be approved. All trainers, including SAS doctors should meet the requirements of this policy; the minimum standards expected of a supervisor described in section 6. This includes evidence against the seven AoMRC training standards and appropriate professional development. 4.2 Doctors in training are employed by either the LEP (Foundation) or the Lead Employer Trust (Core and Specialty Training including GP). 4.3 These standards also apply to named supervisors of Foundation doctors working in General Practice. 4.4 These standards also apply to named clinical supervisors of GP trainees in hospital placements. 4.5 These standards also apply to public health and palliative medicine trainers (with School oversight). 4.6 HEE NE Quality Management processes will include and seek information about trainer support and recognition. This will include the GMC trainer/trainee surveys, LEP reporting and visits. 4.7 Identical standards of supervision are required by the Medical Schools and this policy applies to undergraduate supervision and teaching to reduce duplication of work. 4.8 The Education Organiser seeks to establish local guidance on the recognition, approval, selection and allocation of: • Postgraduate Educational Supervisors and Named Clinical Supervisors • Undergraduate Lead Coordinators and Lead Teachers in Local Education Providers 5 Recognition of Supervisors (trainer database) These roles (in the scope of this policy) will be performed only by recognised or approved trainers who are registered medical practitioners holding a licence to practise. However, the principles of trainer recognition can also be used for other roles and trainers in supporting and developing those who make a significant contribution to training. 4.9 The Education Organiser seeks to clarify: • Definitions of Supervision (Section 5) • Guidance on minimum standards expected of a supervisor (Section 6) • Roles and responsibilities (section 7) • Guidance on information required by Schools, LEP’s, the University and the HEE NE (section 7 and appendix 1) 4.10 Reflecting GMC trainer recognition and approval guidance these standards do not apply to the less formal role of direct workplace supervision, roles which are undertaken by a variety of grades. A suitable level of skill is expected for direct supervision but this is outside the scope of this policy. 4.11 To summarise, this policy applies to those with a formal role in supervising a doctor in training or delivering teaching to an undergraduate. The standards are designed as a minimum and it is recognised that some LEP’s may exceed these. The guidance is subject to change as required by the GMC or HEE. 4.12 The GMC will recognise a trainer for a maximum of five years. HEE NE will confirm this recognition (managed via GMC connect) on an ongoing basis providing the trainer is recognised annually by the LEP against the minimum standards outlined in section 6. 5. Definitions 5.1 Named clinical supervisor (CS) (Require training for standards 1,2,3,4 and 7) A trainer who is responsible for overseeing a specified trainee’s clinical work for a placement in a clinical environment and is appropriately trained to do so. He or she will provide constructive feedback during that placement, and inform the decision about whether the trainee should progress to the next stage of their training at the end of that placement and/or series of placements. Please note section 4.9, which recognises that this definition does not apply to the less formal role of direct workplace supervision, roles which are undertaken by a variety of grades (although they are, more loosely, providing ‘clinical supervision’). 5.2 Named educational supervisor
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