Appraisal – Education and Research

Undergraduate educational roles

Type of role / activity / Time spent on thatrole / activity / Evidence, and comments on evidence
This evidence can be incorporated within this Word document or attached to the MAG form in Section 14

Add new rows as required

List any issues that you wish to discuss at your appraisal.
Outcome of learning and reflection / action taken and next steps

Postgraduate educational roles

The Academy of Medical Educators was commissioned by the Department of Health to produce a quality framework for educational and clinical supervisors. The result was a 29-page document entitled ‘A framework for the Professional Development of Postgraduate Medical Supervisors’ (November 2010). The table that follows has been produced by Dr Pamela Todd (Associate Director of Medical Education) and colleagues, and is a greatly distilled version of that document. It is introduced here to allow appraisal of clinical and educational supervisors in a manner acceptable to the DH / GMC (without the need for a separate appraisal process).

Key Areas / For each domain evidence at appraisal can be provided by:
1 GMC trainee/trainer survey
2 List of courses attended & on line training
Examples of further types of evidence relating to each domain are shown. It is suggested that onefurther piece of evidence from the list is submitted at appraisal for each domain, and please note that it is possible for one piece of evidence to support appraisal in several different domains. / Evidence, and comments on evidence
This evidence can be incorporated within this Word document or attached to the MAG form in Section 14
To be completed by both Clinical Supervisors and Educational Supervisors(a Clinical Supervisor is any consultant who has ‘day to day oversight of trainees in the workplace’, and includes ‘all clinicians that come into contact with trainees’)
  1. Ensuring safe & effective patient care through training
/
  • Trainees’ patient satisfaction questionnaires
  • Details of measures to ensure supervision appropriate to trainee’s competence and confidence
  • Trainee audits
  • Examples of near miss/ critical incident analysis (trainees)

  1. Establishing & maintaining an environment for learning
/
  • Feedback from trainees
  • Learning programmes & timetables for trainees & clinical teachers
  • Feedback from colleagues

  1. Enhance learning through assessment
/
  • Feedback from trainees
  • Details of programmes, study schedules and timetables for trainees indicating assessment modes, patterns and relevance to learning
  • Evidence of attendance at ARCPs
  • Feedback from peers, e.g. relating to external examining or professional assessment

  1. Teaching & facilitated learning
/
  • Feedback from trainees
  • Details of programmes, study schedules and timetables for trainees
  • Feedback from colleagues (eg observed teaching)
  • Evidence of recent initiatives to enhance learning opportunities

  1. Continued professional development as an educator
/
  • CPD records
  • Results of 360 appraisal
  • Certificates or qualifications obtained
  • Results of peer review or observation of teaching

To be completed by Educational Supervisors (an educational supervisor is ‘a trainer who is … responsible for the overall supervision and management of a specified trainee’s educational progress during a training placement or series of placements’: this includes any consultant who, since their last appraisal, has formally acted as any trainee’s educational supervisor, i.e. been recorded as educational supervisor on a trainee’s training record / e-portfolio)
  1. Supporting & monitoring educational progress
/
  • Feedback from trainees
  • Examples of meetings, records of trainee progress, learning plans, (anon)
  • Case studies of the management of a trainee in difficulty (anonymised)
  • Records of other relevant activities undertaken, e.g. involvement in recruitment, training committees etc

  1. Guiding personal & professional development
/
  • Feedback from trainees
  • Examples of meetings, records, case studies (suitably anonymised)
  • Examples of support, challenge & careers guidance provided to trainees (anonymised)

List any issues that you wish to discuss at your appraisal
Outcome of learning and reflection / action taken and next steps

Research roles

Are you research active? - Yes / No (delete as appropriate). If Yes, please give brief details in box below.

Have you completed Good Clinical Practice? - Yes / No (delete as appropriate). Attach supporting information in Section 14.

Have any serious breaches of protocol occurred in any studies you are involved with? - Yes / No (delete as appropriate). If Yes, please give brief details here:

Type of role / activity / Time spent on that role / activity / Evidence, and comments on evidence
This evidence can be incorporated within this Word document or attached to the MAG form in Section 14

Add new rows as required

List any issues that you wish to discuss at your appraisal, and/or note any brief reflections under headings that mirror those in the MAG form (if/as appropriate) - CPD; Quality improvement activity; Significant events; Feedback from colleagues; Review of complaints / compliments