New Appraiser Training Medical Appraisal Scotland Appraisal in

New Appraiser Training Medical Appraisal Scotland Appraisal in the Trainer Role (Primary Care) Module 07 b This Power. Point has no audio nor animations. The audio has been transcribed in the Notes section for your reference. 1

NHS Education for Scotland List of Modules – Appraisal Overview – Supporting Information – Personal Development Plan & Introduction to Form 4 – Appraiser Skills – Using a Coaching Approach in Appraisals – Challenging Appraisal Situations – Appraisal in Trainer Roles 2

NHS Education for Scotland Aims of this module • To develop confidence in discussing with a GP trainer: – the trainer role – related supporting information – personal development plan 3

New Appraiser Training Medical Appraisal Scotland Becoming a GP Educational Supervisor 4

NHS Education for Scotland GP Trainers • Approved by GMC under the Medical Act • Different process to secondary care Recognition of Trainers • Usually 3 years post-CCT experience • Video patient-centred consultations • 1 -day Trainer Workshop • 4 -day Scottish Prospective Educational Supervisors Course (SPESC) • Approved by GP Quality Management Group • Approval initially for 2 years, then every 3 years 5

NHS Education for Scotland Process (1/2) • Prospective trainer discusses with TPD • TPD may visit practice if not previously training • TPD discusses with regional Assistant GP Director and team • Funding approval given • GP forwards video consultations for assessment prior to undertaking Trainer Workshop 6

NHS Education for Scotland Process (2/2) • Attend Trainer Workshop (if passes video) • Attend SPESC (if TW is completed) • Further meeting with TPD (if SPESC is completed) • Final approval at SQMG – if existing training practice – If new – formal visit by GP team • Ao. ME criteria used 7

New Appraiser Training Medical Appraisal Scotland Examples of GP Trainer supporting information 8

NHS Education for Scotland Domain 1: Ensuring safe and effective patient care through training • Induction timetables • Arrangements for supervision with the practice • Minutes of relevant Senior Staff Meetings (e. g. SEA meetings) • Anonymised discussions with/or about trainees/students in difficulty • Case Based Discussions with trainee • Supervision of a QIP/ Audit completed by a trainee/student 9

NHS Education for Scotland Domain 2: Establishing and Maintaining an environment for learning • Induction • Meetings where trainee feedback/ NTS etc is discussed • Reflections on feedback received from trainees • Reflections on a teaching session delivered by a trainee or a peer • Departmental education programme/course you teach on based on curriculae • Teaching timetables • Examples of when trainees have spoken out when a mistake was made or if they feel something was wrong – because they felt safe to do so – what did you do? • Quality assurance visits by deanery 10

NHS Education for Scotland Domain 3: Teaching and facilitating learning • Teaching programmes for your department • Teaching plans and evaluations • Tutorial feedback • A review of a teaching session by a peer • Courses you are involved in delivering • Any certificate of a course related to teaching and facilitating learning 11

NHS Education for Scotland Domain 4: Enhancing learning through assessment • Anonymised examples of completed WPBAs or Educational Supervisors reports • Questions you have written for college exams • Feedback given to candidates after an exam • Certificates from acting as an examiner • Feedback given to a trainee as part of a learning event 12

NHS Education for Scotland Domain 5: Supporting and monitoring educational progress (Educational Supervisors) • Induction/midpoint and end of block meeting entry for a trainee • Anonymised example of when you had a trainee in difficulty: • PDP plan agreed with a trainee • ARCP panels – details of this (anonymised appropriately) • Notes from Speciality Training Committee meetings • Evidence of attendance/training for trainee recruitment 13

NHS Education for Scotland Domain 5: Supporting and monitoring educational progress (University roles) • Anonymised completion of assessment requirements for a clinical block with feedback to student • Attendance at EO training events relating to student assessment • Anonymised evidence of participation in exam boards • Evidence of facilitation and assessment of e. g. student projects • Participation on training for and undertaking student selection activities for admission 14

NHS Education for Scotland Domain 6: Guiding personal and professional development (Educational Supervisors) • Reflective account of when you have given advice and support • Examples of printed/electronic materials you provided to trainees • Feedback or letters of thanks from trainees 15

NHS Education for Scotland Domain 6: Guiding personal and professional development (University roles) • Evidence of attending training on pastoral or professional development for students • Evidence of training on inclusivity – e. g. reasonable adjustments for disability, E&D training • Evidence of pastoral and or professionalism activities – e. g. student mentor, health and conduct or fitness-to-practice activities • Evidence of training on / participation in careers guidance for students 16

NHS Education for Scotland Domain 7: Continuing professional development as an educator • All domains mentioned count: this is about a PDP in the trainer role • Reflection on next steps – Changes to curriculum; what gaps • Suitable evidence – Attendance at ARCP, Simulation, – Doctors in Difficulty (Di. D) 17

NHS Education for Scotland Next steps • Complete other mandatory modules • Place allocation • Microsoft Teams 18