NSA Trainer's pages

Educational supervision

Find below Dr Skinners Educational supervision forms for

ASSESSMENT OF CONSULTANT TRAINER 

Trainer’s Name:                                                                                                             

            

Please circle the appropriate heading according to the examples of behaviours that might be seen. Leave blank if no data or not applicable. The trainer will receive private feedback, but you will not be identified in person without your agreement. Return all forms to Tracy in a sealed envelope who will anonymise the form and collate results.

 

Training skill

 

5

(consistently does)

4

(usually does)

3

2

(sometimes does)

1

(consistently does)

Able to suggest learning goals for the day that you did not obviously think of or consider. Explicitly sets out the aims of the days teaching. Defines your role during lists/ITU etc. Enthusiastic teacher

Asks you what you want to learn for the day. Allows you to actively participate in the list. Discusses planned management of patient

May hinder your own progression/learning. Gives confusing instructions. Prevents participation without explanation or reason. May create confusion in running of theatre list. You may be unclear as to your role or expectations in theatre

 

Knowledge

(note: you may disagree with a consultants chosen technique, but s/he should be able to explain it if asked. You are not being asked to judge their clinical competence).

5

(consistently does)

4

(usually does)

3

2

(sometimes does)

1

(consistently does)

Explains techniques and decisions with reference to current evidence. Able to critically talk about latest evidence. Actively suggests / encourages further reading.

Can adequately explain technique / rationale behind decisions. Directs you to appropriate sources if no personal knowledge.

Unable / unwilling to communicate reasons for choice of technique when asked. Creates confusion when attempting to explain techniques or demonstrate procedures

Approachability

 

5

(consistently does)

4

(usually does)

3

2

(sometimes does)

1

(consistently does)

Good listener. Makes attempts to put you at ease. You feel comfortable even when being corrected.

Listens. Is polite. Is not prejudiced or overbearing. Challenges appropriately.

May be intimidating, prejudiced or overbearing. Ignores your opinions. Can be inappropriate or rude. You would prefer to avoid contact.

Feedback

 

5

(consistently does)

4

(usually does)

3

2

(sometimes does)

1

(consistently does)

Proactive in giving immediate feedback in a constructive and honest manner. Helps you to reflect on your actions. Helps you consider what you will do next time.

Gives appropriate feedback when asked. Praises when appropriate. Provides a question / answer period

Dismissive when feedback requested. Only gives negative feedback. May be derogatory.


 

Supervision

 

5

(consistently does)

4

(usually does)

3

2

(sometimes does)

1

(consistently does)

Actively lets you know that they are aware of when they are pushing you to work at your boundaries. Provides support so that you may push your boundaries.

Asks about your abilities, level of training and previous experience. Allows you to develop your own management plan and treatment options, and take appropriate responsibility for the case. Readily provides help when requested.

Pressurises you into working beyond your abilities without adequate support. Dismissive of requests for help/support. You do not like being on-call with them.

Accessibility

 

5

(consistently does)

4

(usually does)

3

2

(sometimes does)

1

(consistently does)

Actively encourages contact. Makes effort to find you before and after lists to discuss your learning.

Easy to reach for case discussions. Tells you where s/he is going if leaving during an accompanied theatre list.

Difficult to track down. Unavailable or requires considerable effort to find when supervising list or when on-call.

Career advice

(may only apply if rating your educational supervisor)

 

5

(consistently does)

4

(usually does)

3

2

(sometimes does)

1

(consistently does)

Actively asks about your career progression / level of training. Knowledgeable about career structure

Available for career advice if required. Directs you to appropriate person / source if no personal knowledge

Uninterested

 

COMMENTS:   Comments are the most valuable aspect of any evaluation. Give specific examples to commend good features or to describe any concerns you may have.

You must specifically comment on any concern, If possible, this should reflect the trainer's attributes over time, but please also record single incidents if they have had a major effect on you. Although you may have had contact with a consultant infrequently, your comments are still valid as we get feedback from many of you. 

Frequency of contact:

please tick all that apply

No contact

 

On-call

 

Occasional contact (theatre/ITU/clinic etc)

 

Frequent contact (theatre/ITU/clinic etc)

 

Formal Education supervisor

 

Name of trainee_______________________________________________

  

Signature:____________________________________________________

  

Date:________________________________________

 

You will have to collect lots of these to show you are doing it correctly, to create a sort of 360 appraisal of your supervision abilities. This is for ALL trainers supervising trainees, it is not optional. And it is demanded ASAP!

And if you are acting as an educational supervisor, well...................(The following is a document from the Deputy RA)

 

The Appointment of Consultants Anaesthetists as Trainers in the Northern Deanery

 

 

There are two levels of trainer in the Northern School of Anaesthesia:

 

Clinical supervisors – supervision of trainees by non training grade doctors in the normal clinical setting in elective and emergency work.  In addition to this clinical supervisors will usually take their part in departmental and deanery wide teaching programmes.

 Educational Supervisors – as for clinical supervisors but in addition supervision and planning of the trainee’s training by a consultant with expertise in educational planning, pastoral and professional guidance.

 CLINICAL SUPERVISORS

 Any substantive consultant appointed after a properly constituted appointments advisory committee will normally have been assessed as competent to take on this role.

 

Other non-training grade doctors whose standing to train has been approved by the Northern Deanery STC for Anaesthesia will also be clinical supervisors.

 

The responsibilities of this role should be set out in individuals job plan and agreed with their clinical director.

 

This role should be explicitly considered in each appraisal and considered when a professional development plan is formulated each year.

 

It is expected that all consultants in anaesthesia in this Deanery are clinical supervisors. If any of the above doctors are found unsuitable for this role, the inevitable anomalies created would be the responsibility of the clinical director in the employing trust.  Confidential advice from the Northern School of Anaesthesia is available if a consultant has difficulties in the role.

 

Supporting evidence for the role might include CPD undertaken, feedback on teaching sessions, confidential feedback on trainers by trainees.

 

EDUCATIONAL SUPERVISORS

 

These Consultants will be those with an interest and enthusiasm for anaesthetic training. It is desirable that they have:

·        An up to date knowledge of the anaesthetic curriculum structure

·        Skills and expertise in appraisal, assessment and feedback

 They will supervise a locally agreed number of trainees and:

·        Meet with the trainee at the start of their training in the dept, review their training to date, agree goals to be achieved and agree a targeted educational and training plan and work programme.

·        Meet with the trainee at the midpoint of their rotation to review progress and modify plans accordingly.

·        Meet at the end of their rotation for educational / training assessment and review.

 

The responsibilities of this role should be given recognition in the Consultant’s job plan.  The time needed should be considered in each job planning round.  Annually appraisal will consider the educational supervisor’s role as part of the process and this will inform the formulation of an annual professional development plan which will need to address both professional CPD and training needs for the role of educational supervisor.

 

Departments will maintain a list of named educational supervisors and review this regularly.  Mechanisms for selection will be developed.

 

Exceptionally other non-training grade doctors whose standing to train has been approved by the Northern Deanery STC for Anaesthesia will also be clinical supervisors.

 

Supporting evidence for the role might include CPD undertaken, feedback on teaching sessions.  A 360 degree appraisal and confidential feedback on trainers by trainees will become essential.

 

Local training sessions for ESs will be developed.

 


Action needed by departments – To complete before 31/07/2007

 

Locally decide how many ES are needed.  It seems unlikely that any ES could supervise more than 6 trainees.*

 

Select ESs and generate a list of names*.  Generate a list of clinical supervisors, which will usually be everyone else who is a consultant or accredited SAS grade trainer*. 

 

Formal selection procedures are not needed at this stage.  Ensure all ESs have had an appraisal with dates. 

 

Allocate trainees and ensure meetings will take place and record these*.

 

Commence trainee feedback on ESs.  It would be useful to have one round complete before 31/07/2007, so that you can be confident your ESs are appropriate before the new training starts.

 

Commence 360 degree appraisals of ESs.

 

Collate this feedback.

 

Reporting mechanisms for the School to access summary information will be developed.

 

Items marked * are essential before 31/07/2007.  The others are highly desirable and will become essential within a short time.

This page last updated 07/03/08 . Dr Gary Enever, Northern Schools of Anaesthesia