Training for Educational Supervisors Including Designated Supervisors (DS) #257018

Upon completion of this course, participants will be able to:

• Articulate the Roles and Responsibilities: Clearly define the distinct and overlapping duties of an Educational Supervisor (ES) and a Designated Supervisor (DS), including their legal and ethical obligations.

• Design and Implement Effective Personal Development Plans (PDPs): Create, monitor, and review tailored learning agreements that align with curriculum competencies and a trainee’s individual needs.

• Master Formative and Summative Assessment: Conduct objective, evidence-based assessments (e.g., Mini-CEX, CBD, MSF) and write high-quality end-of-term/placement reports.

• Manage Trainee Difficulty and Underperformance: Implement a supportive, structured approach to identifying, documenting, and managing a struggling trainee, following due process.

• Provide High-Quality Coaching and Mentoring: Utilize proven models for effective feedback, career guidance, and supporting trainee well-being and resilience.

• Ensure Governance and Compliance: Understand and apply the relevant standards, policies, and procedures set by accrediting bodies (e.g., GMC, ACGME-I, or local health authority).

This program is mandatory for healthcare professionals who hold or are preparing to hold formal educational supervision roles.

• New and Existing Educational Supervisors (ES)

• Designated Supervisors (DS) or Named Clinical Supervisors

• Clinical and Educational Supervisors defined under GMC (UK) or equivalent international standards

• Consultants and Senior Physicians responsible for trainee development

• Lead Nurses and Allied Health Professionals with supervisory responsibilities

• Program Directors and Training Program Directors

• Clinical Leads and Heads of Department overseeing education

• Pre-assessment
• Live group instruction
• Use of real-world examples, case studies and exercises
• Interactive participation and discussion
• Power point presentation, LCD and flip chart
• Group activities and tests
• Each participant receives a binder containing a copy of the presentation
• slides and handouts
• Post-assessment

Day 1: The Foundation – Roles, Responsibilities, and Setting the Stage

• Morning:

  • Module 1: Introduction to Educational Supervision: The landscape of medical education. The importance of effective supervision for patient safety and trainee development.

  • Module 2: The Supervisor’s Toolkit: ES vs. DS: Defining the specific roles, responsibilities, and accountabilities of the Educational Supervisor and the Designated Supervisor. Understanding the governance framework.

• Afternoon:

  • Module 3: Establishing the Supervisory Relationship: Contracting with a new trainee, setting expectations, and creating a safe and supportive learning environment.

  • Workshop: The First Meeting: Role-play of the initial meeting between a supervisor and a new trainee, focusing on setting goals and building rapport.

  • Day 1 Recap: Understanding your scope and purpose.

Day 2: Educational Theory and Planning for Development

• Morning:

  • Module 4: Principles of Adult Learning in Clinical Practice: Applying andragogy, learning styles, and reflective practice models (e.g., Kolb) to supervision.

  • Module 5: Curriculum Mapping and Designing Learning Experiences: Aligning trainee activities with curriculum outcomes and competencies.

• Afternoon:

  • Module 6: Creating Effective Personal Development Plans (PDPs): Using SMART goals to co-create, monitor, and review individualized learning agreements.

  • Workshop: PDP Clinic: Participants bring a real or case-based trainee profile and work on developing a robust PDP.

  • Day 2 Recap: From theory to a structured plan.

Day 3: Assessment, Feedback, and Documentation

• Morning:

  • Module 7: The Assessment Landscape: Formative vs. Summative assessment. Principles of validity, reliability, and fairness.

  • Module 8: Mastering Workplace-Based Assessments (WPBAs): Effective use of tools like Mini-CEX, CBD, DOPS, and ACAT. How to be an effective assessor.

• Afternoon:

  • Module 9: The Art of Feedback and Coaching Models: Using structured models (e.g., Pendleton, ALOBA, R2C2) to facilitate growth. Handling challenging feedback conversations.

  • Role-Play: The Feedback Session: Practicing giving constructive feedback on a challenging WPBA outcome.

  • Day 3 Recap: Measuring progress and guiding development.

Day 4: Managing Challenge and Supporting Well-being

• Morning:

  • Module 10: Identifying and Managing the Struggling Trainee: Early warning signs, gathering evidence, and initiating supportive interventions.

  • Module 11: Due Process and Formal Procedures: Understanding the steps for escalation, creating action plans, and participating in formal review panels.

• Afternoon:

  • Module 12: Supporting Trainee Well-being and Resilience: Recognizing signs of burnout, stress, and mental health concerns. Knowing how and when to refer to professional support services.

  • Case Study: A Trainee in Difficulty: Groups work through a complex case of a failing trainee, developing a structured management plan.

  • Day 4 Recap: Navigating challenge with fairness and support.

Day 5: Integration, Leadership, and Capstone

• Morning:

  • Module 13: Educational Leadership and Quality Improvement: Contributing to program evaluation, teaching the teachers, and fostering a culture of educational excellence.

  • Module 14: Legal, Ethical, and Professional Boundaries: Confidentiality, professionalism, and managing conflicts of interest.

• Afternoon:

  • Capstone Activity: The Supervisory Review:

    1. Participants review a comprehensive trainee portfolio (including WPBAs, colleague feedback, and clinical incident reports).

    2. They prepare for and conduct a simulated mid-term review meeting with a “trainee” (actor/role-play).

    3. They document the meeting with a written report and action plan.

  • Final Feedback and Accreditation: Facilitated debrief, final Q&A, and awarding of certificates of completion (often required for formal accreditation as an ES/DS).

  • Course Conclusion: Commitment to action and ongoing development as a supervisor.