Why ask trainees what they think of trainers? It could hit a lot of the QM standards Our questions map to GMC (PMETB) standards for trainers It won’t avoid the tawdry courses It should be valuable for revalidation They map to Good Medical Practice as well Though revalidation seems to be losing weight steadily It should enable us to address our shortcomings It should improve the training environment

Dr Dave Murray

Dave Murray Consultant anaesthetist at JCUH Well know in educational circles (Now a bit more visceral) This is not for an innovator It is admin work

What do we ask about?  Clinical Training Abilities  Supervision and Teaching of Practical Skills  Clinical Knowledge  Supervision in theatre/ITU and on-call  Giving Feedback  Approachability  Involvement in Other Educational Activities

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

Approachabilit y 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

Personally – something to work on May initially come across as intimidating on strength of character, but secretly is warm and friendly… Very old-school and didactic teacher (not necessarily a bad thing). Is able to discuss management of patients with reference to evidence base well. Occasionally can make some sarcastic/flippant remarks in theatre …

We did it across the region Bullying –I was going to suggest it for a group of non medics for this The bloke who never came in The barrister I heard no more, it must be legal!