1. Recognising and approving trainers: a GMC consultation
Dr John Jenkins CBE
Chair, GMC Postgraduate Board
January 2012

2. GMC’s Education Strategy
‘By 2013, we will have developed and implemented an approvals framework for all trainers of undergraduate and postgraduate learners, building on the process for selecting, training and appraising GP trainers.
It will promote and enhance the value of training both in individual job plans and within the organisations that employ doctors involved in training.’

3. Background to the proposals
Major investment in professionalising education
WTR and resource constraints
PMETB (now GMC) standards
Approval of GP trainers in postgraduate training
Other work (Better Training Better Care, Quality Indicators)
The wider issue of approval of training environments will be considered as part of our planned review of the Quality Improvement Framework

4. Recognition and approval of trainers
GMC Standards in TTD and TD
GMC role in supporting trainers
Areas from Academy of Medical Educators Document
Education Organisers:
Deaneries and Medical Schools - identification of Trainers
LEPs M A P E D Q A
Map current training and identification of trainers against 7 headings with evidence in appraisal

5. Areas for approval and recognition
Ensuring safe and effective patient care through training
Establishing and maintaining an environment for learning
Teaching and facilitating learning
Enhancing learning through assessment
Supporting and monitoring educational progress
Guiding personal and professional development
Continuing professional development as an educator

7. Consultation question
Have we identified appropriate objectives for recognising and approving trainers?
Does adopting the seven areas in the Framework for the professional development of postgraduate medical supervisors provide a suitable structure for quality assurance?

8. Scope of recognition and approval
Undergraduate:
Lead co-ordinators of training at each LEP
Doctors responsible for overseeing students’ educational progress at each medical school
Postgraduate:
Named educational supervisors
Named clinical supervisors

9. Definition – Named clinical supervisor
‘A trainer who is responsible for overseeing a specified trainee’s clinical work for a placement in a clinical environment and is appropriately trained to do so. He or she will provide constructive feedback during that placement, and inform the decision about whether the trainee should progress to the next stage of their training at the end of that placement and/or series of placements.’

10. Definition – Named educational supervisor
‘A trainer who is selected and appropriately trained to be responsible for the overall supervision and management of a trainee’s trajectory of learning and educational progress during a placement and/or series of placements. Every trainee must have a named educational supervisor. The educational supervisor’s role is to help the trainee to plan their training and achieve agreed learning outcomes. He or she is responsible for the educational agreement and for bringing together all relevant evidence to form a summative judgement at the end of the placement and/or series of placements.’

11. Consultation questions
3a For postgraduate training, is it appropriate to restrict the proposed arrangements to named educational supervisors and named clinical supervisors?...
4a For undergraduate training, is it appropriate to cover the lead coordinators of undergraduate training at each local education provider as well as those responsible for overseeing students’ educational progress at each medical school?...

12. Proposed responsibilities of LEPs
Identifying trainers who meet the criteria
Supporting trainers through:
Job plans
Appraisal
Support for training and development of trainers
Dealing effectively with concerns
Taking effective action where remediation is not sufficient
Mapping their arrangements against the 7 areas of the AoME Framework and ensuring that the GMC standards are met
Liaising with education organisers in accordance with agreed arrangements
Identifying the key responsibilities held by clinical tutors or Directors of Medical Education

13. Proposed responsibilities of education organisers
Identifying trainers who satisfy the GMC’s criteria and standards
Quality managing training arrangements at LEPs
Reviewing available information before deciding to identify individual trainers
Reaching agreements with LEPs on respective roles and responsibilities
Passing on information to the GMC about the GP trainers identified
Cooperating with quality assurance by the GMC

14. Pilots Medical schools: Cardiff, Peninsula, UCL
Deaneries: KSS, NW, Northern, SW
Trainers could be identified
Mapping of local arrangements against GMC standards and AoME areas done or feasible
Costs –
Identifying the trainers – no extra cost
Mapping – small cost may be necessary
Meeting standards – some cost involved in training all clinical supervisors to meet standards

17. Consultation questions
7 Have we correctly identified the responsibilities of local education providers?
10 Have we correctly identified the responsibilities
of education organisers?
15 Are the existing standards for trainers appropriate?
18 Should recognition and approval of trainers be aligned with revalidation?

18. High quality training is a prerequisite for high quality patient care
Education strategy: ‘It will promote and enhance the value of training both in individual job plans and within the organisations that employ doctors involved in training.’
Consultation questions:
19 Will the proposed arrangements promote and enhance the value of training for individual doctors and organisations that employ doctors in training?
20 Will the proposed arrangements promote and enhance the value of training in individual job plans?
21 What are the main benefits and costs that will arise from our proposals. Do the benefits exceed the costs?

19. Consultation Consultation – 6 January to 30 March 2012
Report to GMC Council – 14 June 2012
Implementation – Autumn 2013
Please let us know what you think!