1. Educational supervision and deanery resources
Charlotte Patient

2. Training in the UK

3. What is a Deanery
13 deaneries
Explain how training works in the UK

5. UK training 7 year Specialty training programme (ST1-7)
National recruitment at ST1 and ST3
Allocated to a Deanery
Rotate within that Deanery
Obtain evidence of training throughout the year on e-portfolio
Yearly assessment against a “Training Matrix” to decide on progression

6. ST1-2 Junior level. Learning the basics. Pass Part 1 MRCOG
ST3-5 Gaining experience. Developing independent skills. Pass Part 2&3 MRCOG
ST6-7.Advanced training. Developing specialist skills. Advanced Training Skills Modules
Sub-specialty training – can be done pre or post completion of training

7. Deanery Structure Postgraduate Dean Head of School
Training Programme Director(s)
College Tutor
Educational Supervisor
Clinical Supervisor
Talk about role of the top 3

8. College Tutor
The role of the College Tutor is to coordinate obstetrics and gynaecology training and education in an individual trust. Train and allocate Educational supervisor Ensure that training is delivered Oversee local teaching May be involved in rota (need to ensure a balanced timetable) Contribute to the educational development of other doctors in the department

9. Educational Supervisor
All trainees should have a nominated Educational Supervisor who has responsibility for facilitating and ensuring the progress of trainees through their designated curriculum.
Take responsibility (with the trainee) for the personal and professional development of a trainee through the programme.
Develop a mutually accepted learning agreement.
Undertake regular appraisals and feedback.
Help trainees maintain their learning portfolio.
Identify trainees in difficulty and support them at a local level,

10. Clinical Supervisor
Trainer who oversees trainees clinical work and provides constructive feedback

11. Educational Supervision

12. Induction Meeting Ideally within 2 weeks of starting
Establish starting point
Set goals ( Personal Development Plan)
Personalised work schedule – what do you need to do to achieve those goals
Courses, Reading, Simulation, Exams etc

13. Review Meet every month
Review Progress. What is going well? What is going less well?
Look at the evidence you have accrued and see what can be signed off
Set SMART objectives
Specific, measurable, acheivable ,relevant, timebound

14. Quality Improvement
Audit
Guidelines development
Service Improvement

15. Multi-source Feedback
Can use local or RCOG form (TO1)
Ideally twice in the year- shows progress
Multi-source
Consultants
Peers
Juniors
Midwives/Nurses
Allied Health Professionals
Clerical staff
Other specialties

16. Educational supervisors report
Yearly
Draws together all the evidence you have produced
Highlights areas of good practice
Highlights areas needing improvement
SMART objectives for next year

17. Prepare for Appraisal Needed for revalidation
Currently the responsibility of your employer
Evidence of professional development
MSF
Quality Improvement
Involvement in SUI or adverse outcomes
Evidence of you as reflective practitioner
Complaints
Compliments
Plan for next year

18. Deanery Resources

19. Each deanery will be different
Each deanery will have a website

20. Regional Teaching Check your website for details Half days/Full days
Courses- Basic surgical skills, USS, Laparoscopy, Exam courses, Communication skills
Most teaching free although simulation courses may charge
You are always welcome

21. Trainees Committee Reps from each hospital
Feedback issues to the school and the College

22. Contacts

23. Behaviour at Work

24. Undermining and Bullying
Undermining and Bullying recognised as a problem
Should be considered unacceptable
Negative effect on patient outcomes
Can be carried out by anyone – Consultants and midwives worst offenders

25. Bullying
Offensive, intimidating, malicious or insulting behaviour, or an abuse or misuse of power through means that undermine, humiliate, denigrate or injure the recipient
Spreading rumours
Unfair treatment
Picking on someone
Regularly undermining a competent worker

26. Undermining
Behaviour that has undermined professional confidence or self esteem

27. These should not happen
Persistent and deliberate belittling or humiliation
Shouting, threatening or insulting behaviour
Persistently and unfairly singling out an individual for unreasonable duties, or for duties with no educational value
Persistently and unfairly preventing access to the normal educational events or opportunities associated with the programme
Marginalising trainees without good reason, so that they’re unable to carry out their jobs and make progress in their training

28. May be hard to recognise
Fine line between Constructive and intimidating feedback
A person being bullied may accept it as the norm
Can be very difficult to complain

29. Workplace based Behaviours Champion
Should be one in each deanery
Voluntary role
Approachable, humane, good listener
Advocate for the trainee