Workforce, training and education
Yorkshire and Humber
Home › Trainer and Faculty Development › Revalidation and Appraisal

Revalidation and Appraisal

Introduction

This webpage provides recommendations regarding the reflection and collection of evidence of your efficacy as an educational supervisor in preparation for revalidation and appraisal. 

NHS England recommend that educational supervisors refresh their skills every five years.

Trainers are free to undertake the full eLearning package again, or they may undertake just one element, depending on their needs. We recognise that there are many courses available that would be deemed equivalent to the NHS England blended learning programme so trainers are not required to undertake multiple training to evidence competency. A list of suggested equivalent evidence is provided below. 

Gathering appropriate evidence

As part of your revalidation and appraisal, you may wish to collect evidence of your role as an effective educational supervisor. Below, we provide a list of suggested evidence that you may wish to collate, which is mapped to the Academy of Medical Educators Seven Key Areas of Supervisory Practice, and is endorsed in the GMC's Criteria for Trainer Recognition:

1. Ensuring safe and effective patient care through training

  • Details of courses attended on supervision, learning or teaching (including online).
  • Postgraduate Doctors in Training (PGDiTs) Audits or QI projects supervised.
  • Examples of helping Postgraduate Doctors in Training (PGDiTs) with critical incident analysis.
  • Evidence of design/participation in departmental induction programmes.
  • Departmental training plans including information sharing between trainers.

2. Establishing and maintaining an environment for learning

  • Postgraduate Doctors in Training (PGDiTs) feedback (e.g. cards, e-mails, letters).
  • Feedback from MDT colleagues (for multi-professional training).
  • Details of learning opportunities provided for Postgraduate Doctors in Training (PGDiTs) (e.g. timetables, projects, courses or content developed etc.).
  • GMC survey feedback.
  • Details of courses attended on supervision, learning or teaching (including online).

3. Teaching and facilitating learning

  • Details of participation in teaching programmes.
  • Records of e-portfolio activity for Postgraduate Doctors in Training (PGDiTs) (e.g. exported activity/screenshots).
  • Involvement in initiatives to enhance teaching and training.
  • Evidence of promotion of teaching and training. 

4. Enhancing learning through assessment

  • Details of timetables indicating ways learning is assessed and the relevance of assessments to learning.
  • Evidence of attendance at ARCPs.
  • Evidence of involvement in examinations, e.g. OSCEs, question writing etc. 
  • Evidence of external or professional body assessment activity. 

5. Supporting and monitoring educational progress

  • Anonymised records of Postgraduate Doctor in Training (PGDiT) progress (e.g. ARCP outcomes).
  • Involvement in recruiting, training committees (local, regional, national) etc.
  • Participation in recruitment. 
  • Postgraduate Doctor in Training (PGDiT) feedback. 

6. Guiding personal and professional development

  • Anonymised examples of support e.g. careers advice provided to Postgraduate Doctors in Training (PGDiTs). 
  • Anonymised examples of case studies, meetings with Postgraduate Doctors in Training (PGDiTs), managing a Postgraduate Doctor in Training (PGDiT) in difficulty etc. 

7. CPD as an educator

  • Records of courses undertaken relating to training and education (e.g. medical education conferences, workshops, personal etc.).
  • Qualifications gained (e.g. Postgraduate Certificate in Medical Education or higher).
  • Membership of professional education bodies (e.g. AoME, AMEE etc.).
  • Reports of peer-review of teaching (review your own teaching or others' teaching).
  • Feedback on teaching practice. 
  • Awards or commendations.

 

X