First you will need your log in details for your ePortfolio which you can get from the RCOphth once you have your membership details.

You will be asked to select a role – Trainee or CPD.

If you select Trainee, you will see tabs at the top of the page – we recommend you update the “My Details” section – User details, exam results, Relationships (important to have up to date information here – current ES etc), placement details, timetables, leave records, qualifications, complaints/SUIs, prizes, Out of Programme activity and audit log.  Of course not all of these can be filled in at the start and will need to be populated and changed as your training progresses but it is useful to familiarise yourself with what is expected from you in this section.

Each clinical or surgical placement you have will be assigned a Clinical Supervisors (CS), this consultant will likely work with you during this placement and is there to help you gain the most you can from the attachment.

It is good practice to meet with each of your CS before or at the start of the placement to find out about what the attachment entails, what is expected of you and what you should be getting out of the attachment educationally. The more advance preparation you do in terms of reading around the subject and anticipating what is expected of you, the more you will get out of the process.  To help get the most from each subspecialty attachment see our Subspecialty Learning Resources page.

It might also allow you to identify research or audit projects that could be completed during the placement. You will need to do several CBDs with your CS during the placement, which should be spread out during your time with them.

You will need some assessment of competency from every clinical attachment, usually a Clinical Supervisor’s Report (CSR), but if your attachment is a surgical one, for example cataract surgery, then an Objective Structured Assessment of Technical Skill (OSATS) might be more appropriate than a CSR.

How do I complete a CSR?

A CSR will need to be completed towards the end of your attachment with your CS.  This is a document completed via your ePortfolio by your CS detailing what they feel you have gained and learned from the placement and your overall engagement and attitude. 

To send out a CSR "Trainee role > Evidence > Add/List Evidence > press Add button"

     Select CSR form

     Select your stage of training

     Select your Assessors name/ Clinical supervisor

     Select the placement your CS is attached to (for this to display you need to make sure your placement information is up to             date in your "My Details" section

Once this is completed by your CS - the document will automatically transfer from the "Pending" section to the "Requires Action" section.  You will then be prompted to write a trainee comment and associate learning outcomes. 

• OSATS = objective structured assessment of technical skills
• DOPS = Direct Observation of Procedural Skills
• CRS = Clinical rating scale
• EPA = Entrustable Professional Activity (for later years of training)

There are different requirements for each year again this can be viewed via your ePortfolio

“Trainee role > Evidence > Progress per OST Stage”

The idea of clinical assessments (CRS, OSATS, DOPS etc) is not to perfect them completely before you ask for assessment but rather to get assessment relatively early in the learning process, as you will learn a lot more that way and have areas to improve upon and practice before you have them assessed again. An assessment where you have not met the required standard should still be uploaded but is not a “failure” but an opportunity to learn and improve. Your assessor does not necessarily have to be a Consultant but does have to be someone completely competent at the task they are assessing for example senior trainees, nurse practitioners, orthoptists etc.

As for CBDs, the completed form should be either done together as a “dual sign off” or “submitted” for the assessor’s approval. If your assessor is not on the approved list of College Assessors, you need to discuss this with your ES or the Training Programme Director (TPD).

Once the assessment has been approved by your assessor it will automatically transfer from the "Pending" section to the "Requires Action" section, and then you can associate learning outcomes and it will automatically register on your “Progress per OST Stage”.  Your aim by the ARCP is to get your “Current Stage Progress” page all green, meaning you have completed the assessments required of you that year.

Tip: If you are being proactive and completing an assessment required for a future year of training make sure you link that assessment with the stage the assessment is required in your ePortfolio, not your current stage.

So if you are ST1 but have the opportunity to Assess Lacrimal Function (DOPS required for ST2), when you send out the assessment put OST2 in the stage for assessment (as below).

The General Medical Council make it clear in Good Medical Practice that reflection is the key to effective continuing professional development, and is a skill that must be developed and practised by all doctors. 

The portfolio can be used as a record of all your learning both formal and informal.

Reflections should be documented for: 

- Complaints/SUIs  

- Positive experiences 

Your supervisor may also want you to reflect on other Learning experience such as PGT, study day, meeting.  Reflections identify the learning points you have taken away from the experience and you should focus on what you have learnt.

NOTE: in rare circumstances the College would be required to disclose information held on ePortfolios to a third party, due to this ALL reflections must be fully anonymised.

The RCOPhth have referenced Guidance produced by the AoMRC to help doctors in training, and their supervisors, in considering how to record their reflective practice.  Full version of this can be found here.

Their advice on recording reflections on the ePortfolio is:

1. Keep reflective notes, as fully anonymised as possible. Other practitioners, patients, parents and staff should not be named or be readily identifiable from the information you provide. For example, instead of referring to patient Jane Smith, refer to them as patient X. Never include the patient ID number or name. Avoid including date of birth (if necessary refer to the patient’s approximate age), addresses or any unique condition or circumstance of that patient which may allow someone to identify them when used in conjunction with other information they have access to. Occasionally it will be unavoidable as the condition of a particular patient will be unique, but try and minimise the patient identifiable information that you provide.

2. Word the reflective notes in terms of:

a. Brief Description: what are you reflecting on? Outline the circumstance in general terms. Ensure that you anonymise data. You can describe a situation without including identifiable data. For example use ‘patient x’ or ‘Dr S’ instead of names or patient numbers. a. Feelings: what were your reactions or feelings to the event in general? Try not to be judgemental, both to yourself and others, particularly when your reactions and feelings are still raw.

b. Evaluation: what was the outcome? What was good and could have been done differently about the event?

c. Analysis: what have you learnt? What steps will you now take on the basis of what you have learnt? – This is the most important section and will allow the other sections to be brief, generic and unidentifiable. This section will demonstrate both the learning outcome and reflection.

d. Take advice from a senior, experienced colleague when writing reflection about cases that may be contentious or result in an investigation

Most importantly, e-Portfolios is an educational tool and not a medical record. It is important that trainees and trainers continue to participate openly and meaningfully with the appraisal process by continuing to use e-Portfolios for genuine and detailed reflection that adds value to learning. However, this should be done without including patient identifiable or personal data. In the event you are referred to the GMC (a rare event, but more likely than a criminal prosecution), they will want to see evidence of refection. Good reflective learning will support you. Over emotional reflections, written in the heat of the moment should be avoided, as should criticism of others or discussion of personal differences. If you are unfortunate enough to be involved in an incident with a serious outcome, it is helpful to set out the narrative on paper immediately so that the events are recorded while still fresh in your mind , but formally documented reflection is probably better done after some consideration.

If you have any further questions your ES can help and guide you.

Where to record reflections

“CPD role > CPD > List all my events > Add”

Cleary label as a reflection

e.g. Reflection PGT date

In the review area you can document

• Experience gained
• Resulting change

For a larger reflection you may want to write a word document or create a presentation – this is fine to but again we would recommend labelling it appropriately so it is easy for your assessors to see it is part of your reflective practice.

With regard to reflecting on complaints/SUIs there is a section on the ePortfolio dedicated to this and reflections on these events need to be uploaded to

“Trainee role > My Details > Complaints/SUIs > Add” 

Again if there are any questions your ES will be able to help.