Q.  WHAT IS THE ROLE OF THE APPRAISER?

The role of appraisers is of critical importance to the delivery of the GMC requirements on the Recognition of Trainers (RoT). We have adopted a single system approach to RoT which operates in conjunction with NES, the Scottish Medical Schools and Directors of Medical Education (DMEs) so that a trainer is recognised once in Scotland for all “named” roles requiring recognition by the GMC.

In Scotland, we are using the SOAR system to support RoT recognition which requires the trainer to complete a dedicated page on RoT (Form 3), and appraisers are asked to reflect with the trainer during appraisal on whether they continue to meet the GMC RoT requirements and on RoT issues relevant to the trainer’s CPD. The output from the appraisal that relates to the RoT role (Form 7), and the supporting evidence that has been provided is what is used for a Board’s Director of Medical Education to make a recommendation to the Education Organisation (EO - the Medical School or NES), and thereafter for the EO to make the recognition decision and inform the GMC.

We have now recognised all existing trainers in Scotland (approximately 3500) and are in the process of introducing a system of quality management where we carry out a detailed review of the evidence presented by trainers to support recognition. During this process, we have identified a variable understanding of the RoT requirements by appraisers and the quality of feedback given on RoT issues at appraisal.

Q.  WHAT IS THERE AVAILABLE TO SUPPORT THE APPRAISER?

The Scottish Trainer Framework (STF) is an important source of support for appraisers, as well as appraisees, and provides full details on requirements for recognition. It also provides suggestions on the types of evidence which may be submitted by trainers. However, the STF recognises that trainers have variable levels of experience and training and we have therefore allowed considerable flexibility over how the requirements are evidenced both for initial and ongoing recognition.

The RoT team have provided a document to support appraisers in these conversations entitled ‘Update for Appraisers on Minimum Standards for Recognition to meet GMC Requirements’. These minimum standards include clarification that we rely heavily (and appropriately) upon self-declaration supported by appropriate evidence.

Q.  WHAT SUPPORTING EVIDENCE IS REQUIRED?

Self-declaration covers educational governance requirements (e.g. GMC licence to practice, Equality & Diversity training consistent with employer requirements) and role-specific requirements (e.g. understanding the curriculum and career stage of their students/trainees).

Mandatory training requirements include the need to have an understanding of the trainer role and to undertake an induction. In practice, this will usually be an introductory trainer course which is often also submitted in response to the GMC framework areas. These framework areas describe the generic trainer skills and are:

1. Ensuring safe and effective patient care through training

2. Establishing and maintaining an environment for learning

3. Teaching and facilitating learning

4. Enhancing learning through assessment

5. Supporting and monitoring educational process (not required for clinical supervisors)

6. Guiding personal and professional development (not required for clinical supervisors)

7. Continuing professional development (CPD) as an educator

Most trainers will submit a portfolio of evidence, which should cover all relevant framework areas. Ideally the evidence would be mapped to the framework areas but SOAR now provides flexibility for trainers to submit evidence without specifically mapping it to the areas. We have described in more detail what kind of evidence will meet the minimum requirements in the document mentioned above.

 

Q.  IS IT NOT ENOUGH TO PROVIDE EVIDENCE OF CURRENT TEACHING ACTIVITY?

The GMC requirements are clear that details of teaching undertaken alone is not sufficient to demonstrate eligibility for recognition. However, evidence of a range of teaching activity undertaken, especially if there is any reflection or feedback on the teaching may form part of a portfolio of supporting information.