To ensure that the Medical Education provided at BSUH is of the highest quality and fit for purpose, all training programmes are constantly reviewed and monitored in accordance with local and regional structures for educational governance. These structures and mechanisms are outlined below.
Each training programme is overseen by a Local Faculty Group (LFG), which meets at least 3 times a year to discuss education and training matters. These meeting are the first tier of education governance and are responsible for maintaining the quality standards of the GMC. Along with the Medical Education department, LFGs are also the first port of call and support for trainee concerns.
The activity of the LFG includes, but is not limited to, overseeing the local delivery of the national curricula, teaching programmes and opportunities for assessment, the provision of effective supervision, and maintaining supportive learning environments. The LFG is also responsible for reviewing the progress of each trainee and providing additional support to trainees as required.
LFG meetings are chaired by the training programme College Tutor, Faculty or Specialty Lead. Membership includes Educational Supervisors, trainee representatives, Medical Education, Medical HR, and Library & Knowledge Services.
All LFGs report to the Local Academic Board (LAB), which is the Trust’s main meeting for education governance. The LAB is multi-professional, overseeing healthcare education across a range of professions, including both undergraduate and postgraduate Medical Education. It is a forum to share good practice and identify and address common concerns or persistent issues raised by the LFGs.
The LAB also meets 3 times a year, following the LFG meetings. It is chaired by the Director of Education and Knowledge and membership includes key LFG leads and senior representation from all areas of healthcare education, trainee/student representatives, the Medical Director, Human Resources, HEKSS representation, lay members, and Library and Knowledge Services.
The BSUH Tutors’ Forum is held 3 times a year and is a meeting of all College Tutors and Faculty Leads. As it is not possible for all LFG leads to attend the LAB, this is an important forum for sharing good practice and discussion of common concerns across LFGs and training programmes. The Tutors’ Forum chair is a member of the LAB and provides a report for each LAB meeting. This ensures that concerns raised at the forum are escalated to the Director of Education and Knowledge and the Medical Director for necessary action.
Trainee representatives are appointed yearly to each LFG and to the LAB. They act as an intermediary for the trainee body, responsible for voicing the trainee perspective. They are central to all education governance processes and their feedback is an important mechanism for change. They are required to canvas the opinions of their peers and facilitate a two-way feedback stream with the LFG, supporting an on-going process of quality improvement.
Medical Education at BSUH is accountable to Health Education England – Kent, Surrey and Sussex (HEEKSS) and the GMC. Quality review visits are an important part of HEEKSS quality assurance of education delivered by Local Education Providers (LEPs), such as BSUH. Visits will focus on a particular programme and the review team meet with both trainees and supervisors to obtain feedback on good practice and areas for improvement. Following each visit, the Trust is issued with a report and action plan to ensure any areas of concern are addressed promptly.
The GMC conducts a yearly National Training Survey sent to all trainees and recognised trainers. It is a core part of the work the GMC carries out to monitor and report on the quality of postgraduate Medical Education and training in the UK. Each year, LEPs are expected to review and respond to their local results from the survey. This is another important mechanism the Trust uses to identify and share good practice, address concerns, and ensure that the education provided to our doctors in training is of the highest possible standard.
Supervision and Support
All doctors in training are assigned an Education and Clinical Supervisor to support them during their time with us.
- Educational Supervisors provide support and guidance to the trainee on their educational development. They meet with their trainee regularly to review the trainee’s progress and ensure they are on track. They can provide support on training and career issues, and are responsible for sign-positing trainees to appropriate sources of further support and guidance as needed.
- Clinical Supervisors are responsible for overseeing the trainee’s day to day work and clinical development during their training post or rotation. They provide constructive feedback on a range of clinical and professional skills and support workplace-based assessment.
The GMC’s standards and criteria for supervision provide a professional framework for all named Educational and Clinical Supervisors. The criteria comprise 7 areas that all supervisors are required to meet through training and practice, and they are in line with the professional standards originally outlined by the Academy of Medical Educators (AoME).
- 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.
Areas 1-7 apply to all Educational Supervisors, and 1-4 & 7 to all Clinical Supervisors. Supervisors must demonstrate initial training covering the required areas, and commit to on-going development as an educator.
The Medical Education department strongly recommends attendance at the one day Clinical and Educational Supervisors’ Course run jointly with Brighton & Sussex Medical School, which aligns to 7 criteria listed above. New Education Supervisors are required to attend this course, or provide evidence of having attended equivalent training (subject to approval from the DME), before taking on the role of named Educational Supervisor.
New Clinical Supervisors are also strongly encouraged to attend this course. However, if this is not possible, they should undertake other suitable training. On-line training can be undertaken via the E-Learning for Healthcare “Educator Hub”: https://educatorhub.e-lfh.org.uk/ . Each e-module is mapped to one of more of the above criteria.
Once training has been undertaken, new supervisors should submit certificates of attendance to the Medical Education team. They will then be added to our database of recognised Clinical and Educational Supervisors. This database is kept in accordance with HEKSS operation guidance and sent to them on a yearly basis. HEKSS in turn update the GMC, so that supervisor recognition status for each doctor can be correctly stated on the medical register.
The Medical Education department hold regular update days for Educational Supervisors. These interactive sessions provide a refresher on key topics and are an opportunity for supervisors to network and share good practice.
The Medical Education team recognises that trainees may face challenges and stresses during their time with us, both professional and personal. Trainees are encouraged to reach out for support, and in the first instance should speak to their Educational or Clinical Supervisor. The Education Centres at both hospital sites have an open door policy, should trainees wish to speak to a member of the team in confidence.
The BSUH Health Employee Learning and Psychotherapy (HELP) service provides staff with confidential support, counselling and psychotherapy for a range of issues. There are also a number of other services, both within the Trust and externally, that trainees and their supervisors may access (see below).
Sometimes Clinical or Educational Supervisors may have concerns about a trainee’s performance, progress, or their health and wellbeing. Supervisors will meet with their trainee as soon as possible to discuss these concerns, explore any underlying issues, and offer support and guidance.
Trainees requiring additional support are reviewed at a monthly Trainee and Trainer Support meeting, to ensure both the trainee and their supervisor are getting the support they need.
- Professional Support Unit (PSU)
https://www.lpmde.ac.uk/professional-development/professional-support-unit
- Practitioner Health Programme (PHP)
- GMC guidance
https://www.gmc-uk.org/education/standards-guidance-and-curricula/guidance
- BMA Wellbeing support services
https://www.bma.org.uk/advice/work-life-support/your-wellbeing/counselling-and-peer-support
- BSUH Health & Wellbeing
