Function of Supervisory Trainers 

To increase CONFIDENCE in intending trainers by providing: 

Structuring Supervised Training 

  1. Formulate a teaching plan incorporating a learning needs assessment. (The most commonly requested sessions by intending trainers are those involving video, curriculum planning, prepared topic teaching, random case analysis and audit.) 
  2. Timetable 6 teaching sessions, between 2 or 4 weeks apart. In addition there is a need for an initial planning session involving the GPR plus a roundup session where general feedback is given by both intending and supervisory trainers to each other. 
  3. Develop rapport (and encourage the concept of teachers getting to know pupils as people as this enhances teaching). 
  4. Provide a non-threatening teaching environment. Maybe the first teaching session should be random case analysis? 
  5. Formatively assess the various teaching sessions. 
  6. Be flexible and willing to change the teaching plan. 
  7. Be aware that intending trainers may have previous teaching practice experience, which may have to be unravelled. 

Characteristics of Supervisory Trainers 

They should: 

  1. usually have a minimum of 5 years experience as a trainer; 
  2. display willingness and enthusiasm to teach; 
  3. be willing to have their own training practices analysed; 
  4. be able to provide time for supervisory training; 

A nominal tutorial between intending trainer and GPR should last between 1 and 2 hours. Spoken feedback from the supervisory trainer to the intending trainer will last between a half and one-and-a-half hours. This includes written feedback to the intending trainer, which may be best written after there has been time for reflection. There may be an opportunity for teaching to take place in the intending trainer's practice. 

Videoing teaching/feedback sessions may be helpful, though there is a lack of a formal method of analysis of the videos apart from Pendleton's rules. Some intending trainers review these videos in private. There are advantages and disadvantages to both videoed and "sitting in" teaching sessions. 

  1. have feedback skills; 
  2. be willing to challenge; 
  3. allow modelling; 
  4. recognise the development from knowledge to skills; 
  5. become involved in a two-way learning process.

Feedback from Intending Trainers

PLANNING

  1. A planning meeting (Intending Trainer (IT), Supervisory Trainer (ST) and General Practitioner Registrar (GPR)) on advance of the supervised teaching sessions is essential.
  2. A brief session between the IT and ST alone, at the end of the above meeting is very helpful.
  3. Prior to appointment, Tees Valley trainers will need to provide a video of a teaching session.
  4. ITs appreciate a brief tour of the ST practice.
  5. Tees Valley and East Cumbria involve trainers in their small group teaching and ITs find these small group sessions very useful.

EXPERIENCE

  1. Successful teaching sessions usually involve analysis using a recognised method (NETTS, the random case analysis tool, or TTDD), involve a degree of honesty and sharing (especially lack of knowledge) between teacher and learner and have an element of learning together in them.
  2. Some STs provide a learning contract for their ITs and for their GPRs. The IT may find this process very useful experience.
  3. Videoing is very useful for the IT as well as the ST – reflective practice.
  4. Written feedback at the end of each session is appreciated. Use the format of “ST Report” to the Education Committee.
  5. Encourage GPRs to give feedback to the IT using the appropriate form (copy of the CD given to all Its – supervisory section “Feedback on Teaching Session proforma”.
  6. ITs may consider giving written feedback to their GPRs. (? Via NETTS, ? an enhancement to their learning plans).

Supervisory Trainer's report to the Appointments Committee 

These reports are outside the area of "Disasters". An intending trainer should never appear in front of an appointments committee with a damning report. If there is any question in a supervisory trainer's mind about the suitability of an intending trainer then the appropriate deputy/associate director should be contacted as soon as is reasonably possible. 

The report should be shared with the intending trainer before submission to the appointments committee. The completion of the report (and a reciprocal report between intending trainer and supervisory trainer) should be completed at the last "feedback" session of the attachment. (See para 2 "Structured supervised training") 

The report should occupy no more than one side of A4 and should be constructed under the following five headings. The subject areas given under the paragraph headings may help the supervisory trainer to construct the paragraphs. Quote examples wherever possible:

  1.  Organisational skills: advance planning; provision of protected time and its effective use; learner centredness; the use of varied teaching tools and methods; appropriate time for feedback; punctuality; documentation including written feedback. 
  2. Teaching skills: description of the tools used and their variation and appropriateness; needs based teaching i.e. of the intending trainer (balanced against the needs of the GPR); personal skills (enthusiasm, motivation and flexibility); teaching styles; educational knowledge; preparation for GPR assessments (summative & MRCGP). 
  3. Areas for development: agree a planned method of achieving these aims. 
  4. Ability to assess and give feedback: using the usual feedback rules linked to "The anatomy of the tutorial". 
  5. Feedback from the GPR: comments are especially useful, though a précis of the forms devised for individual feedback from the GPR to intending trainer may be used (handouts at the course).

Giving Educational Feedback to Intending Trainers 

  1. Keep to the usual rules and try and link them to the "Anatomy of the Tutorial" as in the handouts distributed at the course. 
  2. Remember that the contact time between supervisory and intending trainer is very short. 6 sessions are probably insufficient to give specific feedback, which is other than superficial, although teaching tips are always useful. 
  3. Concentrate on encouraging self-analysis and self-development. 
  4. Promote the concept of lifelong learning. 
  5. Intending trainers are operating on the edge of their knowledge base. Broaden this base by encouraging personal study, talking to colleagues, and attendance at appropriate courses. 
  6. Encourage intending trainers to reflect on teaching experiences and encourage their recognition of "feelgood" moments. 
  7. Consider writing personal comments on teaching style and techniques. These are not necessarily destructive. It is quite possible to change attitudes and behaviour by appropriate tutorial analysis. 
  8. Encourage variation in teaching styles and techniques. We are all good actors. 
  9. Enable support mechanisms for intending trainers (trainer groups and maybe specific individuals-? buddies). 

Feedback from Intending to Supervisory Trainers 

This report should follow exactly the same format as the supervisory trainer’s report to the appointments committee.  It should be shared with the supervisory trainer.  It should be discussed at the final training session (see para 2 “The structure of supervised training”).  Its construction will obviously be a challenging and educational experience for the intending trainer in giving feedback to a “tricky customer”!

 For undertaking this task within a six month period, you will receive a payment of £1,000.00  This amount must be claimed via your practice invoice upon receipt of a University purchase order.