Professional Development Reviews are explained in the induction pack sent to you by the deanery. We recommend that you attend the deanery organised introduction afternoon to clarify and expand your understanding of what is expected of you and what you may expect from your clinical and education supervisors and the RCGP.

The process for educational supervision in Croydon is outlined here.

A named programme director will be your education supervisor throughout ST1 and ST2. We would like to meet up with you at least twice in each job.

The first meeting,an informal one ideally within the first month of the post, is to discuss your education plan with you, to find out how you are getting on and to gather your views about the post. This is confidential and helps us to pick up any potential problems in the post and to address any specific educational concerns early.

The second meeting is for the formal education supervision required for the nMRCGP.

Clinical Supervisor Support

• We recommend that trainees arrange an initial education planning meeting with their consultant clinical supervisor (CS) within two weeks of starting a post to agree a personal learning plan.The Clinical supervisor’s report (CSR) from previous job should be reviewed by the new clinical supervisor so that any ongoing needs can be addressed.
• A mid point review is encouraged. This is an ideal opportunity to confirm satisfactory progression, to highlight any weaknesses or deficiencies in learning opportunities and formulate a plan to help strengthen these areas.
• It is the trainees responsibility (with support from colleagues) to collect evidence for the e-portfolio which supports statements about the development of professional competencies. It is advisable to collate and share evidence of learning systematically throughout the post rather than to do it hurriedly when education supervision is imminent.

Clinical Supervisors are advised to let Programme Directors know if there is any doubt about a trainee’s competence or professional conduct. When difficulties become apparent the CS will normally discuss these with the trainee before informing the education supervisor. This is because Programme Directors are responsible for ‘tracking’ trainees through the programme and need to follow up any ongoing problems from job to job as well support the trainee to overcome any difficulties.

• Final review with the clinical supervisor in the last month of the post is mandatory. The named programme director and the trainee will discuss the final review so that any ongoing needs can be picked up into the next job or GPR year.
• At some point a 360 degree assessment MSF of the trainee needs to be done as per nMRCGP.
• The patient trainee assessment is ultimately the responsibility of the trainee but guidance may be needed to make sure it is as unbiased as possible.

Trainee progress reviews with a Programme Director

A minimum of 4 biannual reviews are required. We hope that trainees will meet with their educational supervisor more frequently than this to maximize education benefit

Why

• To promote the maintenance and/or development of a general practice perspective during hospital speciality training
• To assess progress within the post towards the achievement of intended speciality learning outcomes for general practice
• To facilitate the development of generic general practice competencies
• To facilitate the development of reflective practice – and collection of a learning portfolio
• Informal assessment of the post

What it is

Facilitated reflection of learning in post to promote the development of general practice competencies (as per the GP curriculum)

It includes

• Assessing current knowledge, skills and attitudes
• Picking up difficult areas ( that need working on)
• Providing feedback
• Ensuring improvements over time
• Enhancing educational, personal and professional development and wellbeing

What you should have in your ePortfolio

The mandatory assessments – more than the minimum required is best

• Evidence of education planning with completed learning cycles
• Evidence of professional development documentation
  1. Direct evidence (what the trainee has done/achieved or observed) e.g. reflections of colleague and patient encounters, audits, presentations, significant events, a learning event and application of knowledge
  2. ndirect evidence ( what others say you have done/achieved) e.g. certificate of training , diplomas etc
• Your ideas, concerns and expectations

What we hope you will do

• Reflect on progress within the post
• Review evidence of accomplishment of GP learning outcomes
• Develop a learning plan for the rest of the post and/or next post
• Inform future VTS teaching/learning programme