Recommendations to be an Educational Supervisor


1. Environmental support:  The trainer needs to work in an environment where he/she has access to a base where administrative, supervisory and clinical work can be carried out.  The trainer should have adequate admin/secretarial support for all aspects of their role. They should have access to a private office including access to a desk, PC and phone. Supervision must take place in a private room free of interruptions.


 They need to be able to work in a safe clinical environment, which includes provision of space to carry out emergency assessment work for patients who may pose particular risks.  The trainer will need to have a Trust mobile telephone, in order to be available to provide support to the trainee when needed.  In addition, if the trainer is working in an environment where there is mobile working, they will need to have access to equipment to access the electronic patient record remotely, and access their Trust email system remotely.


2. Support to maintain and develop the training role:  The trainer needs support from their organisation to maintain and develop their training role in line with the GMC Gold Guide and also local Deanery/School of Psychiatry requirements.


 This includes the requirement to maintain educational supervisor accreditation.


3. Faculty development:  The trainer also needs to have support in their organisation for the potential development of further senior roles such as Tutor, Training Programme Director and other training/support roles such as Regional Adviser, Head of School.  These roles may require specific training and support from the Deanery or Royal College of Psychiatrists.  There may be a requirement to link with other senior faculty members within the School and beyond. NHA appraisal is used for oversight and reflection on the educational role.


 4. Trainee/Trainer working:  There needs to be an overlap of trainer and trainee timetables of a minimum 60%, to allow direct contact between the trainer and trainee through the week.  There will also need to be facilities (e.g. adjacent clinic rooms) to make this contact meaningful and allow proper working arrangements.


 5. Resources: Trainers should have job planned time for educational activities. The college suggests 0.5 SPA/week for each trainee for supervision. Trusts locally have been supportive of this aspect of job planning though do expect productive activity in it: the expectation locally is that the 0.5SPA for supervision includes contribution to the wider educational community in Severn, for example, giving lectures on the MRC Psych course or interviewing trainees.


Report authors: Rob Macpherson, Guy Undrill, last update Dec 2015