Domain 1: Professional values and behaviours
Domain 8: Capabilities in education and training
Key ACCS capabilities
At completion of ACCS a trainee:
- Will be able to set learning objectives for and deliver a teaching session
- Will be able to deliver effective feedback to a junior colleague or allied health professional with an action plan
Key EM capabilities
At completion of Intermediate training a trainee will be able to
- set learning objectives for and deliver a teaching session that demonstrates growing expertise from ACCS
- deliver effective feedback to a junior colleague or allied health professional
At completion of higher training a trainee will:
- be able to undertake training and supervision of members of the ED team in the clinical environment
- be able to prepare and deliver teaching sessions outside of the clinical environment; including simulation, small-group work and didactic teaching
- be able to provide effective constructive feedback to colleagues, including debrief
- understand the principles necessary to mentor and appraise junior doctors
- Delivers effective teaching and training to medical students, junior doctors and other health care professionals
- Delivers effective feedback with action plan
- Able to supervise less experienced trainees in their clinical assessment and management of patients
- Able to supervise less experienced trainees in carrying out appropriate practical procedures
- Able to act a clinical supervisor to doctors in earlier stages of training
- Core
- Intermediate training
- HST
Evidence to inform decision:
- MCR
- MSF
- TO
- STAT
- Relevant training courses
- Educational Supervisor’s Report (ESR)
Evidence to inform decision:
- MCR
- MSF
- TO
- Relevant training courses
- Educational Supervisor’s STR
Evidence to inform decision:
- MCR
- MSF
- TO
- Relevant training courses
- Educational Supervisor’s STR
Educational review
Summative assessment is a judgement by the Educational Supervisor, with overview from the ARCP panel. There is requirement for progression year on year towards the elements described. It is possible to progress through these more rapidly if trainees have a particular interest or opportunities in teaching and training.
End of core training:
Trainees at the end of core training should show evidence that they understand and identify key non-technical skills in the own practice and that of their peers. They should also have evidence that they are able to deliver effective feedback to more junior colleagues/ students in the supervision of simple clinical skills such as phlebotomy.
End of intermediate training
- Trainees at the end of intermediate will be able to demonstrate a comprehensive understanding of the impact of non-technical skills and human factors on errors and patient safety in emergency medicine.
- They will understand the role of debriefing in clinical practice and have some experience facilitating a debrief in simulation.
- They will be ready to supervise junior doctors in the emergency department; identifying gaps in their knowledge, performance and competence.
- They will have evidence of the delivery of teaching sessions to peers or junior colleagues on clinical topics, with feedback and reflection
End of HST
At the end of training, independent EM practitioners:
- Will have evidence of developing confidence in delivering constructive feedback in situations such as ALS/ATLS/APLS style teaching sessions.
- They will demonstrate an understanding of the role of debriefing in clinical practice and have some experience facilitating a debrief in simulation.
- Be ready to supervise junior doctors in the emergency department; identifying gaps in their knowledge, performance and competence.
- They should be able to provide detailed constructive specific feedback to junior EM trainees on leadership and non-technical skills, eg in an ESLE.
- They should be able to deliver a teaching session on more complex topics, such as management or leadership.
RCEM examinations
FRCEM
MSO: A teaching station is being considered for the Multi-Station Oral examination. It would include the preparation of educational objectives and education delivery to a group of learners.
