SLO 9 – Support, supervise and educate

An EM clinician needs to be able to help others to develop as clinicians. This involves a range of activities, that include teaching, providing effective feedback and mentoring.  This Specialty Learning Outcome outlines the development of the skills and attribute to be able to do this effectively and includes the ability to offer challenging constructive  feedback in a supportive and effective fashion.

Domain 1: Professional values and behaviours
Domain 2: Professional skills
Domain 3: Professional knowledge
Domain 4: Capabilities in health promotion and illness prevention
Domain 8: Capabilities in education and training

At completion of ACCS a trainee will:

  • Be able to set learning objectives for and deliver a teaching session to peers, students or allied health professionals
  • Be able to deliver effective feedback to a junior colleague or allied health professional with an action plan

At completion of training an EM specialist will: 

  • Undertake training and supervision of members of the ED team in the clinical environment
  • Prepare and deliver teaching sessions outside of the clinical environment; including simulation, small-group work and didactic teaching
  • Provide effective constructive feedback to colleagues, including debrief
  • Understand the principles necessary to mentor and appraise junior doctors

Clinical supervision:

  • Provide safe clinical supervision of trainee doctors and other learners in the workplace
  • Use “real-time” clinical cases as learning opportunities whist maintaining quality patient care
  • Teach and supervise practical skills in the ED

Other teaching:

  • Understand and assess non-technical skills
  • Understand key principles of teaching adult learners
  • Plan and provide effective education and training activities
  • Facilitate simulation-based learning, small-group work and lecture-based teaching
  • Evaluate and reflect on the effectiveness of educational activities

Assessment and feedback:

  • Facilitate debrief after a clinical event and ensure learning is shared
  • Assess the performance of doctors in training and other learners, including workplace-based assessments
  • Give constructive feedback after learning activities

Appraisal and educational supervision:

  • Understand the roles and responsibilities of clinical supervisor, educational supervisor and mentor
  • Understand the process for managing a trainee requiring professional support
  • Understand the difference between conduct and capability
  • Understand how to raise concerns about the performance or behaviour of a learner or colleague
  • Understand and support the appraisal and revalidation processes for junior colleagues, peers and personal practice
  • Be able to write honest and objectively
  • Core
  • Intermediate training
  • HST

Suitable WPBAs include MSF,RCEM assessment App; Teaching tool

Suitable WPBAs include MSF,RCEM assessment App; Teaching tool; ESLE

Suitable WPBAs include the MSF, RCEM assessment app, Teaching Tool ; ESLE

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.

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