Training Roles

Once you have a trainee, it is important to make sure that the training placement is a success; both for you and your trainee.  It is important that you and your trainee both know what is expected of you, and who is responsible for various aspects of the programme.

We recommend that before starting each module you discuss and agree with your trainee who will be their supervisor, assessor(s) and reviewer(s).

Training officer 

Training officers will oversee the training throughout the 3 year programme and provide educational supervision, feedback and provide access to training opportunities.

Supervisor

Supervisors will oversee individual rotational modules.

Assessor

Assessors are responsible for assessing the performance of trainees during the DOPS (Directly Observed Procedural Skills); CBD (Case based discussion) and OCE (Observed Clinical Examination).

Reviewers

Reviewers will review and sign off completed trainee competencies.

Raters

Raters are nominated by the trainee to complete an MSF (Multi-source Feedback).

Things you need to consider

  • Try to attend one of our ‘Train the Trainer‘ days to get a good level of understanding about the programme and what is required. Build relationships with others from different specialisms and encourage your trainee to do the same via regional networks.
  • Remember that the STP is an integrated programme of academic and work based training and trainees must continue with their academic programme when they are working with you. This is usually based on 80% training and 20% academic learning. Clinical activities are also part of their training but a trainee must always be regarded as superfluous.
  • Prepare a training timetable and make sure other trainers in the department obtain a copy. Once your trainee starts agree a ‘learning contract’ between you.
  • Plan rotations early. Identify and meet key contacts for each rotation.
  • Hold regular one to one meetings with your trainee and get any other trainees involved in local meetings about training.
  • Be prepared to be flexible and innovative.
  • Plan and prepare for assessments and make sure they take place at a reasonable pace that reflects your trainee’s progression.
  • Make sure you have a group of trained assessors who will be able to assess your trainee across all criteria.
  • Think about critical appraisal and constructive feedback at assessment; formulate and agree a plan with your trainee to address any areas they are not doing well in.
  • If an assessment does not go well you will need to repeat it. Support your trainee with appropriate learning actions.

Working with HEIs

The Scientist Training Programme (STP) has been designed as an integrated academic and work-based programme, and effective communication between the workplace and the academic provider is essential to enhance the quality of the education and training. When a trainee joins your department, as their training officer we recommend that you contact the relevant HEI lead and establish a direct channel of communication.

Consent for data sharing has already been given by the student in the Memorandum of Understanding (MOU) which is held by the School. A signed copy of your trainees’ MOU can be obtained upon request.

As the training centre you will share with the HEI:

  • The most appropriate contact for the dissemination of training information.
  • Changes to the contact details of the training supervisor.
  • Concerns regarding students’ academic performance and/or programme delivery.
  • Anticipated student absence or withdrawal from the academic programme.

The HEI will share with you:

  • Outline timetables for academic attendance and key milestones within the programme at the commencement of the academic year, this may be available via a welcome pack, email distribution, access to the virtual learning environment or HEI website.
  • Dates for examinations and re-sit opportunities.
  • Reports of where students fail to the attend academic component of the programme within 5 days of failure to attend.
  • Timescales (not reasons) for where extenuating circumstances requests are agreed for submission of assessments or additional resits of examinations.
  • Concerns regarding academic performance.
  • Concerns regarding professional behaviours once academic process has been concluded.
  • Risks to academic progression, discussions should ideally include the trainee, the training officer and the academic supervisor.
  • Facilitation of discussions can be led by the School.
  • We anticipate that the student and training officer, as part of routine STP performance review discussions, will review their academic performance.
  • Causes for concern with academic programmes. In the first instance these should be raised with the HEI for resolution, concerns should only be raised to the School should the resolution not be deemed sufficient by the student and supervisor.