The training plan should be agreed with the trainee after they start the programme. However, it can be helpful to prepare an outline training plan in advance, using the training activities and assessments in the curriculum as a basis. The plan should be flexible enough to adapt to unforeseen circumstances and the trainee’s pace of learning. It should be reviewed and updated as often as necessary. Training plans can be developed within the OneFile e-portfolio system, and you can watch a short video that explains how to do this.
When preparing the plan, you should consider:
- the ETP curriculum
- the British Society of Echocardiography (BSE) syllabus and examination schedule
- the trainee’s academic timetable and examination schedule, if available
- key school dates during the training period, for example the ETP induction
- availability of the Training Officer and all supervisors, taking into account work commitments and annual leave
- the departmental timetable
The plan should:
- Set realistic goals for achieving the learning outcomes, aiming for steady progress throughout the programme.
- Include milestones so that the Training Officer can evaluate progress and work with the trainee to keep the training on track. For example, milestones could specify the percentage of training activities and assessments that should be completed by key dates.
- Be flexible, with planned review dates to allow forward planning to be adjusted in line with the trainee’s progress.
- Include provisional dates for the BSE written and practical assessments, with confirmed dates added as soon as they become available. As these dates are set by the BSE, the training plan will need to accommodate them. You should aim for the trainee to sit the written examination in the spring of the first year and the practical assessment during the final month of the programme. Resits are permitted if necessary; please refer to the completion requirements for further details.
The training plan should identify the members of staff responsible for the various training roles, together with any colleagues who will provide training in specialist skills or processes. It is considered best practice to ensure that these individuals have dedicated time allocated to undertake these responsibilities.
Consider making the training plan accessible to all departmental staff. This will help colleagues and other trainees gain a better understanding of the trainee’s programme and appreciate its demands. It can also encourage wider participation in the training process and help demystify a training programme that may otherwise appear to be ‘privileged’ or different from other training routes.
Involve patients and the public in the training plan
The patient must be at the centre of everything the trainee does, and this should be reflected in the training plan. Trainees should be encouraged to understand the patient’s experience and journey through the healthcare system, and a strong patient focus should be embedded throughout their training. Trainees will be assessed on their patient-facing skills, and you may also wish to collect patient feedback on their performance.
For example, trainees may, from time to time, attend:
- clinics
- meetings of disease-specific groups, such as patient support or rehabilitation groups
- patient feedback meetings relevant to their area of work
- patient support services, such as Macmillan centres
Trainees should also be encouraged to consider the ethical, psychological, and social impact of their work on both individuals and wider society. Broader public engagement could include attending careers events, public forums, or governance groups within the organisation to gain a better understanding of the wider impact of their work. You may also wish to encourage trainees to become Science, Technology, Engineering and Mathematics (STEM) Ambassadors, as well as to build professional networks and organise their own meetings and journal clubs.
If your department applies for full accreditation as a training centre, one of the areas that the school, as the accrediting body, will assess is Patient and Public Involvement (PPI). It is important that everyone in the department reads and understands the principles and values set out in the NHS Constitution.
Develop contingency plans
You cannot plan for all contingencies but you can have a process to follow; a list of contacts, some alternative activities held in reserve. This is another aspect of training in which a strong local and national network will help a great deal. You can also go to a number of sources of support, advice and information. These include:
- the National School of Healthcare Science
- your local healthcare science lead
- your organisation’s lead scientist
- learning and development/education and training lead
Remember the trainee is supernumerary and is pursuing academic study
When planning the trainee’s programme, remember that training posts are supernumerary and that sufficient time must be allocated for the academic component of the programme. This is particularly important for in-service trainees, as the department may be accustomed to relying on them for service provision. While clinical exposure is an essential part of training, the department should be able to function effectively without relying on the trainee to deliver routine service. The trainee’s colleagues should also be aware of this.
The trainee should understand that an entitlement to study time does not necessarily mean they can take the same day each week as a protected study day, unless the Training Officer and department agree that this is the most appropriate approach. Trainees should therefore be flexible in how they use their allocated study time.
Identify people in the department and elsewhere who will fulfil the main training roles
The key training roles are Training Officer, Training Co-ordinator, and Assessor.
In a small department, a single individual may undertake more than one of these roles. The Training Co-ordinator role is primarily intended for training consortia, where they oversee trainees who may be placed across several trusts or organisations. This role may not be required in all settings and can be combined with the Training Officer role.
Before the trainee arrives, it is considered best practice to identify the Training Officer and, where applicable, the Training Co-ordinator, as well as any staff members who will act as assessors. These individuals should be briefed and prepared before the trainee starts. Training is most effective when delivered as a team effort. As long as the Training Officer or Training Co-ordinator retains overall oversight, trainees may be coached and mentored in specific skills or procedures by suitably competent, less experienced members of staff. Less experienced staff may also contribute to assessing a trainee’s competence, provided appropriate quality assurance is maintained by the Training Officer. However, trainees should not assess other trainees.