What is the purpose of the training plan?
The training plan will hold key information the trainee needs know in one place. The plan will map how the trainee will meet the needs of the Academy for Healthcare Science (AHCS) Standards of Proficiency and cross-reference to the HSST Curriculum. Every trainee will be starting at a different point and will have different learning needs, so the plan should be reviewed regularly and will change over the 5 years.
What makes a good training plan?
Supervisors and trainees should work together to produce and review the training plan. The training plan should be flexible with an awareness of deadlines, and both the trainee and the department’s commitments. It will be helpful if the training planning can adapt to a trainee’s personal circumstances. You should have a detailed plan for the next 6 months and an overall plan for the 5 years.
It is important to review progress against the training plan. This should be done collaboratively with the trainee, giving the trainee a chance to reflect on learning.
What are good training planning behaviours?
- The supervisor and trainee should take a collaborative approach when writing the training plan.
- They should jointly map out the scope of practice in relation to the Standards of Proficiency.
- The supervisor should identify naturally occurring opportunities to gather evidence.
- They should create or facilitate ‘stretch and challenge’ opportunities and identify training milestones.
- The training plan should be reviewed on a regular basis and evidence gathered.
- Look at the curriculum content and the Standards of Proficiency.
- What are the desired learning outcomes?
- Are there gaps in skills or knowledge?
- Plan regular, useful meetings with clinical and educational supervisors.
What should be included in the training plan?
You should include the following in a training plan:
- available workplace training opportunities
- assessments mapped to curriculum and the Standards of Proficiency
- the Annual Review of Progression (ARP)
- academic courses, assessments and workshops
- research and innovation project timeline – ethical, R&D approval, writing up
- other assessment timelines – FRCPath, IAPS, CEng
- workplace commitments – UKAS, IQIPS, restructuring, relocation
- work-based assessments
Tips for workplace supervisors
- Get to know your trainee as an individual.
- Consider what the trainee has done prior to the training programme, and account for their strengths and weaknesses.
- Every trainee is different, with different personal circumstances, which need to be factored into planning.
- Make opportunities for the trainee to get involved with patients and the public in their training.
- Ensure that you know what is required from the trainee by their academic programme.
- Communicate the training plan to the whole department.