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Using the Framework
This framework may be used to guide the:
• selection and reaccreditation of named educational supervisors
• selection and reaccreditation of named clinical supervisors
• development of doctors and health professionals involved in clinical supervision (but without named roles)
• design of local faculty development programmes.
In spelling out the behaviours of both ‘effective’ and ‘excellent’ supervisors we wish to encourage a move away from ‘courses undertaken’ to a demonstration of ‘competences obtained’. In doing so, we also recognise the diversity of skills, experience and prior training that supervisors in London bring to their roles. There are seven areas in the London Deanery’s Professional Development Framework for Supervisors. All seven areas are to be used in the accreditation of both named educational and named clinical supervisors. Each area may also be of use to guide faculty development programmes for consultants and other practitioners involved solely in clinical supervision (i.e. with no formal ongoing educational responsibility) and for specialty registrars as theydevelop educational competencies in the course of their training programmes.
The Framework applies to all those doctors with a designated supervisory role working within Trusts and other local education providers within London. Trainers in general practice and primary care dentistry are governed by separate regulations.
What this is not is a comprehensive and generic set of attributes of medical educators. These are provided elsewhere, such as by the Academy of Medical Educators (www.medicaleducators.org). Neither does the Framework constitute a job description for doctors working within a specific institution, although sample job descriptions for those with named supervisory roles are provided in the Appendices.
Where a doctor’s educational role extends beyond supervision in the workplace, e.g. training programme director, university lecturer, they are encouraged to seek accreditation through the Academy of Medical Educators or Higher Education Academy. Accreditation through either of these bodies will constitute significant evidence that the standards within the relevant sections of the Framework have been met.