Clinical educator role mapping
Welcome to our new clinical educator mapping tool. The aim of the tool is to promote collaboration amongst trainers and educators in order to improve supervision in clinical practice. The tool provides introductory information about how educators, trainers and supervisors are prepared for their roles in healthcare, as well as an overview comparing approaches to teaching and learning used in curriculum across the healthcare professions. The tool allows users to search and compare roles, competency frameworks and qualifications needed to become a clinical teacher or educator as well as access an overview of approaches to teaching and learning used across the professions.
How to use the tool
To start using the tool simply select a role within a profession by ticking the relevant box at the top of the tool. You can then click to reveal information against the following domains: a summary of the role, “Role”; qualifications needed, “Qualifications”; frameworks “Competency Frameworks” and any other relevant information the role, “Other”. Up to three roles can be selected and viewed at a time. To de-select a role press the red cross symbol next to the role title.
The tool has been developed and informed by two separate studies commissioned by the Multiprofessional Faculty Development team; one which reviewed at the skills and competencies required to become an educator across the healthcare professions and another, which examined the approaches to teaching and learning used in undergraduate and postgraduate curriculum across the healthcare professions.
We welcome your feedback and suggestions
We are aware that developing a tool of this nature is challenging. While we have aimed to ensure that the information we have included is accurate and reflects current practice we welcome your comments, suggestions and recommendations for updating specific sections. We will endeavour to edit the tool based on your feedback.
Please send your comments to: firstname.lastname@example.org
Allied Health Profession
- Physiotherapy: Clinical Educator
- Occupational Therapy: Practice Placement Educator
- Podiatry: Clinical Educator
- Radiography: Practice Educator
- Paramedics: Lead Practice Placement Educator and Practice Placement Educator (PPE)
- Practitioner Psychology: Practice Supervisor
- Dietetics: Practice Educator
- Speech & Language Therapy: Clinical Educator
- Art Therapy: Practice Placement Supervisor
- Orthoptics: Clinical Tutor; Lead Clinical Tutor; Tutor Mentor
- Prosthetics & Orthotics: Practice Placement Educator
To oversee day-to-day feedback on a trainee's clinical work in placement. Teaching on the job with developmental conversations, provision of regular feedback and rapid response to issues as they arise.
Undertaken and passed the Postgraduate Certificate Course for Teachers in Primary Care (TTT); a University accredited course.
No compulsory national framework however educators may find the AME National Competency Framework useful in the following areas: Area 1: Ensuring safe and effective patient care through training and supervision that ensures protection of patients and balances patient/service needs with educational needs of trainees; Area 2: Establishing and maintaining an environment for learning, ensuring clinical environment is safe and conducive to effective learning; Area 3: Teaching and facilitating learning of trainees; Area 4: Enhancing learning through assessment, supportive approach to trainee's assessment and feedback; Area 5: Supporting and monitoring educational progress, supporting trainee to complete their training and in their intended career destination; Area 6: Guiding personal and professional development of trainees; Area 7: Continuing professional development (CPD) as an educator.
For a study on the approaches to teaching and learning within healthcare qualifications in England, please visit the Downloads section above.
Working experience should have been of sufficient depth and breadth to enable them to undertake adequate supervision of others in a training environment. Regular portfolio-based review process of educational supervisors at 5-yearly intervals. Desirable for those wishing to become trainers to attend a Trainers Workshop before they complete the mandatory course. A requirement that they are established in their workshop before starting to train and attended not less than two-thirds of the sessions. Demonstrate knowledge of the current literature and theories relating to education in primary care. Provide evidence of educational development and desirable to attend the Established Trainer's Course (ETC) or equivalent.