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 formulate and establish a supervisory and learning contract with the trainee, including assessment. Educators may provide additional supervision for groups of trainees.
There are no formal qualifications required to work as practice placement supervisors. Available short courses are not mandatory. The British Association of Art Therapists (BAAT) (in common with other allied health profession's constituent organisations) does not have any statutory powers. Only voluntary guidelines are issued.
There is no national competency framework. Guidelines exist as follows: One: To ensure safe and best practice in a trainee; Two: To provide good learning environment and a reflective practice space; Three: To keep records regarding a trainee placement; Four: Clinical expertise and skill as an educator; Five: Ability to judge level of knowledge of trainee and to ensure supervision is targeted at correct level; Six: Be cognisant of equality and diversity issues. In addition: Supervisors are referred to training organisations, guidance is provided for placement supervisors which might include (alongside clinical guidance to teach) clinical techniques and risk assessment; awareness of diversity and political issues; understanding regarding culture of placement and skills regarding multi-agency working. The British Association of Art Therapists (BAAT) produced the guidelines for workplace supervisors to ensure that HEI's provide accurate advice to trainees. The guidelines set out that the steer for clinical work is made by the individual who carries out the duty of care for the clients, i.e. the workplace supervisor.
For a study on the approaches to teaching and learning within healthcare qualifications in England, please visit the Downloads section above.