Consultants

This page provides a wide range of information dedicate to our Consultants.

During your time at ELFT, the medical education department support trainers with CPD requirements. The study leave offer is available via the study leave pages here.

If you are a clinical or educational supervisor, you will have an opportunity to attend our in-house faculty development programmes throughout the year to refresh your role as a trainer. We often provide training on courses depending on the CPD need or demand, so be sure to speak to your line manager to discuss CPD needs and this is communicated the medical education team.

There are plenty of teaching and training opportunities to participate in, such as undergraduate and postgraduate clinical teaching, opportunities for general teaching in locality or team and participation in the training of other disciplines.

If you have a particular interest in research and quality improvement, more information can be found on their sections of the elft website

Study leave

Research

Quality improvement

Mentoring is great for helping to learn new skills or enhance current skills, maximising personal and professional potential while also contributing to increased confidence, heightened self-awareness, greater wellbeing and improvements in productivity.

ELFT encourages coaching and mentoring for all staff.

Medical Mentoring can be accessed via https://elft.onpld.com/

Revalidation is the process by which the GMC is assured by a Trust of a doctor’s fitness to practice, this will occur every 5 years. ELFT ensure that all GPs, Consultants and SAS doctors are considered for revalidation. Trainees have a separate revalidation process.

Annual appraisal is the mechanism of Revalidation. A doctor reaching their revalidation date must have demonstrated the following:

Engagement with the process of annual appraisal
Appraisal coves the whole scope practice
Received satisfactory feedback from colleagues and patients
Engagement in continuing professional development and quality improvement activity
Awareness of serious incidents and complaints in which they has been named, and has learned from them

Please contact Colin.Lovett@nhs.net, Medical Appraisal and Revalidation Manager.

To register for a SARD account
To register for a 360 feedback
To complete the mandatory Non-ELFT Work Form for your Revalidation, (SARD, Section 12 of your portfolio), please download, complete and sign the Non-ELFT Work Form (found on the internal medical staffing page) and return

Note that Appraisals have to be submitted to the Responsible Officer within 28 days of the Appraisal meeting otherwise the Appraisal is deemed invalid.

Faculty Development CPD courses


Date	Training Topic	Format	Time	Who is it for	Content	Register
18th September	Supporting Doctors in difficulty	F2F-Trust HQ	10:00-16:00	Consultants, SAS and STs	Learning outcomes: Recognise postgraduate doctors in training and locally employed doctors needing specific support. Identify underlying factors contributing to performance issues. Clarify the roles and responsibilities of educational supervisors and institutions. Provide constructive feedback on suboptimal performance. Formulate SMART learning objectives for additional support. Develop effective support and remediation strategies. Document discussions and decisions accurately to maintain fairness.	Click here
22^nd October	Sexual Safety in Medicine	F2F- Trust HQ	09:00-13:00	Consultants ES/CS, SAS, ST becoming supervisors soon	Session Objectives for Sexual Safety, mental health, inpatient, ELFT The aim is to make the session effective and impactful. We will use a variety of slides, film, scenarios and group work to cover the following areas: Deconstructing language and typologies: Differentiate between clinical disinhibition and predatory behavior, standardizing the use of direct, objective vocabulary to ensure accurate clinical documentation. Identify perpetration and vulnerability patterns: Analyze localized data regarding who is perpetrating sexual violence (including patient-to-patient and staff-to-patient dynamics) and evaluate how gender, acute psychosis, and past trauma intersect. Quantify impact and trauma: Evaluate the psychological impact that sexual boundary violations inflict on patients, staff and teams. Culture and reporting channels: How to develop a robust, blame-free reporting culture where staff feel confident escalating sexually inappropriate behaviour. Data: The use of statutory reporting tools to capture accurate metrics, using this data to directly inform risk-assessment protocols, triggers, and trends. Signposting Pathways: Devise clear protocols for immediate support, map out clear referral pathways to specialised support services and reporting to police.	Click Here
27^th October	Supporting the Neurodivergent Learner	F2F- Trust HQ	09:00-16:30	Consultants, SAS and STs- If you did this training last year there is no need to do it again as it is the same.	This workshop is for multi-professional educators wishing to develop their skills and understanding of supporting neurodivergent learners. It will be suitable for Educational Supervisors, Clinical Supervisors, Training Programme Directors, Associate Deans and Heads of School Areas covered: 1) Developing an understanding of neurodivergence with a particular focus on common experiences, patterns and themes which may be suggestive of dyslexia, ADHD and autism. 2) Considering the experience of neurodivergent trainees. 3) Approaching conversations with a trainee experiencing difficulties where neurodivergence may be unidentified and worth considering as a relevant context. 4) Supporting trainees with identified neurodivergence.	Click Here
19th November	Bullying and Harassment/sexual safety	F2F-Trust HQ	09:30-12:30	Consultants, SAS drs and STs	"Understand the definitions of Bullying and Harassment and define ‘sexual harassment’ Review your local policy and understand how it relates to the workplace and you as an individual. Classify the types and forms of sexual harassment Identify and debunk myths surrounding sexual harassment with correct facts. Describe and know your rights in the face of harassment. Explain how to prevent sexual harassment. Outline what managers need to know about sexual harassment. Recall and trace the steps managers need to take to prevent sexual harassment from occurring in the workplace. Understand the principles of the Thomas Kilmann model for managing conflict Develop your skills as an assertive communicator Explore scenarios and outcomes A 15-minute Q&A session (unrecorded) to deal with personal issues and challenges"	Click Here
26th November	Supported Return to training (SRTT) for supervisors	F2F- Trust HQ	9:30-12:30	Consultants. ES/CS, ST6/7 aspiring to be supervisor , SAS supervisor only	The training is Ideal for Educational and Clinical supervisors to gain skills and confidence to support doctors returning to training after a period of extended leave. This practical half day session will explore what SRTT is as well as providing an interactive space to better understand and explore challenging conversations that may arise. Provides 3 hours of CPD evidence for Educational Appraisal	Click Here

ELFT Clinical and Educational Supervisor Appraisal Process - 2024

ELFT’s medical education department’s strategic vision is to develop the highest quality of medical education to support the Trusts overall strategy, improve the experience of providing and receiving health care for all. One of the objectives in the Five Year Medical Education Plan (2019-2024) is to improve the experience of training for all and achieving highest satisfaction rates in national and local surveys. GMC NTS surveys have identified educational supervision as an area, which needs improvement within the Trust. Medical education department has set up an educational appraisal Task and Finish Group in April 2021 and has reviewed Trust wide process for educator appraisal, governance and training.

The General Medical Council (GMC) mandates that education providers must ensure that those involved in the supervision of trainees have the necessary knowledge and skills to undertake the role. An educational appraisal (EA) is central to supporting the continuous development of supervisors.

Educational Supervisor Appraisal

Your annual medical appraisal and PDP must reflect your role as an educational supervisor, and you should demonstrate how you are continuing to develop and remain up to date as an educational supervisor.

Educational supervisors should complete Appendix 2 “5 Yearly Reflective Template for Educator Appraisals[AS1] ” at their 5 year medical revalidation cycle. Please contact medical education at email: elft.medical.education@nhs.net, so an educator appraiser can be allocated.

Clinical Supervisor Appraisal

Your role as a named clinical supervisor should be discussed at each annual medical appraisal, as part of your full scope of practice. There is an expectation that your educator role is reflected in your PDP and CPD over the 5 year revalidation cycle.

Please complete the self-declaration Appendix 1“ELFT Named Clinical Supervisor Renewal Form[AS2] ” at 5 yearly revalidation cycle. Please upload the completed form on SARD and submit a copy to the medical education email: elft.medical.education@nhs.net

For your Appraisal

Being an Educational or Clinical supervisor means providing evidence across 7 educational domains (from the Academy of Medical Educators). Standards 1-4 and 7 relate to Clinical Supervisors, all 7 for Educational Supervisors. The domains and examples of evidence, which should include feedback and reflection, are:

GMC Standards	Examples of evidence
1.Ensuring safe and effective patient care through training	Courses, GMC survey, patient feedback about trainee, details of trainee supervision, trainee audits, evidence of training you deliver. Evidence of patient involvement in the training and learning you may be involved in, Reflections on SUIs/Patient safety concerns etc. involving trainees you supervise.
2. Establishing and maintaining an environment for learning	Anonymous feedback from trainees and undergraduates about your performance, colleague feedback Completion of courses/workshops covering educator skills, Courses, GMC Survey, trainee timetable and attendance at teaching
3.Teaching and facilitating learning	Evidence of teaching sessions delivered with feedback, and reflection on that feedback to improve learning, Feedback from trainees about your teaching, Completion of courses/workshops covering supervision skills.
4.Enhancing learning through assessment	Feedback/ attendance at ARCP, evidence from examining, WBPA involvement and training Supporting local Membership mock examinations.
5.Supporting and monitoring educational process	(ES role only) Trainee feedback, ES report feedback (from ARCPs), reflection/discussion of trainee in difficulty (anonymised), involvement in ARCP, recruitment / training committees etc
6.Guiding personal and professional development	(ES role only) Reflection on support you have offered trainees, Anonymous trainee PDPs/ES plans where you are mentoring and supporting a trainee’s development, Evidence that your input has helped trainees, perhaps evidence that a trainee has completed a research project or Quality Improvement project with your input, Completion of courses/workshops e.g. coaching skills, career planning.
7.Continuing professional development as an educator	An up-to-date PDP and evidence of engagement in annual appraisal Evidence of reflection on your educational CPD Direct feedback from your trainees on your supervisory skills (e.g., Multi-Source Feedback Tool for Supervisors Completion of Equality and Diversity Training (to be completed every three years)

Evidence relating to third parties must be anonymised so that individuals are not identifiable.

Downloadable Resources:

Appendix 1

Appendix 2

Clinical and Educational Supervisor Appraisal Process

Consultants

Consultants

Downloadable Resources:

Consultant Psychiatry Careers