NHSE -SW Training Programme Director Handbook
Introduction
INTRODUCTION
We hope that you find this Training Programme Director (TPD) and Head of School (HoS) Handbook useful, either as a newly appointed TPD/HoS or as someone who has been in the role for a number of years. It contains links to documents and websites which cover the remit of work which you will be involved in with all the staff members in the PGME Team.
NHSE provides leadership for the education and training system and ensures that the workforce has the right skills, behaviours and training to support the delivery of excellent healthcare and drive improvements through supporting healthcare providers and clinicians to take greater responsibility for planning and commissioning education and training.
The role of the TPD is to work with and support the Head of School in leading the delivery of a wide range of functions. You are professionally and managerially accountable to the Head of School.
The Head of School has overview of all school functions (including appraisal of TPDs) and is accountable to the Deputy Postgraduate Dean(s).
TPDs will focus upon the improvement of learner supervision, assessment and experience, engagement of faculty and ensure effective educational outcomes, both now and in the future. As you will know change is constant in the NHS and your role will also evolve to focus on workforce transformation and develop multi-professional links. To keep abreast of developments within NHSE TPDs are required to attend TPD Development days throughout the year.
To support the Regional Postgraduate Dean, TPD’s and HoS will work across the spectrum of health and where relevant, social care, within the context of a team, so that the provision of education reflects changing service models. This will deliver an integrated workforce comprising individuals from a spectrum of professional and other backgrounds.
You will work closely with the Education Programme Lead.
The Education Programme Lead who is supported by their administrator will need your help on:
- managing the recruitment of Resident Doctors (including calculating vacancies, website information).
- managing the assessment (ARCP) process for Resident Doctors
- Planning rotations: submitting rotation grids which account for all Resident Doctors including those who are on statutory leave; OOP, new starters, etc.
Key areas of the TPD Role include:
- Ensuring that the curriculum can be delivered within the local training programme; and that all posts are in line with this
- Developing a network of educational supervisors who need to be trained in the necessary tools for supervising and assessing Resident Doctors. Ensuring our trainers are trained and able to undertake their role is of high priority to us as an organisation and for the GMC as the regulator. We use the Academy of Medical Educators Professional standards for medical, dental and veterinary educators (AoME 2014) as the criteria against which trainers in recognised roles must provide evidence of their training and accreditation and ongoing professional development. Providing careers information, guidance and advice to Resident Doctors and be involved in the Induction.
- Provide support to Resident Doctors in their wellbeing and also be familiar with the services offered by the Professional Support and Well-being Services (PSW).
- Supporting doctors with differing/individual training needs.
- Ensuring that the interests of less than full time and academic Resident Doctors are accommodated
- Attending regional and national meetings (potentially including School Board / STC / SAC – affiliated with colleges)
- Potentially arranging and participate in specialty / School visits to Local Education Providers
- Liaise closely with NHSE staff i.e. Regional Postgraduate Deans, Deputy Postgraduate Dean(s), Heads of School, other TPDs and the Senior Leadership Team.
- Liaise with Local Employer Trust staff for example change to rotas, training site, doctor in training absence
- Escalation of training programme concerns to Heads of School.
Heads of School will have a strategic overview of education and training in their specialty in the South West, with a key role in the structure of rotations, implementation of curriculum changes or new national priorities, expansion of training posts and professional standards.
Table of Contents
Academic
Acting Up
Annual Review of Competency Progression (ARCP)
Bringing forward a CCT Date
CESR
Educational Supervisors
Inter Deanery Transfers (IDTs)
Less Than Full Time Training
Managing Rotations/Programmes
Medical Training Initiative (MTI)
Out of Programme (OOP)
Period of Grace (POG)
Professional Support and Wellbeing
Quality
Quality Panels
Relocation and Travel Expenses
Revalidation
Rotations
Study Leave
Supported Return to Training
Supporting and Escalating Concerns
Transfer of Information
Academic
Integrated Clinical Academic Training Lead
- Dr Victoria Haunton, University of Plymouth
- Associate Professor Tamsin Newlove-Delgardo, University of Exeter
- Professor Yoav Ben-Shlomo, University of Bristol
- Dr Helen Winter, University of Bristol
Responsibilities of the Specialty TPD
It is important to note that ACF and CL posts are all ‘in addition’ and this needs to be born in mind when managing rotations
- Bids process: liaising with Academic Lead that academics can or cannot be accommodated
- Recruitment: confirm level of grade and placement with academic lead
- CL and ACF JDs: to check and approve these with the academic lead
- Appointment of Resident Doctor and rotating them: identify placements (ACFs and CLs are both ‘in addition’) and start dates.
- ARCPs: Academic Resident Doctors should have an academic rep on the ARCP panel
IAT PGME Lead
- Katie Driver, Business and Education Manager.
Categories of IATs: ACFs/CL and Locally Funded IAT posts
ACFs
- 75% of time in specialist clinical training
- 25% of time in research or educationalist training.
CL
- 50% of time in specialist clinical training
- 50% research or educationalist training.
Locally Funded IAT ACF and CL posts
NIHR will recognise locally funded posts developed by IAT partnerships providing they meet the following criteria relating to the appointment and support for doctors and/or dentists in schemes that:
- Appoint through national competition
- Offer 3-year ACF (4 years for GPs) and 4-year CL appointments with 25% and 50% protected academic training, respectively
- Provide access to formal training in research methods and research governance
- Have a joint clinical and academic Annual Review of Competence Progression (ARCP)
- Provide similar supervision/mentorship arrangements for ACF and CL appointees
- Offer a £1k per annum travel bursary to attend conferences.
Locally funded ACFs must be appointment through the national competition process managed by NHSE SW and WILL require assurances regarding funding for the 3-year tenure of the appointment. To pursue a locally funded ACF NHSE SW will require conformation of funding and the support of the Specialty Head of School before putting proposal forward to the Regional Postgraduate Dean for support. Expressions of interest must be received by the end of August to ensure we have time to gain the relevant approvals prior to advertising in October.
Acting Up
Resident Doctors may be able to take time out of programme to act up as a consultant and may be able to credit this time towards a CCT or CESR(CP) if there is specific provision for this in their specialty curriculum. This would normally be undertaken in the final year of training.
Resident Doctors acting up as consultants will need to have appropriate supervision in place. If the experience afforded by this post is in a location already approved for training in the relevant specialty by the GMC, additional prospective approval is not required from the GMC.
If acting up as a consultant is undertaken in another location, prospective approval will only be necessary if the acting up placement is relevant to gaining the competences, knowledge, skills and behaviours required by the curriculum. In these circumstances, OOPT will normally be for a period of three months or pro rata for LTFT doctor in trainings. However, length of periods approved for acting up as a consultant may be specified in the relevant curricula and where referenced in a curriculum specific provisions around acting up roles need to be adhered to. Acting Up Policy
Annual Review of Competency Progression (ARCP)
ARCPs should be set so that they specifically align with rotation dates, to allow enough time for planning, to get rotation grids accurate and for this information to be validated before being published to the Trusts at 12 weeks according to Code of Practice.
The Education Programme Lead will contact the TPD to help set the dates; draft timetables and provide the latest guidance.
ARCP panel
It should consist of at least three and a maximum of five panel members of which one should be the TPD, HoS or Postgraduate Dean (or their nominated deputy). Where a trainee is undertaking subspecialty training in parallel with the main specialty or where the trainee is on an integrated academic programme, the panel will include relevant specialist/ sub-specialist/ academic input.
ARCP Outcomes
- Outcome 1 – Achieved targets
- Outcome 2 – Development of specific competencies require: targets set with no extended time
- Outcome 3 – Inadequate Progress: targets set with extended training time
- Outcome 4 – Released from training programme
- Outcome 5 – Incomplete evidence presented – additional training time may be required
- Outcome 6 – Gained all required competencies and capabilities – recommended for completion of programme
- Outcome 8 – Out of Programme for clinical experience, research, or a career break
When an outcome is not issued
There are circumstances when the ARCP panel would not issue an outcome, such as when the Resident Doctor is absent on statutory leave (e.g. maternity/paternity/adoption or sick leave) or where training has been paused. In these cases, the panel will record the reasons for this.
Force majeure outcomes
Outcome 10s are a ‘no fault’ outcome to enable progression or additional time where training has been disrupted due to a ‘force majeure’ such as a global pandemic. Outcome 10s must only be used following a directive from the UK statutory education bodies.
- Outcome 10.1 – Progress is satisfactory but the acquisition of capabilities by the doctor in training has been delayed by national emergency / force majeure disruption such as a global pandemic.
- Outcome 10.2 – Progress is satisfactory but the acquisition of capabilities by the doctor in training has been delayed by national emergency / force majeure disruption such as a global pandemic. The doctor in training is at a critical progression point in their programme and additional training time is required.
Management of Outcomes 5s
An outcome 5 is a holding position to allow the missing evidence to be provided for the ARCP to review; that review should be no more than 8 weeks from the date of the ARCP. If an outcome 1 is likely authority can be given the chair to receive the evidence an issue an Outcome 1. If the panel considers an Outcome 2, 3 or 4 is likely the panel should reconvene ‘virtually’.
Principles for managing additional training time (ATT)
The Gold Guide (para 4.99 – 4.115) sets out the principles for additional training time which includes the following:
- ATT should be determined based on the educational needs of the individual Resident Doctor.
- To identify the capability gap, the time, support and educational opportunities required to meet them.
- The plan and objectives for the ATT must be clearly documented in a learning plan / PDP and agreed with the trainee, trainers, and employer.
- The ARCP panel must provide an indicative time for the ATT with a further ARCP set to assess progress against the objectives.
- The Gold Guide (para 4.108) sets out the duration of extensions / ATT which can be approved by the ARCP panel and where exceptional approval is required by the Postgraduate Dean. Exceptional approval requests should be discussed with the Head of School prior to escalation to the Deputy Postgraduate Dean in advance of the ARCP for agreement.
- ATT should be defined in calendar months and should be pro-rata for LTFT Resident Doctors. It should discount periods of statutory leave (i.e., sickness and parental leave).
Post ARCP Feedback
Post ARCP feedback should be offered to all Resident Doctors in a timely and supportive way that minimises the need for doctor in trainings to take protracted time away from service an removes the need for additional discussion panels to be set up. The options available to support this are: -
- Remotely through ARCP outcome letters or via the doctor in training being directed to the eportfolio ARCP outcome section, with planned follow up and with a clear feedback discussion at the doctor in training’s base
- Locally delivered through, for example, feedback from the educational supervisor ensuring trainers are also informed of doctor in training outcomes in a timely way
- For outcomes other than 1 or 6 the doctor in training could meet one, or sometimes two, experienced member of the Training Committee
It is a widely expressed view that a meeting between the Resident Doctor and members of the panel post ARCP is greatly valued to enable discussion around career and training opportunities. Supplementary information is available on our website to support this process but it must be absolutely clear that the meeting is not mandatory (other than for an unsatisfactory outcome) and that it should take place virtually. Please note that the programme team will not provide administrative support for meetings with Resident Doctors on an outcome 1 or 6.
NHSE has produced a short animation providing a simple guide for resident doctors and trainers on how the ARCP process should take place - short video.
Bringing forward a CCT date
Resident Doctors may seek to accelerate through their training for one of two reasons:-
- They have had previous experience or training (in UK or overseas) that has meant that they had already acquired significant capability prior to entering the formal GMC approved training.
- They have entered the training programme without prior relevant experience but are acquiring capability at a significantly faster rate than that suggested by the indicative programme time.
COPMeD has described the principles for accelerated progression which is available here. The process for bringing forward the CCT date is described on our website which is available here.
Essentially the Resident Doctor and Educational Supervisor must agree that the Resident Doctor has, or will have, achieved all their clinical and professional capabilities significantly before the CCT date and a recommendation put to the TPD. This will then be considered at ARCP and documented in the report and if agreed a recommendation put forward to the Deputy Postgraduate Dean. The final decision rests with the Deputy Postgraduate Dean who has delegated responsibility from the Regional Postgraduate Dean.
Resident Doctors must complete an application form to bring forward their CCT which is available on our website.
CESR-CP
The GMC issues three types of specialist or general practice certificates that confirm eligibility for entry onto the Specialist Register or General Practice (GP) Register:
- Certificate of completion of training (CCT)
- Certificate of eligibility for specialist registration (CESR)
- Certificate of eligibility for general practice (CEGPR)
The Certificate of Eligibility for Specialist Registration Combined Programme CESR(CP) – Confirms that a doctor has joined an approved specialist training programme and has previously trained in other, non-approved posts, that this has already provided some of the CCT curriculum competencies. The doctor can enter training at a later starting point, complete the rest of the programme and gain the remaining competencies. This is known as the ‘combined programme’ and confirms that the doctor is eligible to apply for entry onto the Specialist Register via a CESR (CP) or to the GP Register via a CEGPR (CP). Within the UK, there’s no difference in the recognition of a CESR/CEGPR and a CCT. Both certificates allow specialist or GP registration on the same terms. Please refer to the GMC website for further information.
Educational Supervisors
There is a dedicated Faculty Development area with information for educators and clinical supervisors: https://www.severndeanery.nhs.uk/about-us/ped/faculty-development/educational-and-clinical-supervision/
Inter Deanery Transfers (IDTs)
There are two IDT windows per year: February and August which are advertised on IDT page.
Process for TPDs
The Education Programme Lead will ask TPDs to confirm if they are able to accommodate any incoming IDTs into their training programme and identify posts with them. Once the national IDT team have processed the applications the Education Programme Lead will be sent spreadsheets with details who has been approved and will liaise with the TPDs regarding start dates and placement.
TPDs must not discuss specific posts with any IDT applicant wishing to apply into the South West as this can lead to misunderstandings and complaints.
Exceptional Dean to Dean Transfers
An exceptional Dean to Dean transfer is designed for very urgent moves when it is felt to be needed prior to the next IDT window. The ‘rules’ are the same as for an IDT, so if a Resident Doctor is not eligible for an IDT, then nominally they are not eligible for the exceptional route either. There is some discretion at Regional Dean level for complex situations that may merit agreeing a transfer outside of the national windows with the decision being made between the two Deans involved.
If a TPD is considering an exceptional transfer, or a Resident Doctor asks for one, this should initially be discussed with the HoS. The Resident Doctor must not be told to contact the receiving Deanery nor should the TPD contact their opposite number to see if there is a place – this undermines the agreed process and means that the Deans cannot make a balanced decision.
The HoS will discuss the case with the Deputy Postgraduate Dean who will escalate to the Postgraduate Dean should it be felt that the situation warrants an exceptional Dean to Dean transfer.
Less Than Full Time Training (LTFT)
All Resident Doctors are eligible to apply for LTFT training. Requests to work LTFT can either be made at point of application for entry into training or at any time they have been accepted into training. The policy and application process is available on our website.
Requests to work LTFT must be submitted at least 16 weeks before the proposed start date for a change in working hours. This is to allow at least 12 weeks’ notice to the employer of the proposed changes.
Approval of the LTFT training plan will be subject to the agreement of the TPD and employer / host training organisation before the placement can commence.
Approval to work LTFT will normally be given for the duration of the training placement / programme.
Where a Resident Doctor wishes to increase or decrease their whole time equivalent (WTE), they must make an application providing at least 16 weeks’ notice. Any decrease in working hours will be subject to the minimum requirements for recognition of training set by the GMC’s position statement on LTFT training.
Managing Rotations / Programmes
There are many elements to be aware of when planning your rotations - both for short, medium and long-term planning. These include:
- Post management – know your posts, how many you have, how to utilise these to manage your doctors training pathways. If possible, use a grid that shows the National Post Numbers (NPNs) that the programme team and Trusts use to identify posts.
- Recruitment and Inter-Deanery Transfers – knowing your post numbers helps you to accurately assess numbers for recruitment and if any IDTs can be accommodated.
- Deferrals
- Academic doctor in training
- Less than full time
- Out of Programme
- Statutory Leave
- Period of Grace
- Acting up
- Doctor in trainings in need of professional support
It is important to work with your Education Programme Lead closely to achieve the best management of programmes.
Medical Training Initiative (MTI)
The Medical Training Initiative (MTI) is a national scheme that allows doctors from outside the UK to
The Medical Training Initiative (MTI) is a national scheme that allows doctors from outside the UK to undertake up to 24 months of training and development in NHS services before returning to their home countries. The scheme is aimed at doctors from the Lower Income and Lower Middle-Income Countries as defined by the World Bank. The Academy of Medical Royal Colleges oversee the MTI scheme and are responsible for sponsoring doctors for their Tier 5 (Government Authorised Exchange) visa.
The role of NHSE is to approve MTI applications to ensure that the posts do not disadvantage UK doctors nor adversely affect the training of existing Resident Doctors in the training location and provides sufficient educational and training content.
Applications come through the Academy of Medical Royal Colleges and are shared with the Deputy Postgraduate Dean for approval. The Deputy Postgraduate Dean may contact the TPD to seek assurances that the post will not adversely affect existing Resident Doctors on the programme.
Further information regarding the MTI scheme can be found on the following sites:
- Academy of Medical Royal Colleges - MTI Scheme https://www.aomrc.org.uk/medical-training-initiative/
- Medical Royal Colleges participating in the Medical Training Initiative https://www.aomrc.org.uk/medical-training-initiative/medical-royal-colleges-participating-in-mti/
Out of Programme (OOP)
HEE offers doctors in training the opportunity to take a planned period out of their training programme, subject to agreement of their Training Programme Director and Head of School.
There are six main types of time taken out of programme:
- Out of Programme Training (OOPT): Time out of programme for approved clinical training in a post which has prospective approval from the GMC
- Out of Programme Research (OOPR): Time out of programme for research
- Out of Programme Experience (OOPE): Time out of programme for clinical experience in a post which will not count towards the award of a CCT
- Out of Programme Career Break (OOPC): Time out of programme for a planned career break related to personal circumstances or other requirements.
- Out of Programme Pause (OOPP): Time out of programme to undertake NHS work or similar patient facing work in the UK which can be assessed upon return and may count towards the award of a CCT.
- Acting up as a Consultant (AUC): Time out of programme to act up as a consultant. (Refer to section 2)
Application Process
- At least 6 months before applying the Resident Doctor must discuss their plans with the TPD
- The Postgraduate Dean has delegated responsibility for approving the application to the Head of School
Declining Applications
If an application is not supported the TPD should meet with the doctor in training to discuss the reasons for that decision. If the doctor in training is not satisfied with that decision then they have the right to appeal which will be considered by the Deputy Postgraduate Dean.
Further information is available on our website.
Period of Grace (POG)
Period of Grace enables doctors who have completed training and not yet obtained a consultant post to continue in the Specialty Registrar grade contract for a time limited period whilst they find employment. The standard POG is six calendar months following the date of the CCT/CESR (CP). The doctor is no long considered to be in training but in a post for the purposes of service.
Doctors in training must notify the TPD at last 6 months prior to their CCT of their intent to take up the option of a period of grace. The policy and request form is available on our website.
Professional Support and Wellbeing (PSW)
The support of Resident Doctors is a key role of any TPD. If you or a supervisor is concerned about a Resident Doctor, please talk to them and encourage them to seek support (see below).
Please inform the Head of School prior to ARCP if you have concerns about long term sick, exam failure, other health and wellbeing issues. Documentation is crucial, however remember confidentiality and discuss with the individual.
Support:
- Locally
- Employee Assistance Programme,
- Occupational health through the Lead Employer,
- GP,
- local wellbeing team;
- Emergency department if in crisis
- Nationally -
- BMA counselling Tel: 0330 123 1245;
- Practitioner Health programme, Text: PHP to 85258;
- Samaritans Tel: 116123
- NHS staff support line Tel: 0300 131 7000
- Regionally -
- WARD- Well and Resilient Doctors. Peer support
- Professional Support and Wellbeing (PSW) HEE SW: a confidential service, separate from training. Self-referral and supervisor referral available. Short term support with access to counselling, coaching, careers, exam support etc Full details of our PSW support services can be found via our website links below.
For more information, email: england.psw.sw@nhs.net
To refer: Professional Support and Wellbeing
Quality
The quality team support multi-professional learners, including Resident Doctors, being responsible for the learning environment and learner experience. This is alongside the support they receive from you as TPD and from their specialty school and Trust medical education team.
Quality Management
Quality concerns can be raised by the learner or others involved in their support and training. Quality concerns can also be identified via one of our regular sources of learner feedback, such as the GMC NTS or NETS surveys, or School-led quality panels.
When concerns are raised by a Resident Doctor the initial pathway is for these to be managed locally, involving their supervisor or Freedom to Speak up Guardian. If this is insufficient, the next step should involve the Director of Medical Education or you as TPD with support from your Head of School. If both step one and two have been insufficient or if you need help with or wish to discuss a quality issue, the quality team are happy to help. The quality team offer regular sessions to discuss challenging situations, arranged via a booked slot with the Education Quality Assurance Advisory Group (EQAAG).
Further information about quality interventions can be found on our Quality Management webpages and information on how to escalate concerns is available here - Escalating Concerns
Best Practice - Where you have examples of good practice, please share these with the quality team so that we ensure others have the opportunity to learn from your ideas and improvements.
Relocation and Travel Expenses
Arrangements for the payment of relocation and associated travel expenses for doctors, dentists and Public Health doctor in trainings in accredited HEE training programmes can be found on our website.
Revalidation
For Resident Doctors, the five-year revalidation cycle will start at the point of full registration with a license to practice, which usually occurs at the start of Foundation Year Two (F2).
The GMC have set revalidation dates for approximately 60 days after expected CCT date. For those whose training programme lasts less than five years, as in General Practice, their first revalidation will take place at CCT. The designated body for Resident Doctors will be NHSE South West, and the Responsible Officer (RO) is the Regional Postgraduate Dean
The RO will base their recommendations for revalidation on information supplied for the Annual Review of Competence Progression (ARCP). The RO has three options in making a recommendation. These are, in summary:
- Recommendation to revalidate
- Deferral request
- Notification of non-engagement
In order to incorporate revalidation, the Annual Review of Competence Progression (ARCP) has been enhanced by developing the existing documents. The Form R Part B, Educational Supervisor's report and ARCP Outcome form include sections relevant to revalidation. The ARCP panel will determine whether there are any causes for concern, and the chair of the panel will relay this to the Responsible Officer via the ARCP Outcome Form. This will happen annually, although revalidation itself is on a five-year cycle.
ROTATIONS
NHSE must adhere to the NHS Code of Practice rules and therefore has strict deadlines to meet. These deadlines are part of the Junior Doctors Contract Terms and Conditions.
The key point in the 2018 version which NHSE must comply with are:
- Provide information to employers (at least 12 weeks before the doctor in training is due to start in post. The employer can then ensure that relevant information is sent to the doctor in training. This will include providing a generic rota at 8 weeks and the duty roster at least 6 weeks in advance of the doctor in training starting in post.
Role of the TPD
- TPDs will be informed by the Education Programme Lead of when they need to submit rotation charts, this will be approximately 17 weeks prior to the rotation date to ensure we comply with Code of Practice. Should any delay be anticipated, the TPD will need to inform the Education Programme Lead of the reasons.
- When submitting the rotation charts the TPD will need to account for all Resident Doctors, including LTFT, academic placements, and those on statutory leave.
- TPD will respond to NHSE’s queries if there is any further information required, i.e. if there is perceived to have been an overfill of posts or if there is a vacancy whether this needs to be filled by the trust and for how long.
- TPD will inform NHSE if there are any last-minute changes to the rotation grid.
Study Leave
Roles and responsibilities of the TPD (and HoS)
- To work collaboratively with Educational Supervisors to assist with identifying their educational training programmes - both local and regional.
- To support the Head of School to provide NHSE SW with their Annual Development Plan. NHSE SW will confirm the funding allocated to support these courses.
- To work collaboratively with the PGME Study Leave Team to ensure that study leave funding is managed with integrity, according to the principles of this guidance, ensuring equity and fairness is applied in the process.
- To offer advice, clarification and approval for study leave if required.
- Deviations from study leave guidance can be discussed with the Head of School.
- To provide support to update the course list for their speciality on an annual basis. Courses are classified into three categories: -
CAT 1
Cat 1 is a mandatory requirement of the curriculum where Resident Doctors are unable to achieve competences through their training programme or regional teaching and to achieve Certificate of Completion of Training (CCT).
CAT 2
Enhanced knowledge is not recognised as a requirement for the Resident Doctors curriculum; however, activities will help the Resident Doctors complete parts of the curriculum. It is expected that those applying for these courses will have met their core curriculum competencies for their stage of training.
CAT 3
Cat 3 is a course which would support career progression (not required to achieve CCT)
Further information is available on our website.
Supported Return to Training
Resident Doctors who have been out of training for longer than three months can access the SuppoRTT (Supported Return to Training Programme) programme. This flexible programme has been designed to include enhanced supervision, no unsupported night-time or weekend on-call for the initial two weeks following return, clinical simulation days, mentorship and coaching, resilience training, practical advice and sign posting.
Each Trust in the region has a SuppoRTT Champion (details are available on our website). It is important to link in with the Champions to ensure returners are given the right support needed for when they start back in training.
Further information is available on our website.
Supporting and Escalating Concerns
It is important that Resident Doctors are able to raise and where appropriate escalate concerns. Resident Doctors should be encouraged to follow the appropriate pathway starting with the clinical learning environment in the first instance. Further information is available on our website or by contact the Quality Team at
england.escalatingconcernswte.sw@nhs.net
Escalating Concerns - Severn PGME (severndeanery.nhs.uk)
Raising concerns about training and revalidation (including complaints)
Transfer of Information
There will be situations where there is a need for a transfer of information between employers for the sake of patient safety and to support the Resident Doctor. Examples would include: -
- Situations where an employer has taken action because of concerns about a doctor in training’s conduct or performance
- Where a Resident Doctor has a significant health issue that may impact on their training
- Any relevant information regarding any completed or outstanding disciplinary or competence issue
- Where there is potential fitness to practice concerns or information relating to a doctor in training revalidation
In all circumstances any information shared must comply with the General Data Protection Regulation (GDPR). The TPD is advised to seek the support of their HoS to undertake this process and if necessary for it to be escalated to the Deputy Postgraduate Dean.