Resources and Support for Trainers
The College is committed to support doctors throughout their career. We hope trainers will find the range of resources available in this section useful to read as they deliver the OST Curriculum and teach and assess trainees.
All trainees should have a nominated Educational Supervisor with responsibility for facilitating and ensuring progress throughout training. Clinical Supervisors undertake the day-to-day, hands-on training of trainees in all aspects of the curriculum at Trust level and provide feedback on WpBAs.
Useful Links and Resources
OST Introductory Booklet Getting started in OST (7 Important Things to Do in the First Month).
Guidance on Induction for Ophthalmology Guidance on recommended induction for OST1s.
ARCP guidance Health Education England (HEE) guidance on the Annual Review of Competence Progression (ARCP) cycle.
College Tutors and Regional Education Advisers The responsibility for delivering that training and education lies with the Trust, on behalf of and resourced by the Postgraduate Dean. College Tutors have overall responsibility as lead trainers and are the point of contact with the Royal College. Regional Education Advisers (REAs) act on behalf of the College and maintain a College presence in the region.
European Working Time Directive (EWTD) College suggestions on EWTD.
Acute Services Training Guidance on acute services training.
Simulation Training in the UK Document highlighting the benefits of and the different types of simulation to be developed.
Cataract Surgery Guidance Guidance table for trainees and trainers on cataract surgery competences and their assessment.
ESR feedback form Mechanism for ARCP panels to feedback on the quality of ESR forms.
CSR feedback form Mechanism for Educational Supervisors to feedback on the quality of CSR forms.
ESR and CSR tips and recommendations Guidance outlining how to perform the function of reporting, as well as clarifying the mechanics of reporting.
Improving Feedback – guide for Trainees and Trainers The practical guide produced by the Academy of Medical Royal Colleges (AoMRC) focuses on practical information for on how trainee self-reflection, feedback from the trainer and trainer self-reflection can improve the performance and value of formative WpBAs.
Less than full-time training (LTFT) The delivery and organisation of LTFT is the responsibility of the individual local education and training board training programme (LETB). This document contains helpful hints to make the most of less than full-time training and avoid common pitfalls.
National Inter Deanery Transfer (IDT) The National Inter Deanery Transfer (IDT) process is managed by the National IDT team (Health Education South London) on behalf of the Conference of Postgraduate Medical Deans (COPMeD), Health Education England (HEE) and all UK regions.
If you have any questions please contact the Education and Training Department .
RCOphth Guidance on Reflective Practice, Escalating Patient Safety Concerns and Unsafe Working Conditions – OTG-led guidance including relevant sources of information, further support and advice for all members about how, when and to whom they should escalate concerns about patient safety and unsafe working conditions.
Academy Guidance on e-portfolios – Reflective Practice Guidance produced by the AoMRC to help doctors in training, and their supervisors, in considering how to record their reflective practice. (October 2016)
The AoMRC, the COPMeD, the General Medical Council (GMC) and the Medical Schools Council (MSC) have produced jointly a series of ‘Reflective Practioner’ guidance documents with input from all UK Health Departments and for use across the UK. (September 2018)
Schools of Ophthalmology
RCOphth School of Ophthhalmology guidelines (February 2008)
If you have any questions please contact the Education and Training department.