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 RCOphth curriculum and teach and assess trainees.
We aim to provide answers to frequently asked questions about the tools that are an integral part of how trainees should expect to progress through their training.
Useful Links and Resources
College Tutors and Regional 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 for the postgraduate training in the unit and are the point of contact with the Royal College. Regional Advisers are appointed by the Education Committee to act on behalf of the College and maintain a College presence in the region.
Educational Supervisor Report proforma (ESR)
All trainees should have a nominated Educational Supervisor who has responsibility for facilitating and ensuring the progress of trainees through their curriculum.
Clinical Supervisor Report proforma (CSR)
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.
European Working Time Directive (EWTD)
College suggestions on EWTD.
OST Introductory Booklet
Getting started in OST – 7 Important Things to Do In Your First Month.
Workplace Based Assessments (WpBAs) Handbook
This handbook (updated April 2014) is intended to complement formal training in assessment provided by the Royal College and others for those involved in postgraduate training in the UK. It should be read in conjunction with the RCOphth curriculum for OST.
Guide to Postgraduate Specialty Training (Gold Guide – 6th edition)
The guide sets out the arrangements agreed by the four UK Health Departments for core and/or specialty training programmes.
Less than full-time training (LTFT)
The delivery and organisation of LTFT is the responsibility of the individual local education and training board (LETB) training programme. This document contains helpful hints to make the most of less than full-time training and avoid common pitfalls.
Out of programme (OOP) and Trainee Selected Components (TSCs)
Taking time out of programme can be beneficial for a trainee’s educational and professional development and career, as well as being interesting, enjoyable and personally rewarding. Please follow the link for further information.
National Inter Deanery Transfer (IDT)
The National Inter Deanery Transfer (IDT) process has been put in place to support medical trainees who have had an unforeseen and significant change in circumstances since commencement of their current training programme. The 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. Please follow the link if planning to apply for an IDT.
Acting up and locum consultant posts
When acting up as a consultant, there will need to be appropriate supervision in place and approval will only be considered if the acting up placement is relevant to gaining the competences, knowledge, skills and behaviours required by the curriculum. AUC posts can only be taken in the final year of specialty training.
If you have any questions please contact the Education and Training Department .
Schools of Ophthalmology
RCOphth School of Ophthhalmology guidelines (February 2008)