[Skip to Content]

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

RCOphth Guide for delivery of OST (June 2018)

Workplace Based Assessments (WpBAs) Handbook  (Updated April 2014) It should be read in conjunction with the OST Curriculum.

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.

Developing Support for New Consultants

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.

Guide to Postgraduate Specialty Training (Gold Guide – 7th edition)  The guide sets out the arrangements agreed by the four UK Health Departments for core and/or specialty training programmes.

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.

Out of programme (OOP) and Trainee Selected Components (TSCs)  

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.

Acting up and locum consultant posts (AUC)  AUC posts can only be taken in the final year of specialty training. Appropriate supervision must be 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.

If you have any questions please contact the Education and Training Department .

Reflective Practice

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)

The Reflective Practitioner – Summary 

The Reflective Practitioner – Guidance

The Reflective Practice – Toolkit

Schools of Ophthalmology

RCOphth School of Ophthhalmology guidelines (February 2008)

RCOphth job description for Head of Postgraduate School of Ophthalmology (February 2008)

 

If you have any questions please contact the Education and Training department.