School of Family and Community Health Paediatrics New trainee induction pack
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School of Family and Community Health
Paediatrics
New trainee induction packInduction booklet 2021
Contents
CONTENT
Paediatric Postgraduate School
Paediatric Postgraduate School College Tutors
Introduction from a Trainee Perspective
Terms of Reference for Paediatric Training
Paediatric Postgraduate School Resources for Trainees
ARCP
Appendix 1 (ARCP requirements)
Glossary
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Paediatric Postgraduate School
Postgraduate Dean Health Education England north east and north cumbria (and
Responsible Officer)
Dr Namita Kumar
Postgraduate Director
Dr Richard Bellamy
Head of School (HoS)
Dr Andy Mellon
Training Programme Directors (TPD)
Dr Sri Prudon (ST1-3)
Dr Naveen Athiraman (ST4-5)
Dr Anne-Marie Ebdon (ST6-8)
Deputy HoS for Education and Training
Dr Emma Riley
Deputy HoS and Quality Management Lead
Dr Naveen Athiraman
Associates
Dr Ahmed Hegab
Dr Vijaya Sathyanaryana
Dr Subhan Christudas
RCPCH Regional Lead
Dr John Williams
Deputy RCPCH Regional Lead
Vacant
Regional Academic Advisor
Dr Andy Gennery
Less than Full Time Training Advisor
Vacant
Trainee representatives
Currently recruiting (ST1-3 trainees)
Currently recruiting (ST4-5 trainees)
Dr Enna Ansari (ST6-8 trainees)
Community Training Co-ordinator
Dr Anna Thorley
School Manager
Christopher Quinn
Specialty Programme Coordinators (SPC) (job share)
Adele Simpson
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(Monday – Wednesday)
Kelly Baxter
(Wednesday – Friday)
HR Officer (LET)
Adam Booth
Payroll Officer (LET)
Wendy Burney (temporary)
Health Education England website:
https://madeinheene.hee.nhs.uk/
Human Resources:
http://madeinheene.hee.nhs.uk/lead_employer_trust
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Paediatric Postgraduate School College Tutors
Dr Vijaya Sathyanarayana Newcastle Trusts
Dr Zdenka Reinhardt Cardiology (Freeman Hospital)
Dr Grace Williamson and Dr Susan Jackson PICU
Dr Stefan Zalewski Neonatal (RVI)
Dr Richard Freeman Northumberland & North Tyneside
Vacant Sunderland
Dr Olaniyi Kehinde Carlisle
Dr Hilal Misgar Durham
Dr Shiv-Tatan Tibrewal Darlington
Dr John Williams South Tees
Dr Shalabh Garg (Neonates)
Dr Shyam Saranga Gateshead
Dr Ramesh Srinivasan North Tees & Hartlepool
Dr Sarah Pennington Whitehaven
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Introduction from a Trainee Perspective
Welcome to the north east of England and Paediatric Training in Health Education England
north east and north cumbria (HEE NE). The region is a mixture of rural, urban and industrial
areas with an ethnically and demographically diverse population. Overall just over 2.5 million
people live in the region with around 460,000 children under the age of 14 that you will be
helping look after! (UK Census 2001).
You have chosen to train in an excellent region that will provide you with a wide range of high-
quality learning opportunities. These include excellent local general paediatric and SCBU units
for you to gain core learning experiences, in-depth and regular teaching programmes for all
levels of training and unique specialist units where you get to meet children from all over the
country and indeed the world who have to come to be treated by some of the leading clinicians
in their field.
The following is a guide to inform you of some of the practicalities of paediatric training in Health
Education England in the northeast.
How the region works
Health Education England northeast (HEE NE)
Health Education England northeast (HEE NE) is not your employer (see below) but is the
organisation that provides the structure and co-ordination for your training whilst in the region.
There is lots of useful information about training days and important contacts available through
the website; http://madeinheene.hee.nhs.uk/paediatrics. This is a website that you should
consult frequently as relevant and important information that affects your training will be posted
here.
Lead Employer Trust (LET)
As a HEE NE trainee you will be employed by Northumbria Healthcare NHS Foundation Trust.
This is the Lead Employer Trust (LET) which means no matter where you are working within the
region this trust will remain your employer, even though you might never actually work in one of
their hospitals! The LET provides the Human Resources and Payroll function for all specialty
trainees and you should contact them if have concerns or questions regarding payroll, leave of
any type (maternity, sick, special, less than Full Time, annual leave queries etc.). Details can
be found on the LET section of the HEE NE website
http://madeinheene.hee.nhs.uk/lead_employer_trust.
Induction
You will be asked to complete an on-line induction module that has been developed by HEE
NE. This is compulsory and you will have to do it once every year. It contains lots of useful
information about child protection and good working practice as well as generic information
about fire safety, safe blood transfusion prescription etc. The idea behind this module is that
you should not have to complete a full trust induction every time you change posts. That said,
certain trusts do still require you to attend a local induction when you start work with them.
What each trust requires will be made clear to you when you move to a new post.
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Hospitals and services
The region provides an exciting and diverse range of training opportunities based in numerous
centres throughout the north-east and cumbria. This is a mixture of major regional tertiary
referral centres providing sub-speciality services (mainly in Newcastle) and district general
hospitals providing core general paediatric and neonatal services.
The hospitals that you may work in during your time in the region along with the paediatric
services that they provide are listed below based on the town or city in which they are located.
It is worth noting that there are other smaller paediatric and SCBU units in the region that do not
provide training. They are not included in the list below.
• Carlisle
Cumberland Infirmary (ST 1 or 2 only)
General Paediatrics
Special Care Baby Unit (level 1, non-ventilated babies)
• Darlington
Darlington Memorial Hospital
Community Paediatrics
General Paediatrics
Special Care Baby Unit (level 1, non-ventilated babies)
• Durham
University Hospital of North Durham
Community Paediatrics (based at Chester-le-Street or Stanley Health care centre)
General Paediatrics
Special Care Baby Unit (level 1, non-ventilated babies)
• Gateshead
Queen Elizabeth Hospital
Community Paediatrics
General Paediatrics (acute care only)
Special Care Baby Unit (level 1, non-ventilated babies)
• Middlesbrough
James Cook University Hospital
Community Paediatrics
General Paediatrics
Neonatal Intensive Care (Ventilated babies all gestations)
Neonatal Transport Service
Paediatric Intensive Care Unit (level 2 ventilated, but not multi-organ)
• Newcastle
Freeman Hospital
Adult Congenital Cardiology (Paediatrics provide cover for this)
Cardiothoracic PICU (Level 4, regional, national and international
referral centre, including ECMO)
Paediatric Cardiology
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Great North Children’s Hospital
General Paediatrics
Subspecialty Paediatrics
Bone Marrow Transplant
Immunology and Infectious Disease
Neurology
Neurodisability
PICU (Level 3, General PICU regional service)
Endocrinology
Gastrointestinal
Nephrology
Oncology
Respiratory
PICU Retrieval Service
Community Paediatrics
Paediatric Surgery (regional centre)
Royal Victoria Infirmary
Neonatal Intensive Care (Ventilated babies, all gestations, including deliveries of
babies with surgical problems)
Neonatal Transport Service
• Cramlington
North Tyneside District General Hospital
Community Paediatrics (Northumberland and North Tyneside)
SCBU (Level 1)
General Paediatrics (acute stay only)
Northumbria Specialist Emergency Care Hospital (NSECH)
• Stockton-on-Tees
University Hospital of North Tees
Community Paediatrics
General Paediatrics
• Sunderland
Sunderland Royal Hospital
Community Paediatrics
General Paediatrics
Neurodisability
Neonatal Intensive Care (Ventilated babies all gestations)
Paediatric Emergency Department
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How to choose your jobs
You need to be thinking early on, and discussing with your educational and clinical supervisors,
what your final career intention is. This may guide your choices for ST3 and ST4-5 and possibly
later, whether you are going to train in a non-grid fashion or in one of the nationally organised
grid speciality training posts. In the early years we will try and ensure you gain as broad as an
experience as possible. As you become more senior you might want to perhaps focus in on an
area of your interest. Giving you the possibility to express a preference allows you to take
responsibility over your career development.
In terms of job choices, we have introduced ST1/2 and ST4/5 rotations. Currently every year
you will be invited to email your preferences for what jobs you want next. Of course, there is a
possibility that you will not get one of your choices (as some posts are very popular) but that
might mean you would be given preference at a later date.
The most important consideration when trying to pick posts is that you must fulfil all the
competencies required of you at that level before you can progress onwards. For example, say
you undertook a neonatal post as an ST1. You probably will have learnt an awful lot during the
six months but there may be a few practical procedures such as intubation or umbilical line
insertion that you do not become competent in during your post. You therefore wouldn’t have
sufficient evidence, in this case the appropriate DOPS, to show you have completed those
necessary Level 1 (ST 1 -3) competencies. It would therefore be sensible to request a second
neonatal SHO post in a different centre to consolidate your skills perhaps as an ST3.
As long as you get the right clinical experience to enable you to fulfil all the required
competencies there is very little that you have to do. This is because your assessment is now
competency based rather than the traditional “time-served” approach. If you haven’t had
enough experience in a general Paediatric post during ST1-2, we do know about it and will
rectify this during ST3! Of course, you should also mention this on your preference form. On
the other hand, you might want to do a community post or perhaps gain some more speciality
experience.
In Level 2 (ST 4-5) you must undertake a community post, a general paediatric post and a
neonatal post, leaving you with an “other”, perhaps more general paediatrics or the opportunity
to gain middle-grade experience in a sub-specialty.
For more information on the different levels of training, what the competencies are and how you
will be assessed you should consult the RCPCH website http://www.rcpch.ac.uk/training-
examinations-professional-development/postgraduate-training/postgraduate-training.
Travel expenses and nominating a base hospital
HEE NE covers a large geographical area of the country meaning that everyone will have to
travel to a relatively distant hospital at some point during their training. Not only would you lose
out on some fantastic learning opportunities if you only applied for hospitals near to where you
live, you are also unlikely to get what you want and therefore feel frustrated.
When you start your training, you will be asked to nominate your “base hospital”. This is simply
the hospital nearest your home address, and it remains the same throughout your training. If
you are then allocated a post in another part of the region you may then claim travel expenses
for the distance from your base hospital to your place of work. You however may not claim
travel expenses from your home to your base hospital. For example, if you decide to live in
Newcastle and buy a house in Jesmond then you would nominate the RVI as your base
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hospital. If your next post was in Middlesbrough, you could then claim travel expenses from the
RVI to James Cook Hospital (and return), minus the distance from your home address to the
RVI. The reason that you must subtract the distance from your home to your base hospital is
that this is classified as your normal commute to work which is not eligible for expenses claims.
It is the extra distance that you are travelling away from your base hospital that you are eligible
to claim for.
However, when considering long-distance commuting on a daily basis you should perhaps
remember that the regions roads are busy and an hour’s commute back from Middlesbrough
after a night shift is neither pleasant nor probably that sensible. You may therefore choose to
stay in hospital accommodation. In this case you could claim for accommodation costs in-lieu of
travel expenses. Both claim forms are available from the HR Officer (LET) or on the website
http://madeinheene.hee.nhs.uk/Policies/HR-Recruitment.
Need some help?
During your training you will have two types of supervisors. The first is your clinical supervisor.
This will change every six months as you move posts, and this will be your point of contact in
the department you are working in who will help you make the most of that particular job and
provide support and direction for that six months. Please inform the Specialty Programme
Coordinator (SPC) who your clinical supervisor is and add them to eportfolio. You must meet
formally with your clinical supervisor for an introductory meeting at the beginning of your post
and for an End of Post review, as an absolute minimum. Please remember when adding your
CS to eportfolio to extend the end date to give the supervisor time to get reports submitted.
This won’t have an impact on adding a new CS for your new post there will just be a bit of an
overlap, but this is not an issue.
You will also have an educational supervisor (please also add to eportfolio). This person will
remain your supervisor throughout a particular level of training. You will have one for the level
1, a second for core level 2 and a third for level 3 higher-specialist training. This is the
individual who will provide over-arching support, advice about what you need to do to progress
in training and ensure you are on target to meet all the requir ed competencies. They are also
the individual who will have your final meeting with you before your annual ARCP. You can ask
to change either supervisor if you wish. It is mandatory to meet formally with your educational
supervisor at the beginning of the training year to set your PDP for the year and for completion
of your Educational Supervisor Trainer’s Report near the end of your post (before ARCP). You
can also have mid-point reviews as and when required throughout your training if needed.
It is the trainee’s responsibility to add supervisors to Eportfolio so they can access and complete
reports on-line.
Clinical supervisors are allocated by the trust you will be working in usually by a named
individual (usually a consultant) on the ward. Educational supervisors will be allocated by
College Tutors.
What to specialise in?
As you progress through paediatric training you will become aware just how many different
career opportunities there are in the specialty. Perhaps you already know exactly what it is you
want to do, or perhaps you’re like most trainees in that you have a few ideas but want to see
what things are like before you make any commitments. Both approaches are entirely
reasonable, and everyone is different. The only thing you must make sure of is that by the time
you reach ST8 you know what you want to focus on and how you are going to sell yourself to
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get that dream consultant job you want. Remember, at the end of training you will be competing
against lots of other people who have also gained membership, completed an e-portfolio with
lots of nice reflections and clinical questions answered, written a few case reports, and got lots
of positive feedback from colleagues. How will you be different? Why should you get the job?
You must aim to make yourself stand out from the crowd and you have eight years in which to
do it!
That however does not mean that by the end of training you must want to come out as an
‘ologist’ in something. All it means is that you must develop a broad range of skills and a CV
that shouts out “EMPLOY ME!” and there are lots of ways you can do that and below are a few
suggestions.
Subspecialty training and the Grid
You may decide that you want to work in a subspecialty career. For example, you may decide
you want to become a Neonatologist. Say you did your Neonatal ST1 job in Sunderland and
loved every minute of it. Well then perhaps you could choose to do another Level 1 post in
Neonates as an ST3 in the RVI. Maybe after these six months you decide that this is the career
path for you. You might then ultimately decide to apply for subspecialist training. This is called
the Grid scheme.
Grid training is a scheme organised through the RCPCH and means that during your Level 3
training period (i.e., after you’ve done your Level 2 “core” jobs) you will be working through a
dedicated subspecialty programme with the aim of becoming eligible to enter the GMC's
Specialist Register as a Paediatrician (subspecialist). If you applied for a Neonatal training grid
post, you would only be undertaking Neonatal jobs in your Level 3 years. This means at the
end of your training you would be applying for posts as a neonatal consultant rather than a
general paediatrician.
Application to the Grid scheme is competitive. The scheme is national and so you may be
offered a subspecialty training programme in an entirely different region. If you are considering
becoming a subspecialist then the Grid scheme is worth thinking about sooner rather than later
as you will have to show lots of evidence of commitment to the subspecialty prior to your
application. If you are interested in a particular subspecialty, you might find it helpful to discuss
this with one of the higher specialist trainees or consultants in the field. Most subspecialties are
based in Newcastle, but even if you never work there, you could still phone the department
secretaries and ask if there is someone you could email. There is a representative for each of
the subspecialty Grid training posts that we offer in the northern region, who have agreed to act
as advisors to interested trainees, please contact the SPC for further information. Other
subspecialties do exist if you are interested in these; please discuss with your TPD.
The earliest you can apply is in your ST4/5 year, to commence the programme in ST6. Most of
the training programmes are 2 or 3 years long and the number of posts available in each sub-
speciality varies from year to year. You must have sufficient time to complete the programme
before the date of your CCT that was fixed when you got your national training number. You
would be too late to apply in ST7 for example. More information is available via the RCPCH
website. Cardiology training is not run by the Paediatric College but rather the RCP. That
means you follow the “adult” training pathway and would start subspecialty training at ST3.
However, it is possible to switch from paediatrics to paediatric cardiology or human genetics.
For general careers advice please contact Mike Wilson (email: michael.wilson@hee.nhs.uk) or
visit the careers section of the website: http://madeinheene.hee.nhs.uk/careers
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Out of Programme
There are a variety of OOP options and if you are considering one you are encouraged to
discuss this with your educational supervisor and relevant TPD early on.
OOP is not an entitlement but is a flexible possibility. HEE NE need to ensure it has enough
doctors to provide service commitments and therefore you should discuss your ideas early on
so your intentions can be taken into account for workforce planning. It is of course possible to
continue to maintain an on-call commitment whilst doing a research post during the day. Not
only would this help prevent a frightening pay cut but would also mean HEE NE could possibly
be more flexible in letting you undertake the OOP you wish.
Trainees are strongly advised to read the School of paediatric guidance
http://madeinheene.hee.nhs.uk/Portals/16/Out%20of%20Programme%20Application%20proces
s%20final%20version%20August%202017.pdf alongside HEE NE guidance
https://madeinheene.hee.nhs.uk/Policies/Education-and-Training-Policies before applying.
Trainees need to complete the most up to date application form available on the website also on
the above link.
Summary
This information has been written by trainees to try and help you “hit the ground running” and
not find out important information about your training through hearsay as was all too often in the
past. We hope you have found it useful. If you have a question that it does not answer, your
first port of call should be your educational or clinical supervisor. If you are still unsure, please
contact either your TPD or SPC who can point you in the right direction.
In conclusion you are very welcome here in the northeast and we look forward to working with
you.
With thanks to Daniel Schenk
(Trainee with Health Education England 2007 – CCT 2014)
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Terms of Reference for Paediatric Training
Heath Education England (HEE) north east
There are three levels of trainees in Paediatrics:
ST1-3 Level 1
ST4-5 Level 2
ST6-8 Level 3
To supplement clinical learning each training level has regional training sessions, mandatory
courses and optional courses and conferences. They all reflect the competency framework
described by the RCPCH https://www.rcpch.ac.uk/education/training.
1. Regional Training Sessions
1.1 Level 1 ST1-3 (until APLS and full MRCPCH attained)
The timetable for ST1-3 teaching is on the HEE NE website and trainees are encouraged to use
this as the timetable can change, especially sessions which change from ‘TBC’ (to be
confirmed) to ‘Confirmed'.
The main aim of these sessions is to deliver a basic teaching programme throughout HEE NE.
Teaching is held once a month for a full day and is currently on Teams. You will be added to
the Teams teaching channel.
These sessions are wholly consultant directed and partly consultant delivered. Senior trainees
are also expected to contribute to afford them of this valuable teaching experience. Allied health
professionals and other non-health professionals may be asked to contribute as appropriate.
The teaching aims to address some but not all the Level 1 Competences. The standard of
knowledge and skills is ‘a trainee at the end of ST2’, i.e., the standard of the membership exam.
It is not intended that the sessions will be all lecture based, it is vital that a range of techniques
are used such as problem-based learning, interactive tutorials, clinical based scenarios, case-
based discussions, video, use of parents/child to explain perspectives on illness. Trainees
respond well to work which is required before the session, or after the session. As teaching is
currently on Teams it is recorded and can be watched back. Speakers must consent to the
sessions being recorded so if we don’t record a session this will be because a speaker has not
consulted.
Trainees must ensure they sign the register for each morning and afternoon session attended.
Attendance at 70% of these sessions will usually be required to pass the annual ARCP, trainees
should be going to teaching unless on leave or on nights (we think 70% allows for this). ST3
trainees who have full membership and move between level 1 and level 2 training will be
expected to have completed 70% on average of the two levels. There may be posts where
exceptions may be made. Obtaining sufficient clinical experience in acute neonates is
challenging particularly with shift working. This will be taken into account.
The SPC collates attendance statistics and feedback, for Quality Assurance purposes and to
feedback to individual speakers.
In addition, trainees are expected in this period to undertake the following mandatory courses:
• Newborn Life Support (NLS)
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• Advanced Paediatric Life Support (APLS)
• Child Protection Recognition and Response (CPRR), (RCPCH Level 1)
1.2 Level 2 ST3-5 (admission criteria APLS and full MRCPCH attained)
These training sessions are building upon successful ones previously in place in HEE NE for
‘core trainees’. In principle these sessions should rotate around HEE NE, to suit and maximise
the use of the trainees and trainers. However, teaching for the foreseeable future is taking place
over Teams. The overall aim is to produce paediatric trainees who are equipped with the
necessary skills and knowledge to take them into higher specialist training. The content of the
sessions will be guided by the Level II RCPCH Framework of Competences.
They consist of one whole day each third Wednesday of the month. The content recurs over a
two-year period.
Many of the competences will be better attained as part of clinical work; these training days
should complement this area of experience and aim to cover areas that are more difficult to
cover in day-to-day work.
The days are trainee organised as part of your training. The SPC will email dates and topics
and trainees are expected to volunteer to organise these sessions. Sessions are expected to be
partly consultant delivered, and each organising trainee will need the ideas, support, and
supervision of their consultants. Each pair of trainees chairing the day will invite consultants or
other professionals well in advance to deliver part or all the day, but will be expected to discuss
learning outcomes, and teaching methods with their invited c onsultant, and the TPD
(curriculum).
Trainees have stated they appreciate several things within this training including:
• access to paediatricians delivering teaching in their own specialist areas
• a case-based approach knowing how the ‘expert’ would deal with the problem child.
• themed days or half days, allowing teaching to extend to considerable depth.
• interactive styles of teaching to augment lectures.
• Opportunities to read and critically appraise papers in the style of a journal club
As with the Level 1 sessions, pre and post work can help extend trainees’ learning enormously.
Attendance at 70% of these sessions will usually be r equired to pass the annual ARCP. There
may be posts where exceptions may be made. Obtaining sufficient clinical experience in acute
neonates is challenging particularly with shift working. This will be taken into account.
In addition the trainees will need to stay current with their accreditation for NLS and APLS (valid
4 years) and need to undertake a communication skills course (usually HEE NE organised
Calgary Cambridge course).
1.3 Level 3 ST 6-8
The focus of these sessions is general clinical/professionalism competences rather than
speciality-specific competences. Grid Trainees and Trainees training with an interest can
access their own speciality specific Programmes to cover clinical competences. The following
additional clinical areas are also included.
1. Safeguarding Children
2. Adolescent health
3. Child Public Health
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The Programme aims to ‘dovetail’ with, rather than duplicate, existing HEE NE courses
http://madeinheene.hee.nhs.uk/faculty_education (e.g., Management Programme, Recruitment
and Selection course).
They are held on rotating days of the week and is currently held over Teams. Public Health is
now taught in a 2-day targeted module.
They are trainee organised and chaired, a Team of 3-4 trainees coordinate each meeting. The
organising teams for each Senior Trainees’ Day are identified a year in advance. Teams will
need to approach consultants and other professionals well in advance to request their
participation in the days. They need to identify and discuss relevant competences with the
participating trainers.
A register will be taken to document attendance, which will be collated and held by the SPC.
Attendance at two sessions per year will be compulsory and evidence of this will be sought
during the annual ARCP process.
Feedback will be collected and collated by the trainees organising the day and returned to the
SPC. Organising trainees will be responsible for thanking by letter and feeding back to invited
speakers.
Regionally there are monthly CHER (Child Health Education & Revalidation) days that provide
an invaluable educational resource. Senior trainees are encouraged to attend these,
http://www.cher-newcastle.co.uk/.
In addition, trainees need to ensure that NLS and APLS accreditation remains current, that they
have done the communication skills workshop, Leadership and Management and RCPCH
START assessment usually at ST6 or ST7.
Other useful courses for many include level 3 RCPCH Child Protection Modular training (online)
and teaching the teacher’s course. Some trainees will undertake the Certificate of Medical
Education course. Where possible it is also useful for trainees to undertake Good Clinical
Practice training to allow them to enrol patients into research studies: where these are portfolio
studies training is usually provided free by CLRNs.
HST trainees also have access to HEE NE run courses such as ARCP, managing trainees with
difficulties etc. http://madeinheene.hee.nhs.uk/faculty_education. Additionally, some trainees at
core or HST level will be selected as possible instructors for life support courses and will
undergo a Generic Instructor Course and then teach on courses subsequently.
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2. Overview of Mandatory Training
Mandatory and will be allowed Recommended and will be allowed study
study leave and considered for leave and considered for funding (within
funding (within budget) budget)
ST1-3
Regional training days (70%) RCPCH Master Course (published with e-
learning back up)
Neonatal Life Support (NLS) Training in Emotional and Behavioural Child
Health (e.g. Child in Mind) included in
Regional training days
ALSG Safeguarding Children Adolescent Health e-learning
Level I (CPRR)
http://www.alsg.org/coursedates/c
ourseview.php
APLS/EPLS Multiagency Child Protection training
http://www.alsg.org/coursedates/c
ourseview.php
Exams
ST4-5
Regional training days (70%) CHER Days
Repeat NLS Multiagency Child Protection training
Repeat APLS RCPCH Annual Meeting
Communication skills course Adolescent Health e-learning
(within ST4-8)
ALSG Safeguarding Children
Level III (CPIP)
http://www.alsg.org/uk/Book_now
Public Health training (within ST4-
8)
ST6-8
START Educational Supervision Training
Regional training days (2/year) Recruitment and Selection Training
Management Training ‘Training the trainers’ or Paediatricians as
Educators (RCPCH)
Communication skills course Mini Pupillage (1-5 days)
(within ST4-8)
Repeat APLS / NLS if needed Court Skills Course
Public Health training (within ST4- Good clinical practice (GCP)
8)
ALSG Safeguarding Children CHER Days
Level III (CPIP)
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http://www.alsg.org/uk/Book_now
RCPCH Annual Meeting
Adolescent Health e-learning
There are training packages, some live, some e-learning that are still ‘under development’ by
the RCPCH. These include Level II Safeguarding Children, Court Skills, Mini Pupillage and
Adolescent Health.
3. Study Leave
Regional teaching is free and mandatory. Study leave for all training should be applied for in
the normal way. This includes regional study half days/days. This will enable trainees to claim
back mileage and parking costs incurred in attending training.
6. Refreshments
Refreshments are provided only for full day courses. Trainees organising Level 2 and 3 training
will liaise with the SPC when discussing the venue and tea/coffee. Lunch will not be provided for
ST4-5 or ST6-8.
Paediatric Postgraduate School
September 2020
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Paediatric Postgraduate School Resources for Trainees
Specialty Trainees (ST)
These trainees were appointed from August 2007 onwards. Training is competency based and
not time based and therefore may last from between 5-8 years from ST1.
Standards and Guidance
Please refer to ‘The Trainee Doctor’ a document available on the GMC website
(http://www.gmc-uk.org/education/postgraduate/standards_and_guidance.asp) documenting the
role and responsibilities of a Trainee doctor registered with the GMC.
E-Learning for Healthcare Training resources
All RCPCH trainees will be given free access to these e-learning materials over the coming
months as standard. They will receive personalised emails notifying them of the username and
password.
Trainees can track their learning and print out certificates of completion for educational
supervisors.
The RCPCH has developed over 160 free e-learning sessions covering several topics including
child health promotion, screening, immunisation, child development, growth, nutrition,
safeguarding, adolescent health and many more topics. e-LfH has a many other topics relevant
to paediatricians (e.g. Medical Leadership, e-GP).
For more information on e-learning available to RCPCH members, visit the e-LfH https://www.e-
lfh.org.uk/programmes/ webpages.
Educational supervision
The introduction of run through, competency based specialist training from August 2007 led to a
reorganisation of educational supervision. This is in line with that introduced within the
Foundation Programme and has the goal of increasing continuity in the educational supervision
process. Within Paediatrics in the northeast we have changed from the older model of clinical
and educational supervision being provided by the same consultant within the post in which the
trainee is resident to a single educational supervisor for each trainee at each level of their
training. A trainee will therefore have an educational supervisor allocated as follows:
ST 1 – 3 (level 1) – Educational Supervisor 1
ST 4 – 5 (level 2) – Educational Supervisor 2
ST 6 – 8 (level 3) – Educational Supervisor 3
The intention would be that trainees work in the same unit as their educational supervisor at
some point; this means that there will be a distinction between the roles of clinical and
educational supervisor, though in some posts they will be the same person.
Educational Supervisor
• Undertakes regular formative appraisal
• Provides support to develop learning portfolio
• Ensures trainee understands and engages in assessment
• Is the first point of call for concerns/issues about training
18Induction booklet 2021
• Ensures that appropriate training opportunities are available for trainee to learn and gain
competences
• Completes the Educational Supervisor Trainer’s Report
Clinical Supervisor
• Formal named supervisor of day to day clinical and professional practice in a specific
post
• Supports assessment process
• Ensure the appropriate range and mix of clinical exposure
• Arranges a work programme to enable attendance at fixed education sessions, which
can be overseen by others who contribute information on trainee as assessors
• Completes the Clinical Supervisor Trainer’s report
Assessor
• Anyone who contributes to assessment of the trainee in the workplace. Their
assessments will feed back to the trainee and their clinical supervisor in the first place,
and subsequently to the educational supervisor
Below are timelines to illustrate the suggested meetings between a trainee and clinical and
educational supervisor. Communication between clinical and educational supervisors is
important but will to some extent depend upon the trainees’ progress.
Educational Supervision timescale
Suggested Action
timescale
Throughout Clinical supervision:
placement Regular (start, mid-term and end of post) and as required (monthly/two
monthly/three monthly… or sometimes weekly) meetings between Clinical
Supervisor and trainee to agree learning needs, set SMART objectives etc., and
monitor progress. (early identification of issues and resetting of learning
objectives)
Trainees:
Assessments – Local and national requirements
https://www.rcpch.ac.uk/education/training.
Assessed teaching sessions.
Maintain a complete record of all clinical incidents or errors. Record on form ‘r’ at
ARCP.
Maintain reflective notes on clinical encounters and any incidents/errors.
Include details of audit, research and teaching undertaken – showing how it has
helped trainee achieve required level of competence.
Upload certificates for mandatory training, clearly labels such as CPRR, APLS,
NLS etc.
Six weeks Training Programme:
before Letter to be sent to trainee advising them of the forthcoming ARCP including
ARCP reminder of paperwork that will be required.
Trainee:
19Induction booklet 2021
To have organised any meetings with clinical and educational supervisors
To ensure all assessments complete
To ensure portfolio up to date and demonstrates in a clear way progress towards
competences required for level of training
Clinical supervisor:
To have completed formal documentation of meetings and review of
assessments
Educational supervisor:
To have available information to allow completion of Educational Supervisor
Trainer’s report for ARCP
4 weeks Full formal appraisal:
before Review of all learning objectives/achievements, review of trainee’s full and up-to-
ARCP date portfolio, ensure evidence of achievement of necessary competences is
present, and review all WBAs/MSFs etc.
Discuss the outcome of the forthcoming ARCP warranted by the appraisal just
completed.
Complete a structured training report appropriate for the stage of training
There is a universal deadline for all trainees for evidence to be uploaded onto
Eportfolio. This is two weeks before your actual ARCP assessment. This
decision was trainee driven as trainees whose ARCP was later were thought to
have had more time to prepare for ARCP even though evidence should be ideally
spread over the year.
‘Competences’/Annual Review of Competence Progression (ARCP)
The competences that should be achieved by the end of each level are clearly outlined in the
Paediatric curriculum.
ST 1 – 3 (level 1)
ST 4 – 5 (level 2)
ST 6 – 8 (level 3)
These are assessed using Workplace Based Assessments (WBA) and documented by the
trainee in as many ways as possible (reflective notes, clinic or discharge letters, feedback etc.).
The mandatory assessments are laid down in the college assessment strategy which has been
approved by GMC.
Trainees should try to undertake their work-based assessments at regular intervals throughout
the year and not leave them for the few weeks prior to their ARCP. You should try to use a
range of assessors and at least some of the assessments should be undertaken by consultants,
further information on how many assessors and the proportion that should be Consultants are
available on the RCPCH website https://www.rcpch.ac.uk/resources/assessment-guide#our-
assessments.
It is your responsibility to assemble documentary evidence that you have achieved
competences at the appropriate levels. It is not the responsibility of your trainer to ensure that
you have done this – and failure to engage in the assessment process will prevent progress
through the programme.
20Induction booklet 2021
ARCP usually takes place during July and we give as much notice to trainees as possible of the
dates.
RCPCH has updated its guidance on the use of workplace-based assessments there is no
longer a minimum requirement on the numbers of SLEs to be completed during the year,
however the RCPCH do recommend that trainees do at least one or two supervised learning
events (SLEs) per month.
HEE NE adhere to national requirements and have local requirements for trainees included as
well. Trainees are encouraged to familiarise themselves with the requirements for ARCP
(Appendix 1)
It is essential that neither the panel nor the trainee is surprised at the outcome of their ARCP on
the day of the ARCP.
The vehicle for evidencing all training is via the RCPCH Eportfolio.
Eportfolio
The Eportfolio has been designed to bring together all records of training and assessment for
Speciality Training in Paediatrics. The Eportfolio allows trainees and supervisors to identify
learning needs, formulate a personal development plan, and record and provide evidence of the
development that has been achieved during each post.
It is now essential that all trainees maintain an up-to-date record of their training, learning and
assessments. You will need to have this evidence available to present to annual review panels
to make satisfactory progress each year. The portfolio should support training and enable a
more reliable and consistent way of recording progress. GMC may wish to review your final
Eportfolio to assess suitability for CCT.
Structured Training Reports
Educational Supervisor Trainer’s Report are required to be completed at the end of each year
by the educational supervisor – for this form to be completed the clinical supervisor must have
completed a Clinical Supervisor Trainer’s report (unless the educational supervisor is also the
current clinical supervisor at the time the Educational Supervisor Trainer’s report is completed).
Your trainer will want to review your WBA’s, MSF’s, portfolio etc.these reports will usually be the
main supporting document for ARCP’s.
If all the work has been done, what’s the purpose of the ARCP itself?
The ARCP is a formal vehicle for confirming progression or otherwise informed by the trainee’s
portfolio and assessments. The ARCP panel reviews and decides on the evidence submitted. It
is clear in the direction to ARCP panels from GMC that absence of sufficient evidence will result
in a delay in issuing an ARCP Outcome 1 (satisfactory progress) and you will need to gather
and submit the missing evidence within a very short time frame. Progress may be affected if this
does not occur. Thus, complete, and comprehensive documentation underpins the reliability
and validity of the process.
It is the ARCP panel which will adjust your CCT date where necessary. The ARCP process
provides you with the opportunity to discuss your progress highlight any training needs and if
necessary, register a disagreement with your assessments and appeal against an ARCP
outcome. At the risk of being repetitive, the ARCP is not the place for surprise negative
21Induction booklet 2021
outcomes. You should know how things are going through continual feedback and regular
appraisal.
The ARCP panel and Specialty training are also governed by the Gold Guide and trainees are
encouraged to refer to this throughout their training https://www.copmed.org.uk/publications/the-
gold-guide.
ARCP evidence required:
Minimum Standards for Award of Satisfactory ARCP (1)
1. All documents to be signed including educational agreement, health, and probity
undertakings.
2. Evidence of self-appraisal at the start of each placement.
3. Evidence that a PDP has been written at the start of each placement.
4. Evidence that at least one career management discussion has occurred during the
year.
5. Evidence of engagement with the educational supervision process.
5a. Documented induction meeting.
5b. Two documented review meetings.
5c. Pre-ARCP training report meeting (CSTR and ESTR).
6. Evidence of engagement with the clinical supervision process.
6a. Documented induction meeting.
6b. Documented mid-point review meeting (not compulsory).
6c. Documented end of placement meeting.
7. Evidence of engagement in reflective practice.
8. Evidence of full use of assessment tools as relevant to the year of training.
9. Educational Supervisor Trainer’s report completed by educational supervisor.
10. Evidence of 100% attendance at trust mandatory training programme.
11. Evidence of 70% attendance at regional ST training days.
The Postgraduate Paediatric School is committed to providing the best training for our junior
doctors and ensuring everyone who has the potential to progress to the GMC Specialist
Register as a paediatrician does so. There are opportunities to work flexibly or spend time out of
programme for personal or professional reasons.
If you are having problems your first contact is with your educational, clinical supervisor or TPD.
Problems within departments should be discussed with the college tutor. If necessary, you may
need to involve the Trust Clinical Tutor or Director of Medical Education. The Deputy TPD and
QM Lead Dr Naveen Athiraman (Naveen.athiraman@nhs.net), would like to hear of any
problems with the school structure or any problems within your trust that you cannot resolve
locally, as would the Head of School, Dr Andy Mellon. Finally, there are trainee representatives
on the school board who are there to raise your concerns and suggestions. The contact details
are available on the HEE NE website. Together we can continue to drive upward the standard
of postgraduate education in HEE NE.
22Induction booklet 2021
Surveys
GMC survey (National)
The GMC survey is an annual survey which all trainees across the country are expected to take
part. It is mandatory for all trainees in HEE NE to complete the survey. This is part of ARCP
requirements.
Completing the survey ensures the school know what we are doing is right and what we need to
improve upon. We are unable to do so without honest feedback from you, the trainees who go
through the training programme.
Rotational survey (Local)
To improve on local training in the region we also send out a survey to all trainees at the end of
your rotations which helps us monitor the training trainees receive in units and trusts across the
region and helps to highlight any issues the Paediatric school need to be aware of. All trainees
are encouraged to complete, and you will be sent a link a couple of weeks after you rotate.
Once again this helps the school to improve upon the training we deliver.
Good luck to you all.
23Induction booklet 2021
Appendix 1
Evidence required for ARCPs
Supervised Learning Events (SLEs) – We expect you to do at least one or two a month
Aim for quality not just quantity.
Evidence required for Level 1 (ST1-3) per 12 months
• Mini CEX & CbD (SLE’s) including: –
o Safeguarding CbD – for each ST year.
o HAT (CEX) - across level 1.
o LEADER (CbD) – over level 1 optional.
o ACAT (CEX/CbD) – over level 1 optional.
o DOC – over level 1 optional.
o By the end of ST2 there must be either;
▪ a WBA referring to prescribing skills; OR
▪ *RCPCH online prescribing module
https://www.rcpch.ac.uk/resources/paediatric-prescribing-principles-
elearning. (* clearly label and upload certificate onto eportfolio)
• ePaedMSF x 1 - You must have a minimum of one satisfactory MSF per year of training,
of which one must cover neonatal and general paediatric practice (Your assessors must
include your educational supervisor and 2/3 medical staff - of which half should be
consultant level. It is entirely appropriate that the remaining 1/3 can be nursing or allied
health professional).
• Trainee-led Educational Supervisor Trainers Report (ESTR) (1 per year).
• Clinical Supervisors Trainers Report (CSTR for each six-month post).
• Induction meetings (CS induction meeting which should be completed at the beginning of
each six-month post; ES once per year including PDP setting).
• PDP (SMART) – now included as part of ES induction meeting.
• Midpoint review forms (if complete).
• Development log (minimum of 25 entries). To include reflection on MSF (with any plans
for development of areas highlighted).
• A minimum of 1 satisfactory DOP for each compulsory procedure (x5 for level 1 training).
• Audit/QI project per year.
• Skills log to be used to demonstrate development and continued competence (linked to
progress curriculum).
• MRCPCH membership must be achieved prior to progressing to Level 2 (ST1 - 1-2
written exams desirable. ST2 - 2 out of 3 written exams essential. ST3 all written exams
and clinical exam essential).
• Current NLS, APLS/EPLS by the end of level 1.
• Safeguarding passport (uploaded to Kaizen) which demonstrates 8 hours of training by
the end of ST1. ST2-3 trainees record any safeguarding activity previously undertaken.
• Child Protection Recognition and Response course (CPRR) prior to progressing to Level
2(Use safeguarding passport to document).
• Consistent and relevant tagging of key capabilities throughout training and all level 1 key
capabilities tagged by the end of ST3.
• 70% training day attendance; non-attendance forms completed and sent to Programme
Coordinator detailing how competencies will be met for missed sessions.
24Induction booklet 2021
• Form R part B and Whole Scope of Practice form.
For a 6 month review you will need a minimum of half the required annual workplace-
based assessments including all training reports.
LTFT, ACL and OOPR trainees require pro rata amount of annual workplace-based
assessment (unless expecting to move up the next level of training)
• For more detailed information on ARCP requirements please refer to the RCPCH
assessment guide https://www.rcpch.ac.uk/education-careers/training/assessment.
• Trainees are encouraged to undertake the assessments marked as optional.
25Induction booklet 2021
Evidence required for ARCPs
Supervised Learning Events (SLEs) – We expect you to do at least one or two a month
Aim for quality not just quantity.
Evidence required for Level 2 (ST4-5) per 12 months
• Mini CEX & CbD (SLE’s) including:
o Safeguarding CbD – for each ST year.
o HAT (CEX) – for each ST year.
o LEADER (CbD) – for each ST year.
o ACAT (CbD/CEX) - across level 2 training.
• DOC x 5 across level 2 training.
• ePaedMSF x 1 - You must have a minimum of one satisfactory MSF per year of training,
of which one must cover neonatal, community and general paediatric practice (Your
assessors must include your educational supervisor and 2/3 medical staff - of which half
should be consultant level. It is entirely appropriate that the remaining 1/3 can be nursing
or allied health professional).
• Trainee-led Educational Supervisor Trainers Report (ESTR) (1 per year).
• Clinical Supervisors Trainers Report (CSTR for each six-month post).
• Induction meetings (CS induction meeting which should be completed at the beginning of
each six-month post; ES once per year including PDP setting).
• PDP (SMART) – now included as part of ES induction meeting.
• Midpoint review forms (if complete).
• Development log (minimum of 25 entries). To include reflection on MSF (with any plans
for development of areas highlighted).
• Skills log to be used to demonstrate development and continued competence.
• Audit/QI project per year.
• Safeguarding passport (uploaded to Kaizen) record any safeguarding activity previously
undertaken at level 2.
• Child Protection in Practice Course (CPIP) (ST4-8) (or equivalent please check with
TPD). Use Safeguarding passport to document.
• Current NLS and APLS/EPLS by the end of level 2.
• Consistent and relevant tagging of key capabilities throughout training and all level 2 key
capabilities tagged by the end of ST5.
• Communication course, Public Health course and Leadership Management course (once
at ST4-8).
• 70% training day attendance; non-attendance forms completed and sent to Programme
Coordinator detailing how competencies will be met for missed sessions.
• Form R part B and Whole Scope of Practice form.
For a 6 month review you will need a minimum of half the required annual workplace-
based assessments including all training reports.
LTFT, ACL and OOPR trainees require pro rata amount of annual workplace-based
assessment (unless expecting to move up the next level of training).
• For more detailed information on ARCP requirements please refer to the RCPCH
assessment guide https://www.rcpch.ac.uk/education-careers/training/assessment.
• Trainees are encouraged to undertake the assessments marked as optional.
26Induction booklet 2021
Evidence required for ARCPs
Supervised Learning Events (SLEs) – We expect you to do at least one or two a month
Aim for quality not just quantity.
Evidence required for level 3 (ST6-8) per 12 months
• Mini CEX & CbD (SLE’s) including:
o Safeguarding CbD – for each ST year.
o LEADER (CbD) – for each ST year.
o HAT (CEX) - across level 3 training optional.
o ACAT (CEX/CbD) – across level 3 training optional.
• DOC x 5 across level 3 training.
• A minimum of 1 satisfactory DOP for compulsory procedures within the relevant
subspecialty curriculum.
• ePaedMSF x 1- You must have a minimum of one satisfactory ePaedMSF per year of
training. If in subspecialty training, one of the reports needs to cover the range of
aspects of the sub-specialty (Your assessors must include your educational supervisor
and 2/3 medical staff - of which half should be consultant level. It is entirely appropriate
that the remaining 1/3 can be nursing or allied health professional).
• Trainee-led Educational Supervisor Trainers Report (ESTR) (1 per year).
• Clinical Supervisors Trainers Report (CSTR for each six-month post).
• Induction meetings (CS induction meeting which should be completed at the beginning of
each six-month post; ES once per year including PDP setting).
• PDP (SMART) – now included as part of ES induction meeting.
• Midpoint review forms (if complete).
• Development log (minimum of 25 entries). To include reflection on MSF (with any plans
for development of areas highlighted).
• Skills log to be used to demonstrate development and continued competence.
• Audit/QI project per year.
• Current NLS and APLS/EPALS by the end of training.
• Communication course, Public Health course and Leadership Management course (once
at ST4-8).
• Safeguarding passport (uploaded to Kaizen) which demonstrates 8 hours of training
across every three years. ST6-8 trainees record any safeguarding activity previously
undertaken.
• Child Protection in Practice Course (CPIP) (or equivalent please check with TPD) (ST4-
8). Use safeguarding passport to document.
• Consistent and relevant tagging of key capabilities throughout training and all level 1, 2
and 3 key capabilities tagged by the end of ST8.
• RCPCH START assessment and evidence of implementing targeted feedback through
PDP.
• A relevant subspecialty CSAC Progression form for GRID trainees, with a recommended
ARCP outcome for the sub-specialty element of their training.
• Form R part B and Whole Scope of Practice form.
• 70% training day attendance; non-attendance forms completed and sent to Programme
Coordinator detailing how competencies will be met for missed sessions.
27Induction booklet 2021
For a 6 month review you will need a minimum of half the required annual workplace-
based assessments including all training reports.
LTFT, ACL and OOPR trainees require pro rata amount of annual workplace-based
assessment (unless expecting to move up the next level of training).
• For more detailed information on ARCP requirements please refer to the RCPCH
assessment guide https://www.rcpch.ac.uk/education-careers/training/assessment.
• Trainees are encouraged to undertake the assessments marked as optional.
28Induction booklet 2021
GLOSSARY
SPC Specialty Programme Coordinator
TPD Training Programme Director
HoS Head of School
HEE NE Health Education England North East
ARCP Annual Review of Competency Progression
CbD Case Based Discussion. A “WBA”. Can be on a case selected by
trainee or trainer. Best done with supervisor, other consultant or
senior trainee.
CCT Certificate of Completion of Training. Once issued the trainee can
apply to the GMC for inclusion on Specialist register.
CESR Certificate of Eligibilty for Specialist Registraion. The equivalent of a
CCT for those who have not completed at least 5 years of a
recognised training programme but have otherwise aquired the
relevant competencies.
Mini CeX Observed Clinical Examination. A “WBA”. Can be history or exam
based or both. Best carried out by a more senior trainee or
consultant.
DOPs Directly Observed Procedural Skills. A “WBA”.
GMC General Medical Council. Responsible for Undergraduate and F1
training. Responsible for approving training, curriculla and
assessment strategy for specialist training. Writes the Gold Guide –
the regulations for Specialist Training. Responsible for approving
deanery based training programmes and placements. Enters
students onto Medical Register on the advice of universities and
enters trainees onto Specialist Register on advice of PMETB. Deals
with fitness to practice concerns.
MSF Multi Source Feedback. (Also known as 360 degree appraisal or
Peer Review Assessment Tool). Structured feedback on perfomance
by co-workers nominated by trainee. Must be done annually.
RCPCH Royal College of Paediatrics and Child Health. Responsible for the
paediatric curricullum and assessment strategy which is approved by
PMETB. Membership Exam (MRCPCH) must be completed before
progressing to Level 2 training. Checks training requirements
completed before applicaton for a CCT from PMETB.
WBA Workplaced Based Assessements. (as distict from examinations
away form the workplace)
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