Role and Responsibilities as a Trainer

Relationship with the Trainee

• Be familiar with the relevant training Curriculum and the specialty specific learning objectives
• At the commencement of each posting, the Trainer should arrange a one-to-one meeting with the Trainee to discuss the duties of the post, responsibilities, rota, set goals and agree a training plan for the duration of the post including attendance at training/study days and study leave provision
• The Trainer should review the Trainee’s previous Annual Evaluation of Progress (AEP) (where appropriate) formerly the End of Year Assessments, as an aid to setting goals for the current post
• The Trainer should be familiar with the training programme curriculum in order to facilitate the development of the Trainee’s learning objectives and evaluation requirements. Ensure that Trainee goals are signed off within the first six weeks of commencing the post
• Be familiar with the Trainee’s e-Portfolio and use it to document interactions with the Trainee including trainer sign off for relevant forms
• Engagement with disciplinary and/or remediation actions as required
• Ensure that all training requirements are completed
• Conduct the annual evaluations of progress

Act as a supervisor to the Trainee

• Directly observe the Trainee’s clinical work and provide constructive timely feedback
• to reinforce good practice, identify areas for improvement and enable the Trainee to evaluate their own performance and progress
• Indirectly observe the Trainee’s work with other Trainers/colleagues
• Establish a constructive learning environment and relationship with the Trainee to encourage advice-seeking and maximise learning opportunities
• Encourage and facilitate training time and contribute to the local academic teaching programme. Trainers and Trainees should negotiate the Trainee’s attendance at educational meetings, events and programmes including mandatory study days
• Encourage the Trainee to recognise training opportunities within the service component of training post
• Treat the trainee with respect and consideration as a contributing member of the

Feedback and Annual Evaluations

• Provide regular feedback, mid-post for BSTs and Residency trainees and every three months for HSTs and fellowship trainees, on progress against training objectives to the Trainee. This should include regular documented meetings
• Review meetings should be held regularly, in protected time and in a private environment
• Provide regular feedback on the Trainee’s progress including achievements; identify and articulate any areas for improvement as early as possible and take appropriate steps to facilitate improvement in performance or initiate remediation processes in conjunction with RCPI Training and Faculties Office. The Trainer should refer to the escalation flow at the end of this document.
• Remain in regular contact with the appropriate NSD, RPD, RSA or Associate Director of BST GIM (BST) and the RCPI Training and Faculties Office and report progress or lack thereof. The Trainer should take the earliest opportunity to make the NSD/ RPD/ RSA Associate Director and the Training and Faculties Office aware of any problems that arise
• Complete all Annual Evaluations as required
• Attend AEPs of HST Trainees. Participation is mandatory for Penultimate Annual Evaluations only and highly desirable for first year Annual Evaluations, for all other AEPs Trainers can participate by teleconference

Assessment

• Trainers should ensure that the required assessments are completed during the training post. The assessment forms should be completed in the Trainee’s eportfolio. This is a fundamentsal task for completion by the trainer as it directly impacts trainee progression between stages of the programme.

Act as a Role Model for Trainees

• Trainers should act as a role model for Trainees by displaying professionalism in their work practices and behaviour. When a BST/HST/International Trainee is deemed to be falling below the standards required of a Trainee, feedback should be given in a constructive fashion

Additional Responsibilities

Recruitment and Selection

• Participate in the recruitment and selection process of candidates to the training programme e.g., participate in scheme interviews

Examinations

• Participate in the delivery of membership examinations as required

Quality Improvement Visits of Training Sites

• Participation in the Training Site Quality Improvement Visits (RCPI Site QI Model) of hospitals and other training sites wherein training is delivered

Temporary Trainer Status for Locums/CID 

Locum consultants could be granted temporary trainer status under the following conditions: 

1. Specifically requested by NSD to the Faculty Education & Training Committee (or equivalent) for Approval. 
2. Long-term locum (appointment should be for >1 year or contract of indefinite duration). 
3. Applicant must be a in good standing with the college. 
4. If awarded, temporary status would be linked to the post and cease when the post ends. 
5. Applicant would need to complete the Physicians as Trainers Essential Skills course and any other trainer development initiatives as applicable. 
6. The training site must have at least one other registered RCPI trainer at a given training site.