Validation Date: 19/11/2015. Ratified Date: 22/02/2016

Transcription

1 Document Type: POLICY Title: Supervision of Junior Doctors Target Audience: Trust Wide Author / Originator and Job Title: Dr Linda Hacking, Director of Medical Education and Kate Stannard, Head of Medical Education Replaces: Version 3 Supervision And Appraisal Of Medical Staff. CORP/POL/163 Validated (Technical Approval) by: Local Education Committee Ratified (Management Approval) by: Joint Local Negotiating Committee (JLNC) Description of amendments: Validation Date: 19/11/2015 Ratified Date: 22/02/2016 Review dates and version numbers may alter if any significant changes are made Unique Identifier: CORP/POL/163 Version Number: 4 Status: Ratified Divisional and Department: Human Resources Directorate Risk Assessment: Not Applicable Which Principles of the NHS Constitution Apply? 3 Issue Date: 22/02/2016 Review Date: 01/02/2019 aims to design and implement services, policies and measures that meet the diverse needs of our service, population and workforce, ensuring that they are not placed at a disadvantage over others. The Equality Impact Assessment Tool is designed to help you consider the needs and assess the impact of your policy in the final Appendix.

2 CONTENTS 1 Purpose Target Audience Policy Definition of Terms Context General / Workplace Supervision: Clinical Supervision: Educational Supervision: Quality Assurance: External mechanisms: Internal mechanisms: Introduction Duties, Roles and Responsibilities Postgraduate Medical Education will: Clinical Directorates will: Educational and Named Clinical Supervisors will: The Trainee Doctor will: Process for Allocating Supervisors Process for Evaluating the Effectiveness of Supervision of Medical Trainees Attachments Procedural Document Storage (Hard and Electronic Copies) Locations this Document Issued to Other Relevant / Associated Documents Supporting References / Evidence Based Documents Consultation / Acknowledgements with Staff, Peers, Patients and the Public Definitions / Glossary of Terms Author / Divisional / Directorate Manager Approval Appendix 1: Guidance on Job Planning for Educational Roles (from HENW) Appendix 2: Equality Impact Assessment Form Page 2 of 18

3 1 PURPOSE The aim of the following policy is to clarify the system adopted by the Trust for the supervision of trainee medical doctors. The policy will determine the roles and responsibilities of the key people required to ensure that the system is effective and compliant with the requirements of regulatory bodies. 2 TARGET AUDIENCE This policy applies to all junior medical doctors (trainees) in Blackpool Teaching Hospitals NHS Foundation Trust including: Foundation Year 1 Doctors (F1). Foundation Year 2 Doctors (F2). Specialty Training Doctors (ST). Core Training Doctors (CT). Trusts Grade Doctors on a local contract working at trainee level. Locum Appointment for Training (LAT) doctors. Locum / Foundation Year doctors. Clinical fellow/research fellow doctors. Trust / ST Registrars. Locum Doctors on non-standard contracts including Locum Appointment for Service (LAS) doctors. This policy excludes Specialty and Associate Specialty (SAS) and Consultant level doctors. 3 POLICY 3.1 Definition of Terms Junior doctor (or trainee ) is a broad term which refers doctors at various stages within their medical training, including: Foundation Year 1 Doctors (F1). Foundation Year 2 Doctors (F2). Speciality Training Doctors (ST). Core Training Doctors (CT). Trusts Grade Doctors on a local contract working at trainee level. Locum Appointment for Training (LAT) doctors. Locum Foundation Year 2 doctors. Clinical fellow / research fellow doctors. Page 3 of 18

4 Trust Foundation Year 2 / ST Registrars. Locum Doctors on non-standard contracts including Locum Appointment for Service (LAS) doctors (contracted for three or more months). This policy excludes SAS and Consultant level doctors. 3.2 Context Blackpool Teaching Hospitals is a Local Education Provider and fulfils a statutory role in Quality Control, namely ensuring that medical trainees receive education, training, and supervision that meets the professional standards set by the General Medical Council (GMC). The fulfilment of these standards is overseen by Health Education North West (HENW), the Local Education and Training Board (LETB) for the North West of England. The formal relationship between the GMC, HENW, and the Medical Education Department as a Local Education Provider (LEP) is delineated in the diagram below: The GMC sets out the requirements for the clinical and educational supervision of trainees in Promoting excellence: standards for medical education and training (2015) General / Workplace Supervision: Trainees must be appropriately supervised according to their experience and competence, and must only undertake appropriate tasks in which they are competent or are learning to be competent, and with adequate day to day supervision. Trainees must never be put in a situation where they are asked to work beyond the limits of their competence without appropriate support and supervision from an appropriately trained professional. Workplace Supervisors are trained healthcare professionals supervising the clinical care provided by trainees on a day to day basis. They must be clearly identified; be competent to supervise; and be accessible and approachable at all times while the trainee is on duty. Page 4 of 18

5 3.2.2 Clinical Supervision: A Clinical Supervisor is a trainer who is selected and appropriately trained to be responsible for overseeing a specified trainee s clinical work and providing constructive feedback during a training placement. All trainees (including those on non-standard contracts, LAS doctors, Clinical Fellows and so on) must have, and be told the name and contact details of, a named clinical supervisor. Trainees must have a logbook and/or a learning portfolio relevant to their current programme, which they discuss with their named clinical supervisor. Trainees must meet regularly with their clinical supervisor during their placement for the equivalent of one hour per week in addition to a regular formal meeting to discuss their progress, outstanding learning needs, and how to meet them. Trainees must have a means of feeding back, in confidence, their concerns and views about their training and education experience to an appropriate member of local faculty or HENW without fear of disadvantage and in the knowledge that privacy and confidentiality will be respected. There must be a review of progress and appraisal within each post, and a process for transfer of information by supervisors of trainees between placements. Trainees must have relevant, up-to-date, and ready access to career advice and support Educational Supervision: An Educational Supervisor is a trainer who is selected and appropriately trained to be responsible for the overall supervision and management of a specified trainee s educational progress during a training placement or series of placements. The Educational Supervisor is responsible for the trainee s Educational Agreement. Trainees must have, and be told the name and contact details of, a named educational supervisor. Trainees must have a logbook and/or a learning portfolio relevant to their current programme, which they discuss with their named educational supervisor. The role of the Educational / Clinical Supervisor may be merged depending on the training scheme. Trainees must meet regularly with their educational supervisor for the equivalent of one hour per week in addition to a regular formal meeting to discuss their progress, outstanding learning needs, and how to meet them. Trainees must have a means of feeding back, in confidence, their concerns and views about their training and education experience to an appropriate member of local faculty or HENW, without fear of disadvantage and in the knowledge that privacy and confidentiality will be respected. Page 5 of 18

6 There must be a review of progress and appraisal within each post, and a process for transfer of information by supervisors of trainees between placements. Trainees must have relevant, up-to-date, and ready access to career advice and support. 3.3 Quality Assurance: Compliance with the standards established by the GMC regarding the supervision of trainees is measured through various external and internal quality assurance mechanisms, namely: External mechanisms: Annual GMC survey to be completed by all medical trainees (with the exception of Trust grade Doctors). Bi-annual visit and subsequent report from HENW. Clinical Supervision is a mandatory item on both the GMC survey and at the HENW inspection. Any issues relating to supervision that are identified through these mechanisms are escalated to the Operational Workforce Committee Internal mechanisms: Focus groups, held twice yearly for each trainee group (with the exception of Trust grade doctors), provide rich data to inform the Senior Management Team (SMT), Local Education Provider (LEP) and the Medical Education Committee (MEC) of areas of good practice for dissemination, as well as areas of concern where action plans will be developed to improve the quality and standards of medical education / supervision. End of placement surveys, undertaken each quarter, provide a benchmark across the organisation around areas of compliance and non-compliance in order to target areas for improvement. Supervision is a standard item on the survey and compliance is audited on an on-going basis using a percentage / Red, Amber, Green (RAG) rating system. This information is subsequently reported at the Workforce Board Committee. In instances where there are no concerns, 100% compliance will be reported. A general survey, undertaken annually, informs us of the trainees overall experience and helps us to understand why trainees have chosen Blackpool Teaching Hospitals to undergo their training. The survey also highlights those who did not choose Blackpool and enables us to understand their reasons why. The insights from this survey help to improve the Department s recruitment and retention strategy. Page 6 of 18

7 3.4 Introduction The Trust is committed to fulfil its statutory responsibility of the delivery of safe patient care by ensuring that there is an effective system of supervision in place for all junior medical doctors. This policy therefore provides guidance to managers and staff on the process of supervision and explains how this process will be monitored, reported and managed to ensure compliance with national regulatory requirements. Please see Appendix 1 for guidance on job planning for educational job roles. 3.5 Duties, Roles and Responsibilities The Recruitment Team or the Medical Education Workforce Manager (in respect of Trust grade or training grade doctors respectively) will ensure the PGMEM (Postgraduate Medical Education Manager) is informed of all new junior medical staff about to start in the Trust at the earliest opportunity and with all relevant employment details and support including ESR data facilitation. This will ensure compliance of the contract between HENW and the Trust. Only appropriately trained clinicians (and recognised as such by the GMC) can be allocated as a named clinical supervisor. The Rota Coordinators will facilitate leave to enable CT and ST Doctors to attend appropriate educational programmes. The Rota Coordinators will work with the General Practitioner Specialist Training (GP-ST) Lead to facilitate leave for GPST Doctors. The Medical Workforce Manager will ensure that names of those trainees about to leave are received in a timely fashion to enable educational materials to be retrieved. The Directorate Manager will ensure that no unauthorised changes to agreed junior doctors posts and rotas, take place within directorates without the prior notice and agreement of the Postgraduate Medical Dean. The Rota Coordinator will ensure rota compliance in line with the European Working Time Directive and the New Deal Postgraduate Medical Education will: Only allocate appropriately trained clinicians as named Educational Supervisors for GP and Foundation Year (FY) Trainees. Speciality trainees are allocated Educational Supervisor (ES) at programme level. Monitor that each junior doctor has a named Educational and Clinical Supervisor (these roles may be merged). Ensure each junior doctor has a curriculum mapped Job Description (not applicable to Trust grade doctors) Produce an educational programme, which follows national curriculum requirements (not applicable to Trust grade doctors). Monitor that trainees undergo a local induction for each placement that clearly sets out: their role within the multi-disciplinary team; their duties and supervision Page 7 of 18

8 arrangements; how to gain support from senior colleagues; and the clinical guidelines and workplace policies that must be adhered to. Facilitate appropriate study leave according to HENW regulations. Liaise with Divisions to ensure that commitments to patients are not compromised by absence of junior doctors on agreed study leave. Provide career advice. Ensure that trainees have protected time for learning whilst they are undertaking clinical work, and to attend organised sessions, training days, courses, and so on. In timetabled education sessions, FY Doctors must not be interrupted for service requirements. Act upon any concerns raised in the GMC Survey for trainees and trainers and develop an agreed action plan to address these issues and monitor this at the Medical Education Committee (MEC) Implement a Quality Assurance Programme each year to monitor the satisfaction of trainees regarding Supervision. Issues and concerns will be escalated to the Local Education Provider (LEP) committee and then the MEC. Ensure that trainees have access to educational and pastoral support, including: confidential counselling services; careers advice and support; occupational health services. Promote a culture that seeks and responds to feedback from trainees and trainers on compliance with standards of patient safety, education, and training. Concerns affecting the safety of patients or learners will be addressed immediately and effectively. In instances where concerns cannot be resolved locally, the matter will be raised with the appropriate supervisory body. Ensure that there are effective, transparent, and clearly understood educational governance systems and processes to manage the quality of medical education and training (please see the section on Quality Assurance above). This includes having a system in place for raising concerns about education and training. Ensure that trainees receive timely and accurate information about the curriculum, assessment, and clinical placements. Ensure that doctors in training have information regarding academic opportunities within their programme or specialty, and if they have the appropriate skills and aptitudes, be guided to pursue an academic career. Ensure that trainees receive regular, constructive, and meaningful feedback on their performance, development and progress at appropriate points in the programme. Feedback must be from the Clinical Supervisor, other clinicians, health and social care professionals and, where possible, patients, families and carers. Publicise all of the above within the Trust. The Foundation Programme Director(s) will produce an educational programme for FY doctors. Ensure support and development opportunities for Educational Supervisors, Clinical Supervisors, and Trust Specialty Training Leads. Page 8 of 18

9 Ensure that doctors in training have access to the Knowledge and Library services at the Trust Clinical Directorates will: Provide career advice. Work with Trust Specialty Training Leads to ensure that trainees undergo a local induction for each placement that clearly sets out: their role within the multidisciplinary team; their duties and supervision arrangements; how to gain support from senior colleagues; and the clinical guidelines and workplace policies that must be adhered to. Ensure that trainees that miss their local induction due to nights, leave are offered an alternative date. Act upon information from the DME (Director of Medical Education), Medical Education Committee and College Tutor / Education leads to ensure that teaching and educational supervision is taking place as per the contractual requirement between the Trust and HENW. Refrain from changes to internal educational post arrangements without seeking approval from HENW, and ensure all supervisory details of internal rotations and transfers are communicated to Medical Education staff. Ensure that only senior doctors who are recognised by the GMC as trainers will become named Educational or Clinical Supervisors to trainees. Ensure that only those Long Term Senior Locums who are provisionally or fully recognised by the GMC as trainers will become named Clinical Supervisors. Observe the requirements of the Bleep Policy and release junior medical doctors for formal educational teaching sessions. Ensure job planning is allocated for Educational and Clinical Supervisors Ensure that clinical audit is practiced within the Directorate and that all clinicians, both senior and junior have scheduled time for completing audits, presentations, reviews, and allocated time to attend teaching programmes Educational and Named Clinical Supervisors will: Meet with a junior medical doctor as soon as possible, ideally on the first day, to set out a timetable for addressing career needs. The timetable should be adhered to. Provide adequate direction and supervision of Junior Medical Doctors according to their level of seniority, competence and performance. Ensure that there is a system in place whereby junior doctors can escalate any concerns regarding a patient s condition to a senior clinician; and ensure that senior clinicians proactively question junior Doctors to ensure that any deterioration in a patient s condition is identified and acted upon appropriately. Ensure that safe handover meetings are taking place to safeguard patients needs. Complete the agreed educational paperwork, ensuring this is forwarded back to the named Medical Education contact person for monitoring purposes. Page 9 of 18

10 Highlight areas of serious weakness in the Junior Medical Doctors performance that have not been dealt with so that appropriate training and supervision can be arranged for their next rotation/placement. The named Educational Supervisor will write a final report prior to the junior Doctor s Annual Review of Competence Progression (ARCP). Provide evidence of continued development in medical education at their own appraisal as well as to the Medical Education Team. Participate in regular appraisals The Trainee Doctor will: Complete an educational agreement with their named Educational or Clinical supervisor, in accordance with the appropriate portfolio. Complete a local induction and ensure that the necessary paperwork is returned to the PGMEM for monitoring purposes Each junior doctor will instigate meetings with their named Educational and Clinical Supervisors, within the agreed timescales, ensuring the necessary paperwork is forwarded to Medical Education for monitoring purposes. Contact the respective Educational and Clinical Supervisors to arrange to meet within the agreed timescales Develop Personal Learning Plans within a Personal Development Plan. In accordance with the Trust Study Leave policy, give adequate notice of study leave requested (the Trust standard is 6 weeks notice) so that suitable and timely arrangements can be made to cover service to patients. Complete promptly all training and assessment documentation required. Feel empowered to raise any concerns about any aspect of their education and training without fear of adverse consequences. In particular, trainees will report any instances of undermining behaviour, either from peers or seniors. Take responsibility for their own health and wellbeing. Ensure they do not work excessive additional hours Participate in the Question and Answer (QA) programme for trainees to give feedback on their supervision and outside the formalised programme raise concerns directly to the Education Team. 3.6 Process for Allocating Supervisors When a Trainee Medical Doctor commences employment in the Trust, a named Educational Supervisor and Clinical Supervisor will be allocated. The Trust will allocate FY trainees a named Clinical Supervisor per placement and an Educational Supervisor for the duration of the rotation (this role may or may not be merged); the CT/ST trainees are allocated a named Clinical Supervisor who is based at the Trust, and an Educational Supervisor may be based in or outside of the Trust. For other levels of trainees, the role of the Clinical and Educational Supervisor may be Page 10 of 18

11 merged). The Educational Supervisor may be allocated on a regional basis or year by year depending on the nature of the placement. Trainee Doctors are also supported by the Trust Speciality Training Lead (TSTL), the Core Medical Training (CMT) Lead, the Foundation Programme Director and Director of Medical Education. The named Clinical Supervisor will be their supervising team consultant and may change with placements. They will be based within and allocated by the Trust. The Trust s standard is that the supervising Consultant appraises each trainee during each placement. The Educational Supervisor throughout their rotations will be a continuous source of help and support and is responsible for writing the final report for trainee Doctor s Annual Review of Competence Progression (ARCP). Adequate time and resource must be available for the Educational Supervisor and named Clinical Supervisor to undertake their role and must be included in their Job Plan and Personal Development Plan as per HENW guidance. All supervisors, both clinical and educational, are trained to comply with GMC Standards. The Medical Education Department will liaise with the nominated Directorate TSTLs to allocate Educational and Clinical Supervisors to Foundation Trainees and GP Trainees. For Speciality Trainees the allocation of supervisors will be done either at programme level or departmental level depending on the speciality. The Foundation Programme Director will liaise with the Trust Specialty Training Leads to ensure that all Foundation Trainees are allocated an Educational Supervisor upon commencement in the role and each trainee will have a Clinical Supervisor for each placement. The GPST Training Programme Director will liaise with the Trust Speciality Training leads to ensure GP Trainees are allocated an Educational Supervisor upon commencement in the role and each trainee will have a Clinical Supervisor for each placement. The Postgraduate Education Manager will monitor this process and ensure all supervisors are appropriately trained as well as to highlight to Directorates any instances of non-compliance with agreed procedures. 3.7 Process for Evaluating the Effectiveness of Supervision of Medical Trainees As above, the process for monitoring compliance of the procedure will be through a biannual HENW visit, an annual National Training Survey (conducted by the GMC), as well as internal Surveys and focus groups carried out through the Quality Assurance Programme. Where the HENW visit and the National Training Survey identify areas for improvement, an action plan must be developed to address identified recommendations and issues. The plan will be monitored via the MEC and LEP meetings. The minutes must detail the monitoring of the action plan and evidence of progress and changes in practice must be available. The action plan will be shared at the Workforce Board Committee, and any issues that require escalation will be done so at the Operational Workforce Committee. Page 11 of 18

12 4 ATTACHMENTS Appendix Number Title Appendix 1 Guidance on Job Planning for Education Roles Appendix 2 Equality Impact Assessment Tool 5 PROCEDURAL DOCUMENT STORAGE (HARD AND ELECTRONIC COPIES) Electronic Database for Procedural Documents Held by Procedural Document and Leaflet Coordinator 6 LOCATIONS THIS DOCUMENT ISSUED TO Copy No Location Date Issued 1 Intranet 22/02/ Wards, Departments and Service 22/02/ OTHER RELEVANT / ASSOCIATED DOCUMENTS Unique Identifier Title and web links from the document library CORP/POL/546 Study Leave Policy for Medical Trainees docx 8 SUPPORTING REFERENCES / EVIDENCE BASED DOCUMENTS References In Full GMC. (2015). Promoting excellence: standards for medical education and training. Available: Last accessed 04/04/2016. Trust SHO/ST Registrars - The Postgraduate Education Department advises against using this outdated term. 9 CONSULTATION / ACKNOWLEDGEMENTS WITH STAFF, PEERS, PATIENTS AND THE PUBLIC Name Designation Date Response Received Joint Local Negotiating Committee 10 DEFINITIONS / GLOSSARY OF TERMS ARCP Annual Review of Competence Progression Clinical Supervisor Senior Medical Doctors who have been adequately trained to HENW standards and have been recognised at that level by the GMC CMT Core Medical Training CT Core Training Doctors DME Director of Medical Education Educational Supervisor Senior Medical Doctors who have been adequately trained to HENW standards and have been recognised at that level by the GMC ES Educational Supervisor F1 Foundation Year 1 Doctors F2 Foundation Year 2 Doctors FY Foundation Year Page 12 of 18

13 10 DEFINITIONS / GLOSSARY OF TERMS GMC General Medical Council GP-ST General Practitioner Specialist Training HENW Health Education North West LAS Locum Appointment for Service LAT Locum Appointment for Training LEP Local Education Provider LETB Local Education and Training Board MEC Medical Education Committee PGMEM Postgraduate Medical Education Manager Placement Time in a particular sub-speciality of an agreed programme of training. QA Question and Answer RAG Red, Amber, Green Rotation Length of time in the Trust SAS Specialty and Associate Specialty SHO Senior House Officer SMT Senior Management Team ST Specialty Training Doctors Trainee Medical Doctor Foundation Year 1 Doctors (F1) Foundation Year 2 Doctors (F2) Speciality Training Doctors (ST) Core Training Doctors (CT) Staff, Associate Specialist and Specialty Doctors (SAS) Trusts Grade Doctors Locum Doctors on non-standard contracts TSTL Workplace Supervisor Trust Speciality Training Lead Any trained professional who provides direct supervision on a day to day basis 11 AUTHOR / DIVISIONAL / DIRECTORATE MANAGER APPROVAL Issued By Dr Linda Hacking Checked By Helen Box Job Title Director of Medical Education Job Title Associate Director of Medical Education Date February 2016 Date February 2016 Page 13 of 18

14 APPENDIX 1: GUIDANCE ON JOB PLANNING FOR EDUCATIONAL ROLES (FROM HENW) Background The expectations on those undertaking educational roles have increased enormously in the last few years. There is now a requirement to properly select, induct, plan, assess, appraise, deliver specific curriculum objectives and record many aspects of doctors performance during training. To do this takes time and training of the trainers. Health Education North West (HENW) has given guidance on the roles and responsibilities together with the knowledge and skills required for Clinical and Educational Supervisors, and, Trust Specialty Training Leads. However time must also be made available through the job planning process as part of the new Consultant contract. This is a requirement of the GMC and an expectation of every Trust, as set out in HENW s annual Learning and Development Agreement with the Trust. Educational Role Role Description Typical Allocation Comment Clinical Supervisor See Clinical Supervision in HENW: Overview document 0.25 PA per week per trainee. See: Guidance on Appraisal for supporting evidence to collect The number of patients booked on an operating list or clinic should take account of the need to supervise trainees and undertake assessments thus allowing time for this within the standard working week. Time for clinical and educational supervision should be over and above that. Educational Supervisor Responsible for one or more named trainees for all aspects of educational supervision. See: Educational Supervision in HENW: Overview document. As above The number of patients booked on an operating list or clinic should take account of the need to supervise trainees and undertake assessments thus allowing time for this within the standard working week. Time for clinical and educational supervision should be over and above that. It is recognised that the actual duties undertaken by a CS & ES vary with stage and specialty of training. In some situations the work undertaken by a CS may equate to or exceed that by an ES. In some situations the roles are combined. NENW recommend that every trainee requires a minimum of 1 hour every week allocated for one to one supervision. This must be Page 14 of 18

15 APPENDIX 1: GUIDANCE ON JOB PLANNING FOR EDUCATIONAL ROLES (FROM HENW) incorporated in supervisor s job plans. The exact split of this time for supervision should be agreed at job planning based on supporting evidence. Additional time may be required for supporting and managing trainees in difficulty. Time for other educational roles such as TSTL should be additional to this. In Trust s where a reduced basic amount of SPA time has been defined for CPD & governance activities then SPA time for clinical & educational supervision must be in addition to that basic allocation. In Trusts where 2.5 SPA s remains the norm then this would usually be part of this standard SPA time. However, by agreement in a Department, a consultant might act as supervisor to a higher than average number of trainees and receive extra SPA s while still maintaining an average 2.5 SPAs per Consultant. Trust Specialty Training Lead (TSTL) Responsible for education in a specialty at Trust level. Key individual liaising with Trust DME and training programme director(s). See: TSTL Roles and Responsibilities Overview document. 0.5 PA for up to 10 trainees in specialty (excluding Foundation). 1 PA for PAs for PAs for more than 40. HENW expects TSTL s to be jointly appointed by the Trust DME and the relevant Specialty School. In the past, this role was not always very taxing. With the implementation of MMC the role has changed enormously and has become pivotal to the adequate delivery of the new educational agenda (see HENW guidance on role). In Trusts where 2.5 SPA s remains the norm then this could, on occasions, be part of this standard SPA time. However, SPA time must also cover multiple other governance and educational activities for all Consultants and so extra SPA time Page 15 of 18

16 APPENDIX 1: GUIDANCE ON JOB PLANNING FOR EDUCATIONAL ROLES (FROM HENW) may be needed. In Trust s where a reduced basic amount of SPA time has been defined for CPD & governance activities then SPA time for this TSTL must be in addition to that basic allocation. Foundation and specialty Training Programme Directors are separately remunerated. A TSTL or deputy will be needed on each major clinical site. Recruitment Support (on top of other) Short listing and specialty interviewing. This will usually be once a year but on occasions up to three times a year. 1 6 days exceptional leave per annum. (over and above annual and study leave) Short listing and interviewing load tends to be significantly greater for recruitment to core training than specialty training. Overall recruitment being centralised to Deaneries, is far more efficient in Consultant time, but much more concentrated and obvious when it occurs on an annual basis. For Foundation allocation once a year it is an expectation that every Foundation Educational Supervisor will spend time on this. Recruitment is particularly onerous in Core Medicine and Core Surgery, requiring a minimum of 1 day for short listing and up to 3 days for interviewing for each recruitment round. It is significantly less onerous in other specialties, and for Foundation is a maximum of 1 day s scoring per annum. Page 16 of 18

17 APPENDIX 2: EQUALITY IMPACT ASSESSMENT FORM Department HR Service or Policy CORP/POL/163 Date Completed: January 2015 GROUPS TO BE CONSIDERED Deprived communities, homeless, substance misusers, people who have a disability, learning disability, older people, children and families, young people, Lesbian Gay Bi-sexual or Transgender, minority ethnic communities, Gypsy/Roma/Travellers, women/men, parents, carers, staff, wider community, offenders. EQUALITY PROTECTED CHARACTERISTICS TO BE CONSIDERED Age, gender, disability, race, sexual orientation, gender identity (or reassignment), religion and belief, carers, Human Rights and social economic / deprivation. QUESTION RESPONSE IMPACT What is the service, leaflet or policy See Purpose development? What are its aims, who are the target audience? Does the service, leaflet or policy/ No development impact on community safety Crime Community cohesion Is there any evidence that groups who No should benefit do not? i.e. equal opportunity monitoring of service users and/or staff. If none/insufficient local or national data available consider what information you need. Does the service, leaflet or development/ No policy have a negative impact on any geographical or sub group of the population? How does the service, leaflet or policy/ No development promote equality and diversity? Does the service, leaflet or policy/ No development explicitly include a commitment to equality and diversity and meeting needs? How does it demonstrate its impact? Does the Organisation or service No workforce reflect the local population? Do we employ people from disadvantaged groups Will the service, leaflet or policy/ No development i. Improve economic social conditions in deprived areas ii. Use brown field sites iii. Improve public spaces including creation of green spaces? Does the service, leaflet or policy/ No development promote equity of lifelong learning? Does the service, leaflet or policy/ No development encourage healthy lifestyles and reduce risks to health? Does the service, leaflet or policy/ No development impact on transport? What are the implications of this? Does the service, leaflet or No policy/development impact on housing, housing needs, homelessness, or a person s ability to remain at home? Are there any groups for whom this No policy/ service/leaflet would have an impact? Is it an adverse/negative impact? Does it or could it (or is the perception that it could exclude disadvantaged or marginalised groups? Does the policy/development promote No access to services and facilities for any group in particular? Issue Action Positive Negative Page 17 of 18

18 APPENDIX 2: EQUALITY IMPACT ASSESSMENT FORM Does the service, leaflet or policy/development impact on the environment During development At implementation? No ACTION: Please identify if you are now required to carry out a Full Equality Analysis Yes No (Please delete as appropriate) Name of Author: Signature of Author: Kate Stannard Date Signed: January 2015 Name of Lead Person: Signature of Lead Person: Name of Manager: Signature of Manager Date Signed: Date Signed: Page 18 of 18