Educator appraisal—occurrence and experience of hospital consultants in North-West England

Abstract

Background: It is recommended all hospital consultants with educational responsibilities undergo appraisal of their educational role by their employer: a key component of revalidation. To support this process locally, the North Western Deanery developed guidance on educational appraisal. We wished to establish the frequency and perceived value of educator appraisal. Methods: A web-based questionnaire of 605 hospital consultants with educational responsibilities in North-Western England was conducted to collect data. Results: Only 17.7% had been appraised for their educational responsibilities in the previous 36 months despite 92.7% undergoing appraisal of clinical work. Educational leads were statistically more likely to have had educational appraisal than Educational supervisors (ES), similarly ES were more likely to have had appraisal than Clinical supervisors (CS). Clinical specialty does not appear to be a major determining factor. The majority found the supporting documentation helpful in guiding data collection and subsequent recording of evidence. All respondents felt appraisals were conducted in a supportive manner with 76.6% stating appraisal had reassured them they were fulfilling their educational roles and helped 78.5% to identify an education personal development plan. Conclusions: The incidence of educator appraisal remains low but the experience is considered valuable and contributes effectively to educators' professional development.

A mixed-methods evaluation of the Educational Supervision Agreement for Wales

“…However, we can report that these findings are commensurate with those reported from the GMC Trainer Survey 14 for educational and Named cClinical Supervisors in areas such as recognition for the role, SPA time and support for CPD. Other studies looking at the effectiveness of Educational Supervisors acknowledge practice variability 15 and low educator appraisal 16 provide argument for professionalising the role which is part of the purpose of the EdSA. We recognise that in respect of the EdSA, longer-term follow-up is needed.…”

The Teaching Portfolio as a Professional Development Tool for Anaesthetists

“…During performance appraisals, a TP may be presented without being formally assessed. Consultants in the United Kingdom who act as clinical supervisors and education supervisors are being appraised for their performance in their educational roles, although the number and frequency of reported appraisals are lower than desired 13 . This transparency and sharing of information on the role of a medical educator will facilitate recognition of that role in hospital anaesthetic departments by management and peers.…”