How to be an Educational Supervisor

Abstract

The educational supervisor is not a new concept -it was established in 1987 -but the role has become far more prominent following the implementation of Modernising Medical Careers (MMC), which introduced shorter, more focussed, competencybased postgraduate training programmes. The importance of the role of educational supervisor is emphasised in the General Medical Council (GMC) publication 'The New Doctor' [1], produced in conjunction with the Postgraduate Medical Education and 'Training Board (PMETB). This focuses on the generic standards for training within the foundation years, a period of critical transition from medical student to doctor in which the educational supervisor can be pivotal in ensuring trainee survival and enjoyment as well as advising on career pathways. Equally difficult demands are made of educational supervisors responsible for trainees appointed to core training (CT) and specialty training (ST) posts in run-through training programmes, as well as those advising trainees in fixed-term specialty training appointments (FTSTA) after August 2007. The importance and relevance of educational supervision is enshrined in all specialty-specific competency-based curricula; for example, the Royal College of Anaesthetists states that every trainee must have an educational supervisor.Educational supervision is not just about the educational aspects of postgraduate medical education; and if you are thinking this is not relevant, just ask yourself the following questions:• Who took an interest in my welfare? • Who helped uncover my hidden talent? • Who has been a useful role model for me? • Who helped me face and resolve a difficult situation in my personal or professional life? • Who helped me acquire new vision or direction?