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Trainer Information

Framework competency areas

Below, are the Framework competency areas, along with examples of evidence you might provide. Click on each area to open / close.

    This section of the Framework is about ensuring that patients are not put at risk during teaching and training activities, and that where possible, their care is enhanced through teaching and training. It is also about balancing service pressures with the educational needs of your students or trainees, and about ensuring that the next generation of doctors are competent and fit for practice.

    Suggested evidence:

    • Any training you have attended in this area
    • Reflective accounts of practice
    • Critical analysis of literature read in this area
    • Analysis of any critical incidents from your practice which involved students or trainees’ Rotas/timetables indicating supervision

    This section of the Framework covers how you use your environment to maximise learning. The ‘learning environment’ includes both the physical space you teach in and the psychological environment you create. Physical spaces include traditional teaching spaces, such as a classroom or lecture theatre as well as the clinical workplace – e.g. ward, clinic, operating theatre or GP surgery and you should think about how these are set up to enable learning without disruption to the clinical service. Creating an effective psychological environment means ensuring that learners feel comfortable to ask questions or make mistakes without fear of humiliation or retribution, whilst being sufficiently challenged by the tasks they are expected to perform.

    Suggested evidence:

    • Any training you have attended in this area
    • Reflective accounts of practice
    • Notes from your observation of a peer/junior delivering teaching
    • Critical analysis of literature read in this area
    • Teaching plans showing how you cater for diverse learning needs
    • Records of departmental meetings where teaching is discussed
    • Anonymised records of your meetings with students/trainees to discuss improvements
    • Your responses to student or trainee feedback
    • Ratings and/or comments from student or trainee feedback

    This section of the Framework covers the planning and delivery of teaching and learning encounters. In addition to traditional one-to-one, small group and lecture formats, this section includes clinical teaching encounters, learning through reflection and technology-based learning.

    Suggested evidence:

    • Any training you have attended in this area
    • Reflective accounts of practice
    • Critical analysis of literature read in this area
    • Your teaching plans and evaluations
    • Feedback from observations of your teaching by a peer or mentor
    • Multi-source feedback on your performance as a teacher/trainer
    • Ratings and/or comments from student or trainee feedback

    This section of the Framework includes competences related to assessment and feedback. Assessment may take the form of formal examinations or workplace-based assessment using standard tools, or formative observation and feedback, sometimes described as Supervised Learning Events (SLEs).

    Suggested evidence:

    • Any training you have attended in this area
    • Reflective accounts of practice
    • Critical analysis of literature read in this area
    • Examples of any assessments you have devised for use in your area
    • Anonymised examples of written feedback you have provided
    • Anonymised examples of assessments you have conducted

    This section of the Framework covers general supervision skills, including identification of learning needs, setting learning objectives to support their achievement, and monitoring progress towards this.  It also covers the recognition and support of doctors and students who are failing to progress as expected.

    Suggested evidence:

    • Any training you have attended in this area
    • Reflective accounts of practice
    • Critical analysis of literature read in this area
    • Examples of any methods you use to establish learning needs (such as a questionnaire or baseline assessment tool)
    • Examples of educational objectives you have set
    • Anonymised examples of records relating to a learner in difficulty
    • Anonymised examples of agreed education plans
    • Anonymised examples of educational appraisals you have conducted

    This section of the Framework covers mentoring, appraisal and provision of career guidance. It also refers to the doctor’s responsibility to act as a professional role model for students and trainees.

    Suggested evidence:

    • Any training you have attended in this area
    • Reflective accounts of practice
    • Critical analysis of literature read in this area
    • Examples of any printed or electronic materials you provide to students/trainees seeking guidance
    • Anonymised examples of instances where you have provided advice or support

    This section of the Framework covers your own development as an educator. All the previous sections of the Framework contribute towards this evidence; however, you are also expected to plan for your future development in a structured way.

    Suggested evidence:

    • Any training you have attended in this area
    • Reflective accounts of practice
    • Notes from your observation of a peer/junior delivering teaching
    • Critical analysis of literature read in this area
    • Multi-source feedback on your performance as a teacher/trainer
    • Records from any appraisal discussion about your teaching role
    • Records of agreed actions following teaching performance observations
    • A personal development plan indicating key educational objectives and actions



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