Educational Supervisor Help Sheet

The role 

The overall purpose of the educational supervisor is to facilitate and support the training and educational development of their foundation doctors over the full year of foundation training.

The main aspects of the role include: 

  • Supervision of foundation trainees' educational and professional progress;
  • Checking that their trainees maintain appropriate records of assessment;
  • Reporting to their foundation programme training director on their trainees' progress, especially any performances that give rise to concern, and
  • Providing or identifying other sources for pastoral advice and career counselling as required. 

The following framework can help structure your meetings, develop the relationship of supervisor-trainee, and ensure that you have covered the principal aspects of the role. 

1. August Initial Meeting with Trainees

This first meeting with the trainee sets the scene for your relationship throughout the year. Although it is the trainee’s responsibility to engage with you and set up the meetings, do what you can to make yourself known and meet your trainee as early as you can in the placement.


Getting to know you:

  • Depending on whether F1 or F2, ask about their experience of medical school and F1.
  • Are they new to the area? Do they have a social network locally?
  • Work-life balance – how do they achieve this?
  • Do they have any personal, health or domestic issues that are likely to impact on their training? Does anyone else supporting the trainee need to know about these and do any adjustments need to be made?
  • Is there anything that they are particularly worried about or looking forward to as they start the year?

 Training needs:

  • What are the main things they are hoping to gain from the year?
  • Do they have areas of strength/weakness from F1 or medical school?
  • Do they already have ideas about their career pathways? Have they got plans for how to identify/explore areas of interest?
  • Does the trainee understand the SLEs and assessments required of them, that these assessments are formative and they should be encouraged to be assessed in areas that would most benefit from assessment rather than those they would score most highly on?
  • What might they target with their first assessments – do these areas relate to their PDP?
  • If F2, have they created a maxcourse account to access regional teaching courses? (Further information on regional teaching can be found in Appendix 1)
  • If F2, how are they planning to use their study leave and are they planning to undertake a taster?
  • F1s can now use 5 days of their F2 study leave allowance for a taster in F1. How might they use it?

 NB there is now a Register of Tasters held centrally on the Foundation School website at:  

Depending on the content of the meeting and the trainee’s first post, consider whether contact between you and the clinical supervisor would be helpful at this stage. Such contact is particularly important with supervisors outside the Trust e.g. in GP, psychiatry, public health posts who are usually very appreciative of relevant information about who is coming to them and who else is involved in the support of the trainee. 

Agree how it is best for the trainee to contact you about the mid/end of placement review or if they have any problems in the meantime. Encourage such contact. Ask the trainee to ensure that they have requested and received the clinical supervisor’s report before your end of post review.

In practical terms: 

Prior to the first meeting check you have the relevant access to Horus. 

For each trainee -

  1. Check the trainee has read and signed the Conditions of joining a Foundation Training Programme
  2. Check trainee has read and signed the Health and Probity declarations
  3. Check trainee has completed a Personal Development Plan (PDP) and discuss it. Is it realistic, do you have ideas about how they could achieve their aims? Discuss career management
  4. Log the meeting

Instructions for Horus:

 Enter the Horus website via using your username and password 

Under ‘Admin menu’ on the task bar click on ‘Foundation Doctors’ and then select the relevant trainee’s name. 

  1. On the trainee’s overview page scroll right down to the bottom where you can check the trainee has signed the relevant declarations
  2. On the trainee’s overview page, you can check the PDP entries
  3. From the task bar click on ‘Forms (start new)’ and under ‘Mandatory forms for each placement’ you will find the form ‘Initial meeting with ES’








2.Nov/Dec End of Placement Review Meeting with Trainees

For each trainee – 

  1. Ahead of the meeting, check on Horus to see whether the clinical supervisor has already completed their supervisor’s report. Consider contacting the trainee’s clinical supervisor for some informal feedback about how they have been getting on in the post or to clarify any comments. This contact is particularly important with supervisors outside the Trust e.g. in GP, psychiatry, public health posts.
  2. Discuss the trainee’s experience of the post they are completing –

Did they get a good induction?

Is the workload appropriate?

Are they having satisfactory clinical supervision?

Have they had any problems in their last placement that they need help to resolve e.g. working with colleagues, attendance at teaching?

  1. Are they developing their own teaching and presentation skills? If not, help to identify opportunities.
  2. Have there been any changes to their health or personal circumstances that are impacting on their training and require additional support?
  3. How has their experience affected their career plans and is there anything else that would help their career planning at this stage? Are their career plans realistic?
  4. If F2, are they undertaking an audit? If so discuss progress. If not, ensure that this has been planned.
  5. Have they created mandatory teaching logs for all teaching attended? If F2, have they been on any regional teaching days?
  6. If F2, what are they using their study leave for, have they had any difficulties accessing study leave, have they undertaken or are they planning a taster?
  7. Ensure the necessary requirements for Post 1 are logged.  To include:

 Supervised Learning Events (SLEs)

-       2 or 3 x miniCEX (x 2 if supplementing with DOPS or x 3 if no DOPS)

-       1 x DOPS to supplement miniCEX

-       2 x CbD

-       Assessments

-       Updated Core Procedures (F1)

-       TAB  

-       Clinical supervisor end of placement report


10. Discuss TAB and release results to trainee

11. Check that the trainee has completed some reflective practice.

12. Check the trainee is linking evidence to the Foundation Curriculum. Which areas of the curriculum have they yet to evidence and how might they do this? *

13. Check the trainee has completed or is booked on to ALS (F2 only) or ILS (F1 only)

14. Review the PDP and support the trainee to expand this for the coming post,

15. Log the meeting

16. Flag up any issues resulting from the above checks for referral to Foundation Programme Director if necessary


Instructions for Horus: 

  1. From the trainee overview select the orange box with the trainee name. Select contents and you will then can see what the trainee has completed in each post.
  2. To check the TAB assessments, click on the orange box and select ‘TAB’. Click on the orange box ‘results’ where you can read all assessments. You are then required to complete the TAB summary form to release the results to the trainees.
  3. From the trainee overview page select the orange box and they PDP or Reflection to view the PDP and reflective entries that the trainee will share with you.
  4. From the trainee overview page select the orange box and then select’ Curriculum’ to check what evidence they have used to support the curriculum here*.
  5. From the trainee overview page select the orange box and then ‘contents’. From this page you can view the trainee’s additional achievements and you can view the certificate for ALS (F2 only) or ILS (F1 only)
  6. From the taskbar click on ‘Forms (start new)’ and under ‘At the end of each placement’ sect the form ‘ES end of placement report’.



*NB. The Curriculum section within a trainee’s portfolio details all competencies a trainee must evidence at the end of the year to be signed off. Types of evidence include SLEs, assessments, reflective accounts, etc. The trainee should be linking a range of evidence to the curriculum throughout the year. The local Peninsula requirement is that trainees link at least 3 pieces of evidence per competency not just one as Horus states. Each portfolio item can be mapped to a maximum of 5 competencies.

As the trainee progresses through the training year, the Educational Supervisor (ES) needs to rate the trainee’s achievement of the outcomes. To do this you will need to go to the orange box with the trainees name and select ‘Curriculum’ Under the section headings you will see ‘ES Progress rating’. Click on ‘Rate progress now’ to document the trainees progress.

In each of your meetings, please review the curriculum evidence that trainees have associated with the competencies and assess whether they have demonstrated meeting the competence.  This should help highlight those areas of the curriculum that the trainee needs to focus on in the next placement and support a more considered approach to meeting the aims of the programme. 

 3.March/April End of Placement Meeting with Trainees

 For each trainee – Same as Nov/Dec Meeting

 4.End May/Begin June Final Meeting for sign-off

Trainees must have logged a minimum of 60 hours teaching on Horus using the mandatory teaching log. 30 hours must be core and the other 30 hours can be made up of core and non-core.

For each trainee –

-       6 or 9 x miniCEX (x 6 if supplementing with DOPS or x 9 if no DOPS)

-       3 x DOPS to supplement miniCEX

-       6 x CbDs

-       1 x Developing the Clinical Teacher

  1. Have completed to a satisfactory level

-       1 x TAB assessment

-       Core procedures (F1 only) – list of required procedures:

  • Venepuncture
  • IV cannulation
  • Preparation and administration of IV medication and injections
  • Arterial puncture in an adult
  • Blood culture from peripheral sites
  • Intravenous infusion including the prescription of fluids
  • Intravenous infusion of blood and blood products
  • Injection of local anaesthetic to skin
  • Injection – Subcutaneous (e.g. insulin or LMW heparin)
  • Injection - intramuscular
  • Perform and interpret an ECG
  • Perform and interpret peak flow
  • Urethral catheterisation – Male
  • Urethral catheterisation - Female
  • Airway care including simple adjuncts (e.g. Guedel airway or Laryngeal masks)

Trainees must be assessed formally in each of the core procedures.  This must be via a ‘Core Procedure’, not self-assessment. 

They are advised that they should use ‘Core Procedures’ forms for the core procedures and identify opportunities beyond these (many of which they may be already very comfortable doing) to become competent in other procedures and be assessed via DOPS for these. 

  1. Log the meeting
  2. Flag up any issues relating to the above checks and refer to the Foundation Programme Director if there are any issues to discuss that might affect your decision as to whether the trainee has met the requirements
  3. Complete the Educational Supervisor’s End of Year Report 

Instructions for Horus: see previous pages 

The medical education team will be in touch with further details regarding the sign-off process nearer the time.  More information is also available at


As well as being an Educational Supervisor, a trainee may ask you to complete an SLE or assessment.

The trainee requests completion of assessments via Horus, whereby the relevant assessor is emailed direct by Horus and given a link to the assessment form.

As an Educational Supervisor you can complete an assessment form without the trainee sending you a request. To do this log into Horus and select the relevant trainee. Click on ‘Forms (start new)’ from the task bar and select the required form. You will need to re-enter the trainee name and select from the Horus search engine. Complete the form and save.


Appendix 1


Study Leave 

  • F2s have a total of 30 study leave days over 12 months. Please refer to the Foundation School Study Leave Policy  
  • Ensure you are familiar with the study leave policy and follow this when booking study leave for regional teaching and other courses 
  • All approved study leave must be recorded on the study leave record document attached, so that a cumulative record of the number of days taken can be kept. You will be required to include this in your ARCP evidence documentation 
  • Below is a summary of how some of the study leave is pre-allocated as set out in the school policy: 


Summary table for use of F2 study leave time 


Use of total study leave time  

5 days teaching: minimum 4 days from regional teaching programme plus additional 6 hours foundation teaching (30 hours total)  

1 day simulation training (may be delivered in 2 half days)  

5 days Tasters (which can be taken in F1 for Taster and/or 1 day career planning)  

GP learning sets (5 days)  

ALS (2 days)  


  • This means trainees not doing GP will have 17 days’ available study leave and those doing GP will have 12.


Record of teaching hours 

  • ALL teaching attended must be recorded on the mandatory teaching log found in your HORUS ePortfolio 
  • You should record all types of teaching that you wish to count to the total: regional days, local foundation teaching, departmental teaching, and eLearning modules 
  • For all teaching that cannot be verified easily by the postgraduate team, you are required to evidence your attendance by completing an additional achievement form in your portfolio; Course / seminar / other learning attended. 

The requirement for successful outcome at ARCP in June 2020 will be as follows: 

  • Minimum total accrued teaching of 60 hours (you can do more!) 
  • Minimum of 30 hours CORE teaching from the foundation-specific programme (local trust foundation teaching and regional programme only) 
  • All other types of teaching is NON-CORE: department teaching, simulation, GP learning sets, grand round, eLearning etc 
  • Minimum 4 days’ attendance from regional teaching programme (24 hours) 
  • Maximum 12 modules of eLearning (12 hours)