The training portfolio lists the competencies which all public health Specialty Registrars in public health should achieve during their training.
Please note: the training portfolio for the pre-August 2007 curriculum differs from that for the professional learning portfolio for the 2007 curriculum.
Please ensure that you are using the correct documentation for the curriculum you are following. Both paper-based portfolios are available to download below.
The FPH e-portfolio system is an online tool, allowing Registrars using the Public Health Curriculum to store evidence contributing to their progress in training. The portfolio allows Registrars and Supervisors to have secure individual access to the portfolio, to upload, approve and interact, to sign off evidence that contribute to learning outcomes.
This FPH e-portfolio system is accessible 24 hours a day from any computer with an internet connection and has been designed for all Registrars following the Public Health specialty training Curriculum. The portfolio has been mapped to the curriculum, includes assessment forms and allows flexibility in the types of evidence that can be associated to learning outcomes and stored. It is advised that all users read the guidance manuals on the right of this page carefully before using the portfolio system.
The following video tutorials were developed by Christina Atchison of the LKSS deanery:
Access information will be sent via email to all Registrars and supervisors.
Specific user guides for processes will be uploaded shortly to the website.
If you would like to report a problem with the e-portfolio system please contact your local Registrar, e-Portfolio champion or complete the Reporting Query form in full and forward to
The training portfolio guidance document outlines the documentation that specialty registrars should collect to form a Professional Learning Portfolio to support their professional development.
It includes templates required for keeping accurate and complete records. StRs are encouraged to develop a record of evidence both in words and in other media (such as aural/visual) as competence in public health depends as much on style and influence as on technical skill.
- Guidance to creating and maintaining a Professional Learning Portfolio [Word 911KB]
- Template for Phase 1 Learning Outcomes Work-based Assessment Record Sheets [Word template 43KB]
- Template for Phase 2 Learning Outcomes Work-based Assessment Record Sheets [Word template 43KB]
- Template for Phase 3 Learning Outcomes Work-based Assessment Record Sheets [Word template 43KB]
- Template for EMS Work-based Assessment Record Sheets [Word template 59KB]
The training portfolio lists the competencies which all trainees in public health should achieve during their training. Some of these competencies will be assessed in the MFPH examinations, but most will be assessed during training.
Trainees are encouraged to log each area of work/experience into a standard format which records the aims, methods, results and outcomes supported by personal reflection on the lessons learned. This portfolio will allow audit of each learning outcome against each piece of work recorded as evidencing the learning outcome.
The trainee will also maintain a record of out-of-hours calls, action taken and learning. The portfolio will be presented at each RITA for scrutiny. The portfolio provides a comprehensive record of the package of assessment for each trainee.
- Public Health Training Portfolio 2004 [pdf] **
- Public Health Training Portfolio 2004 [Word]
- List of changes made to the Training Portfolio in it's revised form (2004) [pdf]
- RITA competency grid [pdf]
**Guidance to using the Portfolio
The Portfolio consists of:
Section A - which allows trainees to indicate those competencies they have achieved and maintained and demonstrate evidence to support this
Section B – which should contain information for personal use and reference
The notes below supplement the guidance printed at the front of the portfolio.
Trainer/educational supervisors and trainees should allocate dedicated time to peruse the portfolio together at least annually as part of regular appraisal.
It will be normal for several gaps to remain in the portfolio in the early years of training. A 'gap analysis' can be very helpful in determining the training objectives of a planned training placement.
Please take careful note of those competencies which must be achieved by a definite stage in training: all other competencies can be achieved at any stage.
It is recommended that every trainee keep a master copy of the portfolio Part A on which trainers' original signatures may be recorded and dated when a competency is achieved. Alternatively, a record of trainers' signatures can be maintained using the competency grid developed in West Midlands. Apart from signatures and dates achieved, this master copy may contain sparse information, while the detailed record will be contained in the annually completed Part A (which will be completed electronically in most cases) and submitted for annual review.
The trainer should sign only when the competency has been achieved to the standard expected of a newly appointed consultant/specialist.
In addition to the paper copy, every trainee should keep an electronic version of the portfolio (backed up on disk) which should be updated with each annual review, and between reviews a relevant. On this copy type in any dates for competencies that have been 'signed off' by your trainer. The RITA Panel will be helped if comments and 'signatures' added since the last review are typed in bold.
For more senior trainees who choose to use the new portfolio (i.e. that revised in 2004), there may be difficulty in accessing a past trainer who supervised some competency areas. In such cases, the trainee is advised to ask their current trainer to 'sign off' the competency area, based upon evidence from their knowledge of the trainee and upon evidence from the trainee's portfolio of work.