Regulation of Training
Training is based partly on an apprenticeship model of learning and teaching - with delegation of routine work, and partly on an academic model, including the study of particular problems under supervision.
Since the learning of skills is by experience, supervisors play a key role, and the ultimate success of the programme rests on their ability to delegate appropriate work and give suitable guidance.
The role of the Faculty of Public Health (FPH) is to set minimum standards for public health doctors to be placed and maintained on the GMC register as supervisors. The role of HEE/LETBs is to ensure the delivery of these standards.
Non-medical public health educational supervisors are required to meet equivalent standards to doctors.
Types of Supervisors
The GMC has issued guidance and set up a register for educational and clinical supervisors in July 2016.
The roles of educational and clinical supervisors have been set out by the GMC and require demonstration of explicit competence in 5 and 7 criteria respectively.
FPH recognises four supervision roles:
named clinical supervisor
We expect minimum standards to be met and maintained in each of these four categories. The definitions for educational, named clinical, activity supervisors and academic supervisor are set out in
- Appendix 1- FPH Public Health Trainer definitions document. Criteria and Standards for Educational Supervisors.
We expect that general requirements set out in FPH guidance “Criteria and Standards for Educational Supervisors” are followed. The minimum standards to achieve and maintain competence in each of the 7 areas are set out in draft form, adapted from the PHE guidance
- -“DRAFT STANDARDS Supporting Information for Educational and Named Clinical Supervisor roles”- Appendix 2.
Those wishing to be maintained on the register as a supervisor will need to demonstrate for appraisal purposes that they meet the full requirement of the relevant training criteria (5 or 7 criteria depending on category). The local process will be determined by HEE and LETBs. It is expected that Educational and Named Clinical Supervisors will produce plans in their PDPs to maintain competence and strive to achieve excellence in accord with FPH guidance on standards. Any actions to maintain minimum standards or to achieve excellence should be suitably documented.
Roles and responsibilities of LETBs/deaneries
The responsibility of LETBs/deaneries is to ensure that supervisors are properly trained and inform the GMC of all their medical educational and clinical supervisors. We will expect all LETBs/deaneries to hold information on all four categories of supervisors for both medics and those from background other than medical.
Public Health Training is regulated by two main bodies the General Medical Council (GMC) and the UK Public Health Register (UKPHR). The Faculty of Public Health (FPH) works with these organisations to set standards and maintain quality within the training programme.
The GMC sets the educational standards for all UK doctors through undergraduate and postgraduate education and training. It also awards the Certificate of Completion of Training (CCT).
The UKPHR is an independent, dedicated regulator for public health professionals in the United Kingdom, providing professional regulation to public health specialists and public health practitioners from a variety of backgrounds, all of whom have a common core of knowledge, and skills.
Regulations and procedures applicable to all registrars (StRs) taking up appointments in specialty training which commenced on or after 1 August 2007 are set out in the Reference Guide is for Postgraduate Specialty Training in the UK- Gold Guide. The 7th edition published on 31 January 2018 replaces all previous editions with immediate effect.
Each region and Training Department has a written training policy which prescribes the structure of an acceptable training programme and/or location.
There are at present no dual accreditation programmes in public health. The key factor with such programmes is that they must be in place when the trainee commences training. FPH has developed a framework for the development of the approaches to Dual Accreditation and modular credentialing.