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Resources and Support for Trainers

The College is committed to support doctors throughout their career.  We hope trainers will find the range of resources available in this section useful to read as they deliver the RCOphth curriculum and teach and assess trainees.

We aim to provide answers to frequently asked questions about the tools that are an integral part of how trainees should expect to progress through their training.

All trainees should have a nominated Educational Supervisor who has responsibility for facilitating and ensuring the progress of trainees through their curriculum.

Clinical Supervisors undertake the day-to-day, hands-on training of trainees in all aspects of the curriculum at Trust level and provide feedback on WpBAs.


Useful Links and Resources

Developing Support for New Consultants  The Royal College is developing cutting-edge innovative strategies to help New Consultants achieve their maximum capability rapidly.

College Tutors and Regional Education Advisers  The responsibility for delivering that training and education lies with the Trust, on behalf of and resourced by the Postgraduate Dean. College Tutors have overall responsibility as lead trainers for the postgraduate training in the unit and are the point of contact with the Royal College. Regional Education Advisers are appointed by the Education Committee to act on behalf of the College and maintain a College presence in the region.

European Working Time Directive (EWTD)  College suggestions on EWTD.

OST Introductory Booklet  Getting started in OST (7 Important Things to Do in the First Month).

Guidance on Induction for Ophthalmology  The Training Committee has produced a guidance document on recommended induction for OST1s.

Acute Services Training The Training Committee has produced a guidance document on acute services training.

Workplace Based Assessments (WpBAs) Handbook  This handbook (updated April 2014) is intended to complement formal training in assessment provided by the Royal College and others for those involved in postgraduate training in the UK. It should be read in conjunction with the RCOphth curriculum for OST.

Simulation Training in the UK The Chair of the Training Committee and the Simulation Lead have produced a document highlighting the benefits of and the different types of simulation to be developed.

Cataract Surgery Guidance The Training Committee has produced a guidance table for trainees and trainers on cataract surgery competences and their assessment.

Guide to Postgraduate Specialty Training (Gold Guide – 7th edition)  The guide sets out the arrangements agreed by the four UK Health Departments for core and/or specialty training programmes.

ESR feedback form  Mechanism for ARCP panels to feedback on the quality of ESR forms.

CSR feedback form  Mechanism for Educational Supervisors to feedback on the quality of CSR forms.

ESR and CSR tips and recommendations The Quality of Assessment Sub-committee has produced guidance outlining how to perform the function of reporting, as well as clarifying the mechanics of reporting.

Improving Feedback – guide for Trainees and Trainers   The Academy of Medical Royal Colleges has produced a practical guide on feedback for trainees and trainers.  The guide focuses on practical information for trainees and trainers on how trainee self-reflection, feedback from the trainer and trainer self-reflection can improve the performance and value of formative Workplace Based Assessments (WpBAs).

Academy Guidance on e-portfolios – Reflective Practice The Academy of Medical Royal Colleges has produced a guidance document to help doctors in training, and their supervisors, in considering how to record their reflective practice. (October 2016)

Academy Interim Guidance on Reflective Practice March 2018.

Less than full-time training (LTFT)  The delivery and organisation of LTFT is the responsibility of the individual local education and training board (LETB) training programme.  This document contains helpful hints to make the most of less than full-time training and avoid common pitfalls.

Out of programme (OOP) and Trainee Selected Components (TSCs)  Taking time out of programme can be beneficial for a trainee’s educational and professional development and career, as well as being interesting, enjoyable and personally rewarding.

National Inter Deanery Transfer (IDT)  The National Inter Deanery Transfer (IDT) process has been put in place to support medical trainees who have had an unforeseen and significant change in circumstances since commencement of their current training programme. The process is managed by the National IDT team (Health Education South London) on behalf of the Conference of Postgraduate Medical Deans (COPMeD), Health Education England (HEE) and all UK regions.  Please follow the link if planning to apply for an IDT.

Acting up and locum consultant posts  When acting up as a consultant, there will need to be appropriate supervision in place and approval will only be considered if the acting up placement is relevant to gaining the competences, knowledge, skills and behaviours required by the curriculum. AUC posts can only be taken in the final year of specialty training.

If you have any questions please contact the Education and Training Department .

Schools of Ophthalmology

RCOphth School of Ophthhalmology guidelines (February 2008)

RCOphth job description for Head of Postgraduate School of Ophthalmology (February 2008)