RCP college tutor (CT) and associate college tutor (ACT) network meeting

Supporting educational supervisors to stay current

Educational supervisors (ESs) play a pivotal role in delivering high-quality medical training, but keeping up to date in an increasingly complex system is becoming more challenging. At a recent RCP college tutor (CT) network meeting, participants discussed the growing demands on supervisors and the practical steps that can help them stay up to date.

A central theme was that remaining current is an ongoing process. As one speaker noted, ‘supervisors need to be reflective and in tune with the training environment.’ In fact, ‘curriculum literacy’ emerged as a key priority. Regular engagement with curricula and annual review of competency progression (ARCP) decision aids was identified as essential to ensuring consistent supervision and assessment, particularly as requirements continue to evolve. 

Alongside this, faculty development was seen as critical. Structured learning opportunities (including RCP workshops, NHS resources and local teaching sessions) help supervisors to refresh their knowledge and build confidence in their role. Engagement in local faculty groups was also highlighted as one of the most effective ways to stay current and a key marker of high-quality training environments, giving trainers the opportunity to share challenges and discuss complex situations. 

‘Engaging with local faculty groups is really important … you can reflect on and discuss difficult situations and hear directly from residents about what might help them.’

The session also emphasised the importance of day-to-day supervisory practice. Seemingly small actions can make a significant difference to the career progression and ARCP outcomes of a resident doctor. There was also a reminder of the impact of basic process steps. Some supervisors attend resident induction sessions to refresh their understanding of curriculum expectations, ePortfolio use and programme structure: this was highlighted as particularly valuable for newer supervisors.

There is growing use of digital tools to support supervision, including recording meetings (with consent) and using transcripts to generate summaries. These approaches can reduce administrative burden while improving documentation.

However, participants were clear that the context in which supervisors are working is becoming more complex. Requests for less-than-full-time training (LTFT) are rising rapidly, often driven by wellbeing and work–life balance considerations. Increasing levels of time out of training are adding further complexity to progression decisions, and at the same time, the growing number of locally employed doctors (LEDs) is changing expectations around supervision and support.

Managing resident doctors who require additional support was another area of focus. Supervisors need confidence to identify concerns early, have constructive conversations and escalate issues appropriately. ‘If there is a resident doctor who seems to be having difficulties, don’t delay having the conversation – it just makes things more difficult the longer it goes on,’ suggested one speaker. And where concerns persist, ‘if you’re wondering whether you need to escalate, then you probably do.’ In these situations, records should be ‘clear, fair, objective, factual and non-judgemental’, particularly where training progression may be affected.

Educational supervision can be time-intensive, emotionally demanding and administratively complex. ‘There is a level of trainer burnout … managing resident doctors in difficulty is time- and energy-intensive,’ participants reflected, acknowledging the ‘emotional toll’ this can take. Attendees stressed the importance of recognising this workload within job planning, alongside access to peer support, mentoring and faculty development. Strong local systems (including effective faculty groups and clear escalation pathways) were seen as key to supporting supervisors in their role. 

The discussion concluded with a clear message: high-quality supervision does not rely on individual effort alone. It requires strong systems, protected time and consistent support from NHS organisations and national bodies (including the RCP).

As training continues to evolve, ensuring that supervisors are supported to stay current will be essential to maintaining the quality and consistency of medical education. After all, staying current is not about keeping up with everything all at once – it is about building the right structures, support and habits so that ESs can adapt, lead and educate effectively in an evolving training landscape.