South West Public Health Training Programme

Hosting a Specialty Registrar

In order to train future Public Health Consultants, the South West Public Health Training Programme relies on training locations throughout the south west to provide expertise, support and commitment to Specialty Registrars. Without Educational, Project and Academic supervisors, no StR would complete their training. The Programme Team strives to help colleagues fulfil their important role and happy to answer any queries you may have.
This pack contains essential information for host organisations of Public Health Specialty Registrars. It is being sent to Specialty Tutors in each training location for use by all supervisors. 

Information in your pack:

Pack contents

Information when hosting a new StR.

Checklist of induction – local and regional

Key Contacts: Up to date information for Programme Team 

Specialty Registrar Training location Gold Standards

Accreditation of Supervisors – brief overview

Job description for: 
Educational Supervisors
Specialty Tutor
Zone leads


Information for Training Locations when hosting a new Specialty Registrar (StR)

Currently (although like to change) the start date for all Specialty Registrars is the first Wednesday in August. If your training location is to host a new StR the named Educational Supervisor for the StR will be sent information including a cv and confirmation of MPH attendance. All employment processes are carried out by the Programme Manager. The StR will be employed by Gloucestershire Hospitals NHS Trust.

The Programme Team organises a regional induction programme and the Educational Supervisor notified of dates. The local department is responsible for organising a local induction including statutory and mandatory training. See separate document which outlines whose responsibility it is to cover aspects of induction.

For those attending the MPH course the start date in August does not allow much time for new StRs to gain much experience before they commence their course, we recommend they spend time meeting as many key people as possible
Learning agreements have proved useful. A specimen is included in your pack which you can modify as necessary. The ARCP panel would like to emphasise the importance of the minimum of one hour timetabled protected contact time with a new StR each week.

Educational supervisors should remind themselves of the requirements for educational supervisors including responsibilities for newly appointed StRs, as set out on FPH website and check their supervisor training, is up to date. Equality and diversity are only valid for 2 years so this needs to be checked.

The ARCP panel wish to emphasise it is expected that, unless there are exceptional circumstances, all StRs sit their DFPH in the June following their appointment and should concentrate on studying the DFPH syllabus. The educational supervisor should be familiar with the Phase 1 Learning Outcomes and it is recommended that an early meeting is organised in order to identify any gaps in knowledge and skills in preparation for DFPH alongside the MPH and build in any additional learning and support, as required.

From the start of the programme, StRs will be expected to develop an electronic portfolio. Educational supervisors must ensure they are familiar with their expected role and responsibilities.

StRs are expected to keep in touch with their educational and academic supervisor during their academic year. They should attend their training location during the university breaks but must also take their annual leave during these breaks.

StR tutorials are held throughout the region. Attendance is logged. Please ensure StR attends these training events on completion of the MPH/DFPH, which are also valuable for peer support. The StR committee organises the tutorial programme. It also operates a buddy system for newly appointed colleagues.


Covered during Regional Induction


South West Public Health Training Programme
Regional Induction

Stat & Man training - NHS v LA

Creche & childcare

Grievance procedures

Discipline procedures

Other employer policies eg Flexible working




Trades Unions

Rights and legal issues

Personnel systems and records overview

Occupational Health


Career paths

Job description - duties, authority, scope, area/coverage/territory

Appraisals & revalidation

Milestones & Incentives

Training needs analysis method and next steps

Initial training plans after induction

Development of personal objectives and goals


Expectations, standards, current priorities

Performance reporting - e-portfolio

Performance evaluation - ARCP




who does what
Programme Manager
School Support Manager
Specialty Tutors
Educational supervisors
Academic supervisors
Activity supervisors

Training activities


Training support, assistance, mentor support

Where to go, who to call, who to ask for help and advice

Academic support - MPH, exams

Structures of health services


Health Protection

Excel skills



Gold Standards for training location – Public Health Specialty Registrars (StR)


Standard practice

Examples of good practice




Duties, level of supervision and working hours reflect safe practice

Flexible working policy in place.

Incidents logged and investigated as per location policy.

Good example set by ES e.g. time to take lunch with StRs, working hours seen to be reasonable, no culture of excess working

Quality management of training (including review and evaluation)

Regular meetings (every three months) of Consultants, Supervisors and Specialty Tutors to discuss training programme, supervision and StR progress.

Ensuring StR knows who to talk to if they have problems with their ES

Regular review of opportunities for competency development.

Regular updates (every two months) between Ed Supervisors and Specialty Tutor.

Feedback from StRs and StR surveys used to inform local programme development.

System in place to enable StRs to provide (multi-source) feedback to trainers and this is shared with Specialty Tutor. Feedback used to strengthen and review location training.


Equalities policy adhered to.


Training provided to StRs on equality impact assessments.

Assessment of individuals in relation to FPH curriculum

StRs assessed at individual level by Educational and Academic Supervisors

Formalised feedback from project supervisors and other members of the department on StR and training programme.

Monitoring of range of opportunities in terms of type of work (e.g. HNA, Strategy, HEA) and topic (e.g. young people. Older people, sexual health, mental health) – to look at breadth of training experience

Support for StRs




Induction planned and organised prior to StR starting at location.

Roles and responsibilities clearly explained.

Induction to include meeting with Educational Supervisor on day one where possible.

Potential project(s) identified prior to StR arrival

Well organised induction with 1:1 meetings (including with Chief Executive of training location and representatives from other organisations eg the local acute trust), attendance at relevant meetings and shadowing opportunities.

Tour of the local area offered.

Induction pre- and post-MPH.

Information on StR background/experience shared with departments prior to StR starting in order to identify skills.

Educational supervision

Agreed learning plan with Educational Supervisor.

Initial weekly then monthly meetings with Educational Supervisor.

Approachable Supervisor and interest shown in individual StR backgrounds.

Clarity given regarding phase progression.

Time identified well in advance to prepare for ARCP.

Reactive advice on career development and opportunities for extending skills

Educational Supervisors attend Train the Trainer sessions in order to be fully updated on Curriculum and to quality assure learning outcome sign off.

Competent project supervisors identified where relevant.

Consistency of supervision across a training location in terms of time and commitment amongst different supervisors

Supervisor identifies appropriate professional development opportunities eg for shadowing Consultants.

Fortnightly meetings with Educational Supervisor

Opportunities for responding to ad hoc requests offered to StRs, reflecting Consultant level working.

Opportunities for multi-organisational working and collaboration offered.

Proactive advice on career development and opportunities for extending skills

Academic supervision (where available within training location)

To be developed via a separate piece of work which came out of the academic panel about specifying StR expectations of academic supervision – this can then be compared to the academic training policy which was developed for trainers


Workload tailored to individual StR training needs.

Educational Supervisor approachable if workload or level of responsibility overwhelming and assists in gate-keeping workload demands.

Appropriate exposure to on-call health protection activity.

Time included to facilitate attendance at tutorials and other training as agreed as needed

Work programme developed for each StR so that Educational Supervisor aware of all current commitments of the StR.

Encouragement of programme as well as project work.

Database of potential projects maintained in the department in order to offer StRs some choice in projects.


Regular feedback from Educational Supervisor.

Formal workplace appraisal carried out.

Regular feedback from other members of the department within which they are working.

Personal support / welfare

Access to mandatory training eg equality and diversity.

Access to Educational Supervisor or Specialty Tutor or TPD if required to discuss personal/welfare issues.

Flexible working policies in place.

Reactive support for issues when raised by StRs

Regular opportunities offered to discuss issues of concern eg with DPH regarding transition.

Proactive identification of when StRs may be in need of extra support

Willingness by location to broker discussions with training programme

Study leave

Study leave reflects requirements of DFPH and MFPH exams.

Time identified for regular CPD eg StR tutorial programme.

Educational Supervisors proactively identify opportunities for learning.


Education and training should be planned and maintained through a transparent process.

Ideally more than one StR per location to enable peer learning/support.

Learning resources

Facilities should be adequate eg access to library and journals.

Equipment should be adequate eg availability of desk, phone, access to email, internet; and mobile for on-call.

Opportunities to participate in research.

Access to non-standard software made possible eg STATA, SPSS.

Standard for trainers 



Level of supervision offered

Appropriate level offered, dependent on experience/competence of individual StRs.

Fully understand training programme pathway, FPH curriculum and exams.

Work with senior StRs to proactively identify opportunities to achieve exposure to Consultant-level working (eg to achieve management and leadership learning outcomes).

The learning culture

Involvement in and contribution to the learning culture within the organisation.

Open and transparent departmental communication processes in place eg via regular team briefings.

Opportunities to engage widely with the department and local health community given.

Links to Training Programme support

Access support from TPD where required.

Understand structure and purpose of the role of the training location in the training programme and of their designated StRs.





Standard for specialty tutors

Being available to StRs & supervisors for support as required and engaged with the Programme Team regarding quality improvement of training.

Good two-way communication with Zone lead who sits on RTC.

Good communication with neighbouring Specialty Tutors particularly to share information about departmental  training opportunities.






Opportunities to influence discussions re location moves either for individuals or on an office basis


Flexible working policy in place.


Authors: Sara Blackmore and Penny Marno  2012


Brief Overview of Accreditation of Supervisors

Activity Supervisor

To be an accredited Activity Supervisor you must attend Deanery approved workshops covering the following:

1 Roles and responsibilities
2 Assessments
3 Educational appraisal
4 Educational theory and practice

Educational and Academic Supervisors

To be an accredited Educational Supervisor you must attend Deanery approved workshops covering the 4 subjects as set out above plus:

5 ARCP - Annual Review of Competence Progression
6 Equality and diversity (on-line)
7 How to Support Trainees

All accredited Educational Supervisors are required to undertake an annual update and should also attend one half day skills based workshop each year (or whole day every two years)

For Supervisors transferring from different regions, supervisor training can count if it covers the same subjects. Contact Beth Carpenter for details.

All Supervisor information is held on the Severn Postgraduate Medical Education database – Intrepid. Educational Supervisors are able to access their account.

For full information about accreditation contact Beth Carpenter and see the Educational Supervisors Core Accreditation Requirements page.


Job Description – Educational Supervisor

Accountable to: Training Location and Training Programme

Tenure: Ongoing – subject to annual review

Job Purpose

An educational supervisor is a named individual who is responsible for supporting, guiding and monitoring the progress of a named Specialty Registrar for a specified period of time. He/she is usually, but not exclusively, based in the same organisation as the Specialty Registrar. Every Specialty Registrar should have a named educational supervisor and the Specialty Registrar should be informed of the name of his/her educational supervisor in writing.

Key Responsibilities

1 They should have received appropriate training for the role:

  • Completed the appropriate local / regional training
  • Understand educational theory and practical educational techniques
  • Be familiar with the structure of the training programme, the curriculum and the educational opportunities available.
  • Be familiar with local policies for dealing with Specialty Registrars in difficulty.
  • Have sufficient identified time in the job plan to carry out role effectively
  • The educational supervisor should oversee the education of the Specialty Registrar, acting as his/her mentor and meeting with the Specialty Registrar to ensure that he/she is making the expected educational progress.
  • The educational supervisor should ensure that all meetings occur in protected time and are held in a private and undisturbed environment.

2 They should meet with the Specialty Registrar during the first week of his/her post to:-

  • · ensure that the Specialty Registrar understands his/her responsibility for his/her own learning, the structure of the programme, the curriculum, the educational opportunities available, the assessment system and the relevant portfolio
  • · sign the Educational Agreement
  • · develop a personal learning plan with the Specialty Registrar which is mutually agreed and which will be the point of reference for future appraisals
  • · establish a supportive relationship

3 The educational supervisor should meet with the Specialty Registrar to carry out regular educational appraisals, ensure review of and reflection on all aspects of Good Medical/Public Health Practice. Before each meeting, (and if necessary after the meeting) the educational supervisor should exchange information with those involved in the project supervision of the Specialty Registrar and other key personnel with whom the Specialty Registrar is working. During each meeting:

  • review progress with the personal learning plan
  • the personal learning plan should be updated if necessary
  • the supervised learning events, workplace based assessments and the attendance at formal teaching events should be reviewed
  • the Specialty Registrar’s portfolio should be reviewed to ensure that it is being maintained and developed by the Specialty Registrar.
  • Note: The Specialty Registrar has overall responsibility for ensuring that his/her portfolio is maintained and developed and that all relevant documentation is completed at the appropriate time and signed off where necessary 
  • performance and professionalism should be reviewed 
  • any complaints and / or serious incidents should be discussed and a reflective note written in the portfolio. These should be mentioned on the Educational Supervisors Report and the Enhanced Form R for the ARCP.
  • the Specialty Registrar should be given honest and constructive feedback
  • the Specialty Registrar should be given the opportunity to comment on his/her training and the support that is being provided. Any problems that are identified by the Specialty Registrar should be discussed and a solution should be sought.

4 The educational supervisor should ensure that the Educational Supervisor’s Structured Report is completed and returned to the Annual Review of Competence Progression Panel within the necessary timescales. This may require seeking feedback on the Specialty Registrar’s performance from other Trainers and Project Supervisors.

5 The educational supervisor should ensure that the Specialty Registrar knows how to access careers advice and support.

6 If a Specialty Registrar’s performance and/or professionalism is not reaching the required standard, the educational supervisor should ensure that

  • This is discussed with the Specialty Registrar as soon after the problem is identified as possible and that a written record of the meeting is kept
  • Remedial measures are put in place with clearly defined written objectives so that the Specialty Registrar has the opportunity to correct any deficiencies
  • All relevant key personnel (including the Training Programme Director and the Postgraduate Dean) are kept fully informed.

7 If a Specialty Registrar is otherwise in difficulty, the educational supervisor should ensure that the local policy for managing Specialty Registrars in difficulty is followed.


Person Specification for Educational Supervisor





GMC full registration or UKPHR registration

Postgraduate qualification in education

Knowledge & Skills

Knowledge of management and governance structures in public health education and training and awareness of recent changes int eh delivery of public health eudcation and training nationally and locally.

Enthusiasm for delivering training

Understanding of uses of IT in education.

Evidence of current training in:

  • Roles and responsibilities of supervisors
  • Guidance on assessment and supervised learning events
  • Appraisal processes
  • Educational theory and practice
  • ARCP processes
  • Equality and diversity
  • How to support trainees

Maintain accreditation by attending skills updates

Effective communications skills, motivating and developing others, approachability, good interpersonal skills.

Evidence of supporting Specialty Registrars trainers.

Understanding of uses of IT in education.

Evidence of personal development in public health education.







Evidence of delivering well evaluated teaching sessions/tutorials.


Job Description - Specialty Tutor

The Specialty Tutor is responsible, within their defined area, for overseeing the delivery of the training programmes to all postgraduate public health Specialty Registrars. They should ensure a learning environment at departmental level which is challenging, supportive and, where appropriate, multi-professional. They should be appointed jointly by the Training Location and Training Programme. They are managerially accountable to the Director of Public Health of the department with professional responsibility to the Training Programme Director.

General Responsibilities

  • To ensure that the educational, pastoral & career planning needs of all Specialty Registrars in your department are being addressed
  • To implement, monitor and improve the training programmes in the conjunction with the  TPD
  • Where appropriate to work with the Training Programme to ensure the specialty placement fulfils the programme requirements
  • To represent their specialty area via the Zone Lead at training committees, both internally and externally, as required
  • To ensure, that all those involved in training and assessing Specialty Registrars have received appropriate training
  • To engage with Specialty Registrar performance issues in line with Training Programme policy
  • To ensure, that Specialty Registrars receive appropriate departmental induction and are competent to practice prior to starting Public Health practice
  • To represent Public Health in the workplace
Key Result Areas
  • Educational plans and timetables appropriate to individual’s learning needs
  • Regular meetings with DPH to discuss training and workforce issues and evidence that training is valued within the department. Service reconfiguration and training requirements are discussed together.
  • All Specialty Registrars will have a named educational supervisor who understands his/her role
  • Provision of educational programme of both formal and work-based learning opportunities covering both specialty and generic curricula in collaboration with colleagues and programme directors
  • Clear evidence of the delivery, uptake and effectiveness of learning for Specialty Registrars in all aspects of the curriculum
  • Departmental induction occurring in the specialty which is evaluated and attendance
  • recorded
  • Ensure Speciality Registrars are included in departmental training
  • Attendance at local and regional education meetings as appropriate
  • Active involvement in recruitment, assessment and annual review processes
  • Recording of information required by local, regional and national quality control processes and the provision of a report as necessary
  • Counselling and Careers Advice available for all Specialty Registrars
  • Personal Development
  • Develop an appropriate education PDP to be discussed and approved at annual appraisal.


Roles and Expectations of Zone Lead Supervisors

Zone leads were an innovation within the SW PH Specialty Training Programme. They do not normally feature in the structure of specialty training programmes, but were considered a helpful means of developing closer relationships between the Programme and training locations given the geography of the South West. Their membership of the Training Committee is reflected in the 2008 Terms of Reference for the Training Committee. Their roles are:

  • To act as a point of contact for supervisors in their geographical area and provide support to colleagues as needed (e.g. mentoring new supervisors);
  • To organise local learning events and build on those offered by the training programme;
  • To represent their area on the Training Committee, both to bring items to the committee and feedback outcomes from the committee to colleagues;
  • To keep the Training Programme Director up to date of training issues within their area.

Method of appointment: volunteer – vote if over-subscribed; approved by TPD/Chair of RTC.

Term of office: 3 years can be re-appointed for one further term of office.