South West Population and Public Health Academy

Toolkit for Public Health Supervisors


This toolkit is to provide additional information for Educational, Academic, Health Protection and Activity Supervisors in the South West.

This document should be read alongside the Public Health Specialty Training Curriculum

We have structured this document based on the two phases of Specialty Training. Section one covers getting started in a placement and establishing the working relationship. Section two provides information on the consolidation of the Training Programme and section three suggests says to manage the ending of the placement and whatever follows (new placement or applying for a consultant post).

We hope it is helpful to new and experienced Supervisors and will stimulate debate about what excellence in training looks like, from the supervisor and registrar perspective. We also intend that this should facilitate a consistent experience for both registrars and supervisors.

Printable version

1. Getting started
1.1 Public Health Training 4
1.2 The Training Programme 5
1.3 Induction 8
1.4 Early meetings 8
1.5 Sample agenda for first meeting 9
1.6 Peer support for registrars 9
1.7 Peer support for trainers 10

2. Consolidation of Training
2.1 The e-portfolio 11
2.2 What makes a good project? 11
2.3 Recording meetings 12
2.4 Giving and receiving feedback 12
2.5 Supporting revision and exam preparation 12
2.6 The coaching approach 13
2.7 StRs in need of extra support 14

3. Endings
3.1 Preparing for the ARCP 16
3.2 What needs to be done after the ARCP 18
3.3 Accreditation and CPD 18
3.4 Variation in Supervision and Training 21
3.5 Placements 21


A. A list of key documents and their electronic links 22
B. Induction check list 23
C. Learning styles survey 25
D. Learning agreement 28
E. Guidelines for giving and receiving feedback 30
F. Myers-Briggs Type Indicator 31
G. BOOST model
H. Sample structure for HR conversation 38
I. Examples of educational supervisors’ reports 39
J. Variation in Supervision and Training 44
K. Short placement template 50

Section 1: Getting started

Public Health Training

Public health specialty training normally lasts five years. The delivery of training is overseen by the Head of School. The training covers ten key areas of public health practice in the three domains of public health and aspects of professionalism. The curriculum builds on learning from both the undergraduate public health curriculum and generic competencies from the Foundation Programme curriculum, or from other experience in the case of registrars from backgrounds other than medicine.




The two phases of learning are not primarily defined by time but by successful acquisition of the learning outcomes defined for each phase.

Phase 1 combines early induction to training and introduction to basic core public health skills with acquisition of knowledge. Registrars usually complete a Master’s in Public Health during their first year of training. Academic courses combine face to face teaching with self-directed learning and this is complemented by workplace-based experiential learning, putting early knowledge into practical settings. This phase is assessed through examination (DFPH), a two-part examination testing knowledge and skills through short answer questions and knows how through critical appraisal and a practical written exercise of a real public health problem.

The DFPH is held twice yearly, in January and June. Registrars would be expected to sit this examination at the earliest opportunity (June).

Following successfully passing the DFPH exam, StRs will complete the mandatory Health Protection placement, organised by the Programme team.

Following this, the StR will be expected to sit the MFPH exam; typically, 9-12 months after the DFPH.

Phase 2 allows the registrar to consolidate core skills in the practice of public health and to develop specific interests which will enhance career opportunity. This phase is covered mainly by experiential learning with new advanced theoretical knowledge covered by formal courses and conferences. Registrars are encouraged to use their study leave allowances to support their educational and career objectives. StRs can only move into phase 2 of training upon completion of the MSc, DFPH, Health Protection and MFPH.

Acting up as a Consultant Acting up provides registrars coming towards the end of their phase two training with the experience of navigating the transition to consultant while maintaining an element of supervision. Please refer to the acting up policy.

The Training Programme

The South West Public Health Regional Specialty Training Committee

The Committee is responsible for overseeing the establishment, implementation and monitoring of a comprehensive high quality approach to multidisciplinary public health training and development in the South West. Specifically, it is responsible for the running and oversight of a regional training programme for public health specialists. The committee meets 3 times a year.

Membership of the committee includes:

  • Head of School (Chair)
  • Faculty Adviser
  • Nominated lead supervisors representing all areas of the region including PHE
  • Health Protection Representative
  • Academic Representatives
  • Public Health StRs (chairs of the StR committee)
  • Director of Workforce & Finance of NHS South West or nominee
  • Dental Public Health Representative
  • Associate Postgraduate Dean with the regional lead for public health
  • Training Programme Manager
  • Secretarial support for the committee is provided by the School Support Manager. 

Head of School

The Head of School is appointed by Health Education England to organise, develop and oversee the running of the public health training programme in the South West. They will work in close collaboration with the Public Health RSTC Committee and will oversee the work programme of the Training Programme team.

Programme Team

The Training Programme team is based within Severn Postgraduate Medical Education. The office based team consists of a Programme Manager, School Support Manager and Business Support Administrator.

The team can be contacted by emailing;

Specialty Tutors

Each training location has a nominated specialty tutor who is identified as an enthusiast to support quality of training in each location to ensure the systematic implementation of the Severn Quality Framework.  Specialty tutors are educational or academic supervisors who have achieved all seven core competencies required to be an accredited Educational Supervisor by background. University leads provide the specialty tutor role at each of the three locations.

The role of specialty tutors is to help:

  • Maintain an environment within the departmental multi-professional team that supports training and delivers the curriculum and relevant assessments at Foundation, and Specialty levels
  • Support registrars and supervisors
  • Ensure systems are in place for induction, developing the quality of training, delivery of formal education and study leave management
  • Act as point of contact for the Training Programme for promotion of training events and other communications where local support is particularly needed.
  • Specialty tutors support rather than line manage their supervisor colleagues. In some locations DPHs have adopted the specialty tutor role rather than delegating to an educational supervisor in their department.

A Specialty Tutor pack is available for those new to the role, please contact the Programme team for an electronic copy of this.

Click here to see a full list of Specialty tutors in the South West.

All registrars have an educational supervisor, an academic supervisor and will be supported for individual projects by an activity/project supervisor.

Educational Supervisors

Educational Supervisors are based within service locations. Specialty Registrars are allocated a supervisor based upon availability at their first training location. When a StR moves training location, a new Educational Supervisor will usually be allocated. The nominated Educational Supervisor is responsible for overseeing the Specialty Registrar’s training programme. Regular meetings between supervisor and StR should be maintained throughout the StR’s training.

Educational supervisors have a longitudinal overview of the training of each StR appointed. They are responsible for supervising the service experience, for ensuring that adequate resources are available to the StR for that purpose, and for monitoring the adequacy of the programme.

Educational supervisors are responsible for providing a structured report of evidence of progress in training prior to the annual review process (ARCP). This report will be read by the ARCP panel and must have been discussed with the StR.

Educational supervisors will:

  • Assess the learning needs of StRs attached to them on an individual basis and draw up a realistic and achievable learning plan with them.
  • Be readily accessible to the StRs for whom they have been appointed supervisor.
  • Use a written framework for training with regular review and constructive feedback. Be able and willing to identify and ensure delegation of appropriate tasks and responsibilities to the StR.
  • Ensure that all ARCP competences are met and signed off
  • Provide support for StRs taking the DFPH examination and preparing for the MFPH.
  • Facilitate learning opportunities not available locally to ensure exposure to the full range of required competencies.
  • Encourage, support and offer the StR constructive feedback.

Academic Supervisors

Academic Supervisors are linked to the three academic institutions, University of Bristol, Peninsula Medical School and the University of the West of England

All Registrars will be allocated an Academic Supervisor who will meet with them a minimum of three times a year. As well as providing advice and guidance on research and academic practice the supervisor will highlight additional development opportunities within the University including appropriate lectures, workshops and seminars. Academic Supervisors will need to write a report for a Registrar’s ARCP.

All Registrars will:

  • Be assigned an Academic Supervisor and take responsibility for setting up the first meeting
  • Set up and attend at least one three-way meeting between the Registrar, Educational Supervisor and Academic Supervisor each year
  • Receive advice and guidance to attain relevant research and academic skills
  • Have appropriate access to University facilities and resources
  • Be given support in relation to examinations
  • Be given support during MSc (dissertation and publications)
  • Have access to a range of courses provided by the University and funded by the training programme

In the South West, a guide to three way meetings has been produced, you can find this guide here

Activity Supervisors

StRs may undertake a variety of work under an activity supervisor other than their Educational Supervisor. This will be agreed in discussion with their Educational Supervisor as part of their work programme. Task contracts may be helpful in setting aims, objectives, scope and duration of pieces of work.

Activity supervisors should:

  • Have a broad understanding of public health, though not necessarily a public health qualification
  • Understand the relevance of the project in meeting the StRs’ required learning outcomes
  • Be committed to providing high quality training and be able to demonstrate it by attending Supervisor training or other equivalent courses
  • Be willing and able to set aside protected time for supervision with the StR and Educational Supervisor as appropriate.

As a Supervisor in the South West, you may be asked to help support training events from time to time. Below are some of the interesting things you can get involved with as a Supervisor;

  • Contributing to the planning of the Annual Training Conference
  • Contributing to the planning of the South West Public Health Development School
  • Contributing to the planning of the South West Public Health Scientific Conference
  • Volunteering as an actor or examiner at Mock OSPHEs
  • Observing ARCPs or even sitting as a panel member
  • Presenting at Registrar Tutorials
  • Presenting at Public Health as a Career Events and Open Evenings

Registrar committee

The South West has an active StR Committee that works to improve the quality of the training experience. It provides a chance for registrars to network with each other, trainers and other public health partners. The induction programme, regular tutorials and the annual events are just some examples of the work of the StR Committee will support. This work is only possible through the hard work and commitment of many StRs and it is important supervisors encourage and support participation in StR activities. Taking on responsibilities for specific roles should be done through discussion between the StR and educational supervisor, considering other commitments such as exams and required learning outcomes. However, it is important that all StRs are given time and support for these activities since they are integral to improving the training experience. It is also helpful to include such pieces of work within the educational supervisor's report, so that StRs can document their network activities within their ARCP.

The training period is often pressurised because of the work required from the MPH and the exams. Nevertheless, identifying the best opportunities for StRs to participate in the StR community is an important aspect of preparing them for working as a consultant.


In appendix A there is a list of links to key documents that provide important background information to the training programme and the Supervisor’s role.

In appendix B you will find the Training Programme’s local induction checklist. It covers;

  • Housekeeping and general location information
  • Organisation and department
  • Personal expectations, opportunities and support

This checklist provides a number of suggested topics to discuss at your first meeting with a registrar. Every registrar is different and discussion topics will differ depending on phase of training, previous public health experience and type of placement. Therefore, this checklist should be used as a guide only.

Early meetings

In this section we suggest issues you may wish to consider in preparing and carrying out your first meetings with the registrar. We also explore the nature of the relationship and learning styles.

The nature of relationship

The educational supervisor undertakes a range of roles in relation to the StR. Supervisors are in effect required to undertake a range of different roles from direct line management and supervision, to teaching, coaching and careers guidance.

Health Education England lists the competencies and duties of an educational supervisor as follows:

  • Teaching
  • Supporting preparation for exams
  • Writing reports
  • Assessing competence
  • Facilitating reflection
  • Setting objectives
  • Assessing competence
  • Reviewing performance
  • Giving feedback
  • Performing appraisal
  • Giving careers advice
  • Managing absence
  • Managing poor performance

Appendix C provides a learning styles survey you may wish to use to help each of you to reflect on your own learning styles. This can be a useful way for Supervisor and registrar to get to know each other and consciously think about where they have similarities and differences in their preferred styles.

Sample agenda for first meeting

  • Induction checklist
  • Frequency of 1:1s
  • Duration
  • Working arrangements
    • Ground rules and expectations
    • Preferred mode of contact
    • Managing leave including sick leave
    • Role in team
    • Link to senior management team
  • Learning agreement (appendix D)

The registrar and Supervisor should familiarise themselves with the ePortfolio and curriculum and consider areas of challenge and topics already experienced in.

Peer support for registrars

All new ST1s are allocated a buddy StR from other year cohorts in the region. It may be particularly helpful to consider this particularly in those areas where StRs may be on their own in a training location. New StRs could ‘buddy up’ with a more senior StR. StRs could arrange their own peer support groups e.g. for exam preparation. Other means of gaining peer support are through participation and attendance at the tutorials organised by the StRs. In addition to attending the tutorials, StRs can ask for support and advice through the Glasscubes network.

Peer support for trainers

As a supervisor you may wish to think about your own needs in terms of peer support and whether you wish to link up with a more experienced supervisor or Specialty Tutor. There may also be benefit in trainers sharing their generic experiences and taking an action learning approach to this role. 

Section 2: Consolidation of Training

The section includes tools and techniques that may be helpful as part of the consolidation of training.

The ePortfolio

The ePortfolio system is a central platform for the management of information and documentation on progression of learning against the public health curriculum during training. The ePortfolio allows StRs to relate documentation and evidence to the curriculum and incorporates the ability to record various sign offs. The ePortfolio is managed by the StRs; they must reflect on and record achievements on an on-going basis.

Both supervisor and registrar need to ensure they have access to the system, are linked to each other and have agreed how they will manage keeping the record up to date. It is important to do this well ahead of an ARCP.

The E-portfolio manual

The FPH E-portfolio manual for supervisors is available at

Access and Login

The E-portfolio can be accessed at

Account set up (first time supervisors)

Usernames and passwords for login can be obtained through the training programme who need to authorise this with the Faculty.

If you need access to the system, please contact in the first instance. Access will only be given if trainers are fully accredited.

Any ongoing issues with the ePortfolio, please contact Please contact the Programme team if you have any questions about the system.

There are some useful e-portfolio support documents here:

What makes a good project? case study examples

Specialty Registrars (StRs) in Public Health are sometimes requested to present examples of their work each year at the Training Conference. The presentations provide an excellent overview of the projects and how the work supported StRs to achieve their learning outcomes.

Recording meetings

Supervisors need to consider how they wish to record 1:1s, agree with the registrar who does the recording and how they store this information. This becomes a useful tool for keeping track of actions. It can also be used as supporting evidence as part of a consultant’s appraisal.

Giving and Receiving feedback

Giving feedback is an integral part of learning and training. Ideas are formed and modified through experiences and these ideas underpin the idea of the ‘reflective practitioner’.

The learning cycle requires four kinds of abilities or learning contexts:

  • concrete experience – learners are enabled and encouraged to become involved in new experiences
  • reflective observation – gives learners time to reflect on their learning
  • abstract conceptualisation – learners must be able to form and process ideas and integrate them into logical theories
  • active experimentation – learners need to be able to use theories to solve problems and test theories in new situations.




There are a number of approaches and tools that can be used when giving and receiving feedback. These include:

  • Pendleton’s rules – see Appendix E
  • The teacher’s toolbox – see Appendix F
    • Incorporate the Myers Briggs Type Indicator preferences into the feedback process. – see Appendix G
    • BOOST model – see Appendix H

Directly observed feedback can be undertaken by both supervisor and registrar. It can be used for those learning outcomes requiring assessment by direct observation. It can also be a helpful way for registrars to give feedback to their supervisors. A template to structure these methods of feedback and assessment can be found here;



2.5      Supporting revision and exam preparation



The DFPH examination is intended to test candidates' knowledge and understanding of the scientific basis of public health, and their ability to apply their knowledge and skills to the practice of public health. It consists of two written papers (Paper I and Paper II). Both Papers I and II are split into two parts/components A and B (Paper IA, Paper IB, Paper IIA and Paper IIB) and taken over two consecutive days. More information on the exam can be found on the FPH website.

Registrars are expected to sit the exam in the June following commencing training (if typically completing MSc). Please note this may differ for some StRs.

In the South West all StRs are offered a place on a DFPH revision course organised by the University of Bristol. This usually lasts a week and takes place in the Spring. StRs should refer to the South West Public Health study leave policy for information on private study.



The MFPH exam is a 'show how' assessment of a candidate's ability to apply relevant knowledge, skills and attitudes to the practice of public health. Candidates must demonstrate that they can integrate the theoretical and practical aspects of public health practice. More information on the MFPH exam can be found on the FPH website.

Registrars are expected to apply for the MFPH exam as soon as possible and should sit it approx. 9-12 months after passing the DFPH exam. StRs must have completed their Health Protection placement prior to the MFPH exam.

Registrars are offered a mock MFPH ahead of taking the MFPH exam. In most cases this is organised by the Programme. However, alternative arrangements may be made for StRs to attend a mock within another region if this cannot be arranged locally.


2.6       The coaching approach

Focuses on structuring conversations so that you can help the StR (referred to as coachee in this section) to explore a topic or situation and discover answers for themselves.  Whilst formal coaching is typically carried out by qualified people, the principles of this non-directive approach can be transferred to everyday conversations in the workplace by adopting some simple techniques for structuring conversations and phrasing questions. Therefore the educational supervisor may take the role of coach, or this role may be undertaken by a trained coach if such a person is accessible. The Professional Support Unit may be able to advise how to access trained coaches.

The fundamental premise of this approach is that the answers lie within the coachee or can be discovered by the coachee for themselves. It is the coach’s job to ask the right questions to help coachees arrive at their own conclusions. Coaches can provide helpful input or suggestions, but the process of discovering answers for themselves is a very powerful way of supporting change and learning.          

A useful introduction to coaching, and some simple techniques can be found at

TGROW structure for a coaching conversation:

  • Topic – decide on the subject for discussion
  • Goal – agree measurable output/outcome
  • Reality – describe the current situation, and explore this to uncover the real issues
  • Options – draw out all possible solutions, select the preferred solutions
  • Wrap up - discuss possible implications/obstacles, commit to action, identify support and check when/
  • how they will know the goal is achieved.




2.7       Specialty registrars in need of extra support


There are some signs that may offer an early warning that a StR is experiencing difficulties.

  • The ‘disappearing act’ – lateness; not answering emails, missing meetings
  • Low work rate – slowness in completing pieces of work; arriving early, leaving late and still not achieving normally
  • Conflict, or lack of engagement with colleagues
  • Avoidance of tasks, referring pieces of work to someone else
  • Rigidity – poor tolerance of ambiguity; inability to compromise; difficulty prioritising
  • ‘Bypass syndrome’ – team members avoid seeking this StRs advice/opinion/involvement
  • Career problems – difficulty with exams; uncertainty re career choice
  • Insight failure – rejection of constructive criticism and defensiveness


Difficulties may arise from a range of circumstances including:

  • Educational challenges, exams, revision
  • Anxiety concerning career decisions
  • Pressure of work, lack of team support
  • Unfamiliarity, inexperience
  • Changes in team dynamics
  • Personal health problems
  • Sickness within the family
  • Personal relationship difficulties
  • Cultural isolation
  • Domestic responsibilities or pressures


Examples of possible scenarios include:

  • Sharing an unsatisfactory ARCP outcome
  • Overconfident StR
  • Apparently unmotivated StR
  • StR not asking for help appropriately
  • StR a cause for concern
  • Unprofessional behaviour (e.g. late, rude)
  • StR smelling of alcohol
  • Insight failure




South West Public Health Registrars are employed by Gloucestershire Hospitals NHS Foundation Trust. Diane Lloyd, acts on behalf of the Trust as HR Manager for all StRs.

The lead employers’ policies around conduct and managing performance should be used. The FPH Public Health Specialty Training Curriculum 2015, section 2.12 (p.30) describes how remediation should be addressed. Structures for different kinds of conversations such as returning to work after sickness are given in appendix I.

Where there is an interaction of health and performance, referral to the Lead Employers Occupational Health referral service can be made, either by the training programme, e.g. as part of the sickness absence/performance management process, or the StR may self-refer.  The Lead Employer has a self-referral system which is available to all Trust employees providing confidential support.

The range of problems that may present is very wide ranging from minor, one-off incidents, to recurring patterns of sickness. Serious performance issues are rare but are often complex and educational supervisors will need to seek advice, support and guidance from the Training Programme team.

Where the StR is not making expected progress, supervisors should discuss with the Head of School. The Educational Supervisor should record performance issues via the Educational Supervisors report. These can then be addressed at ARCP. The ARCP has discretion to put in place a variety of remedial measures including extra time of up to one year of training if needed. The Professional Support Unit is available through Health Education England. The most successful intervention occurs when the registrar makes contact early either through self-referral or referral through the Training Programme via the Educational Supervisor.

Supervisors may find it helpful to refer to the Professional Support Unit guidance which can be found on this link.



Section 3: Endings


The assessment of satisfactory progress in the training programme is undertaken at an annual review; this is called an ARCP: ‘Annual Review of Competence Progression’

The ARCP is a formal review of a specialty registrar’s progress throughout the preceding year. The ARCP panel has two objectives:

  • To consider and approve the adequacy of the evidence and documentation provided by the registrar,
  • To make a judgment about the registrar’s suitability to progress to the next stage of training or confirm training has been satisfactorily been completed, provided that adequate documentation has been presented.


Progress is judged as passing the FPH examinations and completing competencies in the e-portfolio at an appropriate rate.


The ARCP is a requirement for all public health registrars, both full time and those in less than full time training and normally happens annually.  Exemptions may occur if a specialty registrar has had significant leave from the training programme (for example out-of-programme leave, sickness or maternity). These are agreed on a case-by-case basis.


Most ARCPs for Health Education South West are held in June or July although we do have smaller sittings in April and December.  In the Southwest, we expect all StRs to attend the ARCPs. Supervisors are encouraged to observe.


The ARCP also provides a formal process whereby more specific and targeted help can be provided for registrars who are experiencing difficulty. In these cases the panel can recommend, for example, additional training time, a period of focused training or that training be repeated in a particular area of work. Occasionally, after other forms of support have not proved successful, it may be concluded that public health is not the specialty in which an individual is most suited and training should be discontinued.


The ARCP panel also determines whether a registrar has completed training satisfactorily and makes a recommendation to FPH for the issue of a Certificate of Completion of Training (CCT).  This is then referred onwards to the General Medical Council (GMC) or the UK Public Health Register (UKPHR) that make the ultimate decisions.

More information on the ARCP and how the process works can be found on the Faculty website at



3.1       Preparing for ARCP

All specialty registrars will be using the online ePortfolio to record their work. As a supervisor you will need to ensure that all their learning outcomes, activity sheets and competencies are signed off electronically in time for their ARCP.  This can be extremely time consuming if your registrar has completed a large number at the same time.  Some supervisors find it helpful to arrange a meeting with their registrar in order to go through the learning outcomes submitted.  You will need to sign off activity summary sheets and competencies.  You will also need to make sure you have signed off a learning agreement (with the Head of School) which you have probably completed earlier in the year.  Educational and Academic Supervisors will be required to write a report for the ARCP.

The School Support Manager will formally notify the StRs well in advance of their ARCP and inform them of the documents that are required.

Registrars are expected to submit the following documents to the Programme team by the deadline specified;

  • Educational Supervisor Report
  • Academic Supervisor Report
  • Curriculum progress review form
  • Learning Agreement
  • Training Record form
  • Form R
  • Wider scope of practice form
  • Revalidation – Educational Supervisor Questions
  • Form 4 – to be completed following an appraisal (including those attending their first ARCP)


Activity summary sheets

These are for the registrar to reflect on what they learned from what went well and what could be improved, how it will influence their approach in future. It is not for describing the activity.

One activity should not be linked to too many learning outcomes. Conversely a learning outcome only needs a few robust pieces of evidence, rather than a lot of weaker demonstrations of work.

Educational Supervisor’s comments should relate to how the StR handled each activity and any implications from this.



The ARCP review will only sample some of the signed-off competencies.  As a consequence, the responsibility lies almost entirely with the educational supervisor to confirm that the specialist registrar has achieved the appropriate level. This is particularly relevant for StRs nearing the end of their training; you are signing them off as ‘ready for a consultant post’.


Supervisor reports

The supervisor’s report describes the progress the specialist registrar is making with comments on activity summary sheets. 

Your report should comment on specific achievements, not just on what areas the StR has worked on and review progress through the training curriculum.  Identify their strengths and weaknesses and set out recommendations for the next year

StRs who are not making expected progress need to have particularly good training records. The educational supervisor’s report is the formal record for assessment. Any action taken which may result in them being referred to the StRs in Difficulty panel or being asked to leave the scheme will depend on the evidence in these reports.

Appendix J contains specimen educational supervisor reports.


3.2       What needs to be done after ARCP

Review the ARCP with your Specialty Registrar:howdid it go? Besides your reports for the ARCP, you should review the recommendations set out by the panel and draft a new learning agreement for the year ahead.

If they are leaving or moving to a new location, how will you mark their leaving? What advice and feedback can they give you and your location? Advise them to use the opportunity to do an exit interview with the training programme team.

If they are not leaving, prepare a new learning agreement and discuss how the next year will be used to best effect.

If they are going on a short attachment, such as in health protection, ensure the hand over to their HP supervisor is coordinated and be clear of the expectation on all sides. Are they coming back to you? If so when and have a plan for them to pick up pieces of work to make progress on outstanding learning outcomes.


3.3      Accreditation and CPD

Requirements to be a Supervisor in the South West

This section contains information for Consultants and Public Health Professionals in the South West for:

  Accreditation for New Educational Supervisors

In order to supervise a Specialty Registrar based in a South West training location you must be fully accredited to standards set by Postgraduate Medical Education (PGME). 

To become accredited, you must attend core competency training in 7 training activities:

  1. Roles and responsibilities
  2. Assessments
  3. Educational appraisal
  4. Educational theory and practice
  5. ARCP (online)
  6. Equality and Diversity (online)
  7. How to Support StRs

This training has been developed by PGME.  5 of the competencies are obtained by attending in person at training workshops, other competencies are available on-line.


Supervisors must also meet the requirements as set out by Faculty of Public Health.

Maintaining accreditation

Having achieved full accreditation, you must maintain your skills with an annual update.  The annual update can be completed by attending the Public Health Training Conference, if a Supervisor cannot attend, video clips will be available via YouTube. Details of this will be communicated to you by the Programme Team.



Accreditation for Supervisors who have moved to the South West and trained as a supervisor elsewhere

For experienced supervisors who have attended supervisor training in another region it is still necessary to attend training in the south west.



Accreditation for New Activity Supervisors

In order to project/activity supervise a Specialty Registrar based in a South West training location you must meet standards set by Postgraduate Medical Education (PGME) by attending training relevant workshops covering


1.      Roles and responsibilities

2.      Assessments

3.      Educational appraisal

4.      Educational theory and practice


These training requirements 1-4 can be achieved by attending Public Health specific training communicated by the Programme team. You are not required to repeat this training.

(Please note Project/Activity Supervisor is a term used in Public Health only.  The FPH is now referring to Project Supervisors as Activity Supervisors and there is reference to both throughout the Public Health website.   In PGME, the role of Project/Activity Supervisor equates to Clinical Supervisor in other medical specialties.)

You should also complete equality and diversity training – either in your own organisation or if no training is available, you can complete the PGME on-line training.  To request a log-in for this training, email

If you are interested in extending your training related skills, you are welcome to attend any other PGME courses 

For any queries relating to accreditation or Supervisor training please contact

More information can also be found in the South West Public Health Training Policy


Supervisor Accreditation and Competences


How can this be achieved?

How often do I need to repeat this training?

Educational Supervisor

Academic Supervisor

Health Protection Supervisor

Activity Supervisor

ES 1

ES 2

ES 3

ES 4

By attending Public Health specific training for all Supervisors

















This is available as a short online module Email  to request access.















ES 6



This is available as an online module.  Email to request access.

Other employers’ equality and diversity training may be acceptable as long as you can produce a certificate and it has been completed within the previous 3 years.






Every 3 years














Not compulsory but all supervisors should complete E&D

ES 7

How to Support StRs

This is delivered through half day courses organised by Severn Postgraduate Medical Education. 












Annual update

Update specifically for public health by attending Annual Training Conferences. Video clips are available for those who cannot attend.















CPD Educational Skills course

By attending CPD courses open to Educational and Academic Supervisors

Not required- optional 







3.4       Variation of Supervision and Training

In 2018, a paper (Appendix K) was written to present the work that Registrars and Supervisors in the South West have been working on to address issues of variation in Supervision and training.  The issue of variation in Public Health Supervision and Training has been discussed by both Specialty Tutors and Registrars with both groups very keen to address the issue.  The Training Programme agreed to lead a task and finish group to address the issues and outlined in the document are some of the areas that have been discussed and suggested actions aimed at reducing variation in Public Health Supervision and Training.


3.5       Placements 

Specialty Registrars can undertake short term placements towards the end of their training.  All organisations who wish to offer such an opportunity to Public Health StRs should ensure that their placements are formally advertised using the Placement template form (see Appendix K) amongst the StR group.   The placement form once complete should be sent to the Training Programme office for circulation.

Initially, Specialty Registrars should discuss possible placements with their educational supervisor to ensure its relevance to their training needs. A clear outline of the expected work programme and the way in which it will address the Specialty Registrar’s training needs and enhance their experience should then be submitted to the Head of School for formal approval before applying for the placement.

Following approval, the Specialty Registrar can commence discussions and agree the specific details of the placement and the start date with the Placement supervisor.  The Specialty Registrar must inform the Training Programme team once final details are agreed.