‌Clinical Tutor Role

The clinical tutor role is to monitor training on placement and to communicate between the trainee, the supervisors and the programme. Their tasks include: helping to ensure that the placement is planned to meet the trainee’s training needs, taking into account trainees’ strengths and learning needs; ensure supervisors are made aware of any particular issues that may affect the trainee’s performance on placement; checking that the trainee is developing his or her clinical competencies and gaining relevant experiences on placement; checking that the placement is manageable for the trainee and the supervisors; liaising between the programme team and the supervisor so that the supervisors have all the information they require about the programme and the trainee; devising and monitoring an action plan if the supervisors and trainee experience difficulties; feeding back any problems with the placement to the clinical director.

Clinical tutors also liaise with placement providers before the trainee enters services through the Self Assessment Document and follow up the completion of the audit tools Placement Audit Form - Supervisor Version‌. The clinical director then signs off the placement as meeting necessary and required standards.

Normally the clinical tutor visits the placement twice a year (or more if required) in the first two years and once in the third year. Please see the Placement Visit Checklist.

At each visit the clinical tutor will meet the supervisors and trainee with individual time for each as well as some joint time.  In addition, further visits can be triggered by issues/concerns/requests from supervisors/trainees/clinical tutors.

Peer review between clinical tutors occurs annually. There may be visits where two clinical tutors are present in order for peer review to occur. Naturally, this will be negotiated with supervisors and trainees when this is to occur.

Placement Visits

By the time the clinical tutor makes the placement visit (usually in the middle of a six-month placement or at two points in a year-long placement for Years 1 and 2) the trainees should have sent the completed Clinical Competence Goals and Evaluation Form, the Log of Clinical Activity to the clinical tutor.

Additionally, for those trainees who were given a conditional pass or a referred rating for the previous placement period, by the end of the second week on placement the trainee must send the clinical tutor a first draft of the general placement outline from the Clinical Competence Goals and Evaluation Form, including initial consideration of how those issues identified as requiring particular attention from the previous placement will be addressed.

If there are concerns about the trainee’s performance, or about the adequacy of the placement, an action plan must be drawn up, indicating what needs to be done for the trainee’s clinical competence and experience to be evaluated as reaching a pass level by the supervisor. Clear arrangements must be set up to monitor the action plan and the trainee’s progress, including, if necessary, another placement visit.