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Getting the most out of supervised learning events

04

Getting the most out of supervised learning events

Supervised learning events (SLEs) are the most common way of demonstrating that you have met the curriculum requirements of your training programme. However, getting the most out of an SLE requires a bit of planning! This article is primarily aimed at Foundation doctors who use Turas ePortfolio but may also benefit other resident doctors.

Review the curriculum

The key to a worthwhile SLE is ensuring it aligns closely with your programme’s curriculum. Some areas of a curriculum are harder to meet through more common clinical work, and a targeted SLE can be very helpful here.

The UK Foundation Programme Curriculum was last updated in 2021 and features 13 Foundation Professional Capabilities (FPCs) across three Higher Level Outcomes (HLOs).

HLO 1: An accountable, capable, and compassionate doctor

1

Clinical assessment

2

Clinical prioritisation

3

Holistic planning

4

Communication and care

5

Continuity of care
HLO 2: A valuable member of healthcare workforce

1

Sharing the vision

2

Fitness for practise

3

Upholding values

4

Quality improvement

5

Teaching the teacher
HLO 3: A professional, responsible for their own practice and portfolio development

1

Ethics and law

2

Continuing professional development

3

Understanding medicine

It’s best to choose one or two FPCs to target with your SLE, and not to aim to be too broad. Variety in SLEs is important; it’s best to have a good spread across the different FPCs, rather than many covering the same area. This can include SLEs in different environments (ward, clinic, acute receiving areas) or covering different areas of care.

Understanding the types of SLE

It’s important to understand the different types of SLEs to be able to select the right type for what you are trying to achieve.

Type of SLE
Description
Example

Case based discussion

Discussion of a case presentation after an unobserved encounter in the workplace environment.

You have an encounter e.g clerk in and present it to a senior colleague who did not directly observe it.

Mini-Clinical Evaluation Exercise (Mini-CEX)

Direct observation undertaking an interaction while at work.

You ask a senior colleague to observe you at work e.g ward review and receive feedback on the encounter afterwards.

Direct Observation of a Procedural Skill (DOPS)

Observation of the explanation to the patient, the process of consent, and technical capability of the procedure itself.

You ask a senior colleague to observe you forming a procedure e.g lumbar puncture, ascitic drain insertion.

Developing the Clinical Teacher (DCT)

Used for feedback on an organised teaching session or presentation.

You lead a formal teaching session for medical students and gain feedback after.

Clinical leadership (LEADER)

Recording feedback on the use of leadership skills.

You lead a medical emergency response and gain feedback after.

Learning Encounter and Reflection Note (LEARN)

Generic form for recording any of the encounters above or other activities.

Any of the above or anything else!

Ideally, you will demonstrate a mix of different types of SLEs in your portfolio. Some types of SLEs are better suited to some areas of the curriculum than others. For example, a DCT is particularly useful for achieving FPC 10 ‘Teaching the Teacher’, whereas a Mini-CEX is an ideal SLE to meet areas of HLO such as ‘Clinical Assessment’.

CBDs can be a great SLE to get, particularly with a consultant who is an expert in the area you are discussing but might not have time to directly observe you. However, a Mini-CEX is a very useful opportunity to be directly observed and gain helpful feedback, but a senior colleague to be available. 

Plan when, where and who

Ideally think ahead and plan the best time of day and clinical environment to complete your SLE. It’s best to ask a senior colleague such as a registrar or consultant; the more senior the more weight it will add to your SLE when you link it to the curriculum. Specialist nurses, advanced care practitioners (ACPs), and other allied health professionals (AHPs) with specialist expertise are also able to complete SLEs.

It’s best to ask your colleague in advance and ask if there is a time that suits them best, and whether they could make time to directly observe you.

Discuss your SLEs with your Education Supervisor

Regular supervisor meetings are an ideal time to review and discuss your SLEs. It can also be a good opportunity to highlight areas of the curriculum where further SLEs and learning would be helpful.

There is no formal number of required (think quality more than quantity) but a rough estimate is five to ten well thought out SLEs per rotation.

Getting the most out of supervised learning events

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