Quality Standards for Trainees and Educators

Please see below a summary of the standards expected for the delivery of medical education and training, both for trainees and supervisors, with some links you may find useful.



GMC Trainer and Supervisor Standards

Academy of Medical Educators' (AoME): The GMC uses the AoME Professional Standards for medical, dental and veterinary educators (2014) as the criteria against which all trainers in recognised roles must provide evidence of their ongoing professional development. 

Professional Standards: There are 5 core values and key practice domains which contain detailed descriptions of elements, outlining the expected understanding, skills and capabilities. These detailed outcomes describe and underpin expert professional practice in medical education.

  1. Designing and planning learning

  2. Teaching and facilitating learning

  3. Assessment of learning

  4. Educational research and scholarship

  5. Educational management and leadership



Professional Standards AoME

Academy of Medical Educators (AoME)

Framework for the Professional Development of Postgraduate Medical Supervisors (2010)

Health Education England: Supporting Educators and Learners (2017) 

Education Supervisor Handbook (2017)

As a named Educational or Clinical Supervisor you should be aware of the standards for educators when preparing for your educational appraisal and the type of evidence to collate. For full details please see Evidence for Education Appraisals.

Key duties of the Educational Supervisor role: Quality Standards - GMC trainee survey

GMC Trainee Survey:

Every year the GMC carries out a survey of all doctors in training for their views to help them to ensure that high quality training is received in a safe and effective environment.

The survey contains a number of questions on a broad range of themes covering the trainee experience of their training programme, including:

  • Overall satisfaction

  • Induction 

  • Teaching 

  • Supervision 

  • Feedback

  • Study leave

  • Reporting systems

  • Handover 

  • Rotas 

  • Workload 

  • Curriculum coverage

  • Teamwork 

  • Supportive environment

  • Adequate experience

The Deaneries use the responses, along with other sources of information, to review and improve training programmes and posts.

GMC website

Results from the survey are highlighted as GREEN, PINK or RED which will be communicated to all Faculty Leads in July who will be expected to provide a response for any immediate issues raised and also develop an action plan to address all RED FLAG areas highlighted in the survey.

As an Educational Supervisor your responsibility will be to work with the Faculty Lead to address issues within your particular specialty.

Please contact Ash Manjunathan, Senior Business Analyst for Medical Education to request a report.

Key duties of the Educational Supervisor role: Quality Standards - Quality visits

GMC and Health Education London and the South East (HELaSE) quality review visits to the Trust:

Quality review visits may take place following consistent negative feedback from trainees about a particular specialty.

As part of this visit Educational Supervisors will be expected to participate on the visit day and support any action plans put in place in response to issues raised at the visit.

Quality review visits: On the day

Trainee feedback:

All trainees in the specialty are generally required to attend and give verbal feedback to the visiting team in small groups which is confidential.

If there are wider issues reported from the site then trainees from a range of specialties are required to attend.

Trust response:

Where patient safety issues are reported the visiting team will ask the DME and Medical Director to act immediately to resolve these issues.

The DME, Chief Executive, Medical Director and relevant Education Leads and Supervisors will be asked to respond in person to trainee feedback and also have the opportunity to present at the start of the day on any key updates for the specialty.

Quality review visits: Reports and actions

Once the visit has taken place an initial report will be received by the DME to check for factual accuracy which will be followed shortly after by the Final Report.

The Final Report will contain a number of findings based on trainee feedback on the GMC themes and standards for quality of training.

The DME, on behalf of the Trust, will be required to respond to these findings by submitting an action plan against each issue reported by the trainees, by specialty and grade.

As an Educational Supervisor you will be asked to participate in develop any action plans for your specialty.