See also How to do a 6 monthly Supervisor Review – Step by step guide

Sheet 17 April 2012

  1. I find it really awkward having to go backwards and forwards from the learning log/other evidence pages back to the report page when writing ESRs.
    You don’t have to.  You can keep the report page open, and then open and work with one (or more) other pages by clicking “Printer-friendly version” at the bottom of the page.

  2. As an ST3 supervisor, I think the evidence of my own eyes should be valid to enter into the ESR, rather than having to just cite portfolio evidence.
    Absolutely right.  Your personal observations are essential evidence.  You need to describe behaviours that you have seen.  These descriptions can be added to the ESR competency rating page as one of the pieces of evidence. Alternatively, many ST3 trainers around the country are finding it much easier and more intuitive to write these observations in a separate CSR written a week or so before the ESR meeting.  The trainee can then refer to this “evidence” in their self-rating. It will also significantly reduce the amount of time and writing needed during the ESR meeting, as this CSR can be used as one of the (usually at least three) pieces of evidence to support each of the 12 competency rating judgments.

  3. I think it really isn’t appropriate to link each learning log entry to a competency rating, do I really have to?
    No, you don’t have to. Only link an entry to a competency area if you think that it will be a useful piece of evidence to use in your ES report.

  4. I find it really time-consuming and tedious during the ES meeting to have to trawl backwards and forwards between the evidence and the ESR report.
    Actually, you don’t have to do it this way. Some supervisors are referencing evidence to their report at the time when they validate log entries, or do CBDs/COTs. Try validating the Log Entry during a tutorial, have a developmental discussion, write comments, and then immediately enter/a brief summary in the ES report that you have already created for that period. (Remember to add dots to the mandatory fields in the first 3 pages of the ESR to get to the competency rating page – yes, that is a bit irritating!).

  5. I find that there is too much writing for these reports, how can I make it quicker?
    Most supervisors scan the text box at the bottom of the competency box to be reminded of the details of the competency before doing the rating. You can then save time by cutting and pasting some of the phrases and then adding “as evidenced by ……….” . Note, that this also makes it less likely that one wrongly assigns evidence (eg putting team communication skills in the Communication skills competency rather than in Working with Colleagues). Remember, it is usually sufficient to reference each competency against a minimum of just three pieces of specific evidence.

  6. I find it really difficult to find evidence relating to each competency when writing the report.
    On the “Competence Areas –Ed Sup” page of the report, go to the “Competence Areas Feedback” box and click on the competency that you wish to get evidence for. It then displays the list of all the relevant “curriculum item evidence”. At the top, are the comments from your last report and the trainee’s last self-rating.

  7. When the list of CBDs and COTs comes up in the evidence page (as in 6 above), it gives no indication what is about, so, I have to open each one up to find out.
    When writing CBDs/COTs, always write in the “title of procedure” box a brief summary of the case (eg child with earache) – there is no word limit. This summary appears next to the CBD/COT when they are accessed via the Evidence tab, but unfortunately not via the competence areas link, the RCGP will be correcting this anomaly in a future update.

  8. The evidence page (see above) lists all the MSFs forms. I can’t be bothered opening each one of them up.
    Yes, this is annoying. Before starting to write the ESR it is useful to look at 3 essential pieces of evidence with the trainee; the MSF and PSQ (if done) and the CSRs. Access these via the left hand “Evidence” tab, and then you can open the summary versions of the PSQ and MSF to discuss. . This is also a good time to have checked that you have “released” the MSF and PSQ to the trainee, in case you had forgotten to do this previously. The CSR might usefully be kept open throughout the report discussion (by clicking Printer-friendly version of this page) as it can usually be referenced for each competency area.

  9. Why can’t the ePortfolio produce a summary table of which competencies have been covered by CBDs?
    We have been promised that this is an area in development by the RCGP, as well as the capacity to automate linking of competency evidence to the ES report – there is sadly no time scale for when this will be available. In the mean time, there is a CBD/COT recording tool available on the WPBA page of the deanery website which fulfils this function.

  10. I sometimes find it hard to suggest actions/areas for development for really good trainees.
    Look in the “Excellent” box of the word pictures of each competency area for some ideas. Note that “areas for development” should even be filled in for a final ST3 ESR – personal development does not stop on the award of the CCT!