Table 2.

Evaluatory toolkit.

Theme	Questions to ask	Suggestions	Useful resources
The delivery of education
Supervisor selection and performance	Are supervisors accredited? Do supervisors have the skills to deliver workplace-based education? Are supervisors meeting expected standards in their clinical performance and appraisal?	Supervisor performance to be considered in annual appraisal. Feedback obtained for supervisor. performance Coaching or mentorship for supervisors.	See HEE’s Enhancing Supervision for Postgraduate Doctors in Training: https://www.hee.nhs.uk/enhancing-supervision See HEE’s Standards in Supervision: https://www.hee.nhs.uk/sites/default/files/documents/Standards_4pp_Update_v2.pdf
Valuing educators and trainees	What are the attitudes of the supervisors towards learners and vice versa?	Understanding Each Other; Share to Care meetings, Schwartz rounds, networking events, forums, feedback meetings, and leaders to put forward views of each group	See the Royal College of Physicians resource on Advancing Medical Professionalism: https://www.rcplondon.ac.uk/projects/outputs/advancing-medical-professionalism
Time and resources, job planning	Do supervisors have time for education? Do business plans and service developments identify opportunities for learners? Do all training posts have job descriptions to identify the opportunities for learning?	Appropriate job planning. Education to be part of all business meeting agendas. Developing skills and sharing ideas among supervisors to ‘teach when its busy’ and how to make the most of every learning opportunity.	See NACT’s recommendations for recognising educational roles in job plans: https://www.rcpch.ac.uk/sites/default/files/2018-02/nact-time_for_educational_roles_may15_collegetutors.pdf See Point of Care Foundation Web site for Schwartz Rounds: https://www.pointofcarefoundation.org.uk/our-work/schwartz-rounds/ See Association for Medical Education Web site for webinars on faculty development for quality clinical supervision: https://amee.org/webinars
Leadership in medical education
Clinical leadership	Do clinical leaders understand the needs of learners? Are non-clinical leaders involved in educational meetings and the delivery of education in the workplace? Do all leaders understand the benefits of having learners in the workplace?	Engage non-clinical management in education meetings. Communicate funding streams generated from having learners on site.	See the Department of Health’s tariffs and placement fees for medical placements in the United Kingdom: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/791560/education-and-training-tariffs-2019-to-2020.pdf
Education leadership	Do individuals in educational leadership posts feel empowered?	Support for educational leaders such as coaching and mentoring. Opportunities for educational leaders to be involved in Trust meetings and opportunities for networking – giving them ‘airtime’.	See NHS Leadership Academy for more: https://www.leadershipacademy.nhs.uk/
Learning culture
Learning culture	Does the Trust have shared values in its approach to developing a supportive learning environment for all learners? Is the importance of education in the workplace prioritised and promoted? Does the Trust have educational role models?	Engagement with external regulators and engaging in a shared vision across the trust. Identifying at all levels the importance of providing a supportive educational environment for all learners. Identifying an educational leadership team to help promote and role model the importance of valuing education in the workplace.	See GMC’s Promoting Excellence: Standards for medical education and training: https://www.gmc-uk.org/-/media/documents/Promoting_excellence_standards_for_medical_education_and_training_0715.pdf_61939165.pdf

Abbreviations: GMC, General Medical Council; HEE, Health Education England; NACT, National Association of Clinical Tutors.