Become a Trainer

About the Company

The Royal College of Physicians of Ireland is a postgraduate medical training college dedicated to ensuring that doctors have the skills to provide patients with the best possible care. Founded in 1654, the college supports doctors to enhance their skills, competencies, and professionalism throughout their working lives.

Through its Faculties and Institutes, The Royal College of Physicians of Ireland offers medical training programmes, examinations, diplomas, and educational courses to equip doctors with the skills and knowledge they need to care for patients and run safe and efficient healthcare systems. It also offers a range of educational diplomas and courses for learners in the wider healthcare sector.

About the Role

RCPI Trainers play a crucial role in the delivery of our BST, HST and International training programmes. They guide our trainees along the path to becoming a specialist and help the next generation of medical leaders reach their full potential.

As an RCPI Trainer, you have access to motivated, highly skilled trainees who have been successfully appointed following a competitive process. These are trainees who will contribute to a high-quality service.

Benefits

• Access to motivated, highly skilled trainees appointed through competitive processes
• Advice, training and support through the Physicians and Trainers: Essential Skills Programme
• Phased refresher training and a comprehensive trainer hub with resources and a published Trainer Agreement
• Administrative and faculty support and robust, regularly reviewed policies to support Trainers and manage trainee difficulties

Responsibilities

• Be familiar with the relevant training Curriculum and the specialty specific learning objectives
• At the commencement of each posting arrange a one-to-one meeting with the Trainee to discuss duties, responsibilities, rota, set goals and agree a training plan for the duration of the post including attendance at training/study days and study leave provision
• Review the Trainee’s previous Annual Evaluation of Progress (AEP) (where appropriate) as an aid to setting goals for the current post
• Be familiar with the training programme curriculum to facilitate development of the Trainee’s learning objectives and evaluation requirements and ensure Trainee goals are signed off within the first six weeks of commencing the post
• Be familiar with the Trainee’s e-Portfolio and use it to document interactions with the Trainee including trainer sign off for relevant forms
• Engage with disciplinary and/or remediation actions as required and ensure that all training requirements are completed
• Conduct the annual evaluations of progress
• Directly observe the Trainee’s clinical work and provide constructive timely feedback to reinforce good practice, identify areas for improvement and enable the Trainee to evaluate their own performance and progress
• Indirectly observe the Trainee’s work with other Trainers/colleagues and establish a constructive learning environment to encourage advice-seeking and maximise learning opportunities
• Encourage and facilitate training time and contribute to the local academic teaching programme, negotiating Trainee attendance at educational meetings, events and programmes including mandatory study days
• Encourage the Trainee to recognise training opportunities within the service component of the training post and treat the trainee with respect and consideration as a contributing member of the team
• Provide regular feedback: mid-post for BSTs and Residency trainees and every three months for HSTs and fellowship trainees, with regular documented meetings
• Hold review meetings regularly, in protected time and in a private environment
• Identify and articulate any areas for improvement early and take appropriate steps to facilitate improvement or initiate remediation processes in conjunction with RCPI Training and Faculties Office, remaining in regular contact with NSD, RPD, RSA or Associate Director and reporting progress or lack thereof
• Complete all Annual Evaluations as required and attend AEPs of HST Trainees (participation mandatory for Penultimate Annual Evaluations and highly desirable for first year Annual Evaluations; other AEPs may be by teleconference)
• Ensure that required assessments are completed during the training post and that assessment forms are completed in the Trainee’s e-Portfolio, as this directly impacts trainee progression between stages of the programme
• Act as a role model for Trainees by displaying professionalism in work practices and behaviour. When a BST/HST/International Trainee is deemed to