High UBM uses and collates data UBM collates data and has UBM has data but does not The UBM does not use or expectations effectively, has high expectations expectations of trainees being support SBM and trainee collect the data effectively, and use of data. of the trainees and aims for all to graded good or outstanding effectively to ensure progress and SBMs and trainees are be good or outstanding not supported to ensure good progress Open questions The UBM uses carefully chosen The UBM asks carefully chosen The UBM uses open questions The UBM does not ask open used open questions to extend trainees’ open questions to encourage in the course of the feedback questions, is didactic in learning and understanding, to thinking skills, problem solving and approach, tells rather than enable them to evaluate and discussion discuss. reflect effectively Dialogue Effective use of dialogue, Opportunities for dialogue are There are opportunities in the There are few, if any, between SMART target setting, feedback, available in the feedback, feedback for the SBMs and opportunities for the SBM UBM,SBM professional dialogue and targets are set and used to trainees to engage in and trainee to engage in and trainee. advice re: interventions freely promote training and learning dialogue and although dialogue, feedback is and professionally given. The targets are set they are not limited, targets set are not trainees and SBM s have SMART and some advice SMART. opportunities to express and given re: progress discuss aspects of the training and learning
High expectations and use of data. UBM uses and collates data effectively, has high expectations of the trainees and aims for all to be good or outstanding UBM collates data and has expectations of trainees being graded good or outstanding UBM has data but does not support SBM and trainee effectively to ensure progress The UBM does not use or collect the data effectively, and SBMs and trainees are not supported to ensure good progress Open questions used The UBM uses carefully chosen open questions to extend trainees’ learning and understanding, to enable them to evaluate and reflect effectively The UBM asks carefully chosen open questions to encourage thinking skills, problem solving and discussion The UBM uses open questions in the course of the feedback The UBM does not ask open questions, is didactic in approach, tells rather than discuss. Dialogue between UBM,SBM and trainee. Effective use of dialogue, SMART target setting, feedback, professional dialogue and advice re: interventions freely and professionally given. The trainees and SBM s have opportunities to express and discuss aspects of the training and learning Opportunities for dialogue are available in the feedback, targets are set and used to promote training and learning There are opportunities in the feedback for the SBMs and trainees to engage in dialogue and although targets are set they are not SMART and some advice given re: progress There are few, if any, opportunities for the SBM and trainee to engage in dialogue, feedback is limited, targets set are not SMART.