Review date 1st January 2014
Training Policy: Public Health Specialty Training
Programme in Wales 2011
1. INTRODUCTION
The scheme aims to train individuals to the level required for award of a
Certificate of Completion of Training (CCT) and thus eligibility for inclusion
on the General Medical Council (GMC) Specialist Register for Public Health
Medicine or generalist specialist consultant level accreditation with the
United Kingdom Public Health Register (UKPHR).
This policy applies to Specialty Registrars (StRs) appointed to the new
Modernising Medical Careers run-through specialty training programme
starting in August 2007.
Appointment will be undertaken using a national UK process under the
auspices of the Postgraduate Deanery. Normally four Registrars will be
appointed each year. Registrars will be employed throughout the training
programme by Public Health Wales NHS Trust.
2. CURRICULUMN KEY DOCUMENTS AND TERMINOLOGY
2.1 Curriculum
Specialty Registrars who took up post between August 2007 and July 2010,
or who started training before August 2007 and formally elected to move
onto the “new” curriculum, complete the 2007 Public Health Training
Curriculum. Speciality Registrars who took up post in August 2010, or later,
complete the 2010 Public Health Speciality Training Curriculum 2010.
The two curricula are in practical terms identical and contain the same
Learning Outcomes. A log that describes the changes in the curriculum is
available from: http://www.fph.org.uk/uploads/2010%20Change%20log.doc
2.2 Key documents
All Registrars and trainers must be familiar with the following documents
which underpin higher speciality training and this training policy:
A Reference Guide for Postgraduate Specialty Training in the UK. “The Gold
Guide” UK Health Departments, Fourth Edition, June 2010.
http://www.mmc.nhs.uk/pdf/Gold%20Guide%202010%20Fourth%20Edition%20v08.pdf
Handbook on Public Health Training and Examinations. Faculty Public
Health, August 2008.
http://www.fph.org.uk/uploads/Training%20handbook.pdf
Updated April 2012
Review date 1st January 2014
Public Health Training Curriculum 2007. Faculty Public Health, 2007.
http://www.fph.org.uk/uploads/MASTER_PH_Curriculum_150109.pdf
Public Health Speciality Training Curriculum 2010. Faculty Public Health,
2010. http://www.fph.org.uk/uploads/2010MASTERPHCurriculum0610b.pdf
Assessment Blueprint. Faculty Public Health, 2007.
http://www.fph.org.uk/uploads/FPH_assessment_blueprint.pdf
Guidance to creating and maintaining a Professional Learning Portfolio.
Faculty Public Health, 2009.
www.fph.org.uk/uploads/FPH_portfolio_guidance_manual_2009.doc
Guidance for Workplace Assessors. Faculty Public Health, 2007.
http://www.fph.org.uk/uploads/FPH_guide_for_assessors.pdf
2.3 Terminology
The new curriculum and associated guidance introduces a number of new
terms and abbreviations which include:
ARCP
Annual Review of Competence Progression
Annual Educational
Appraisal
Undertaken by the educational supervisor to
provide standardised evidence for the ARCP. The
educational supervisor completes a Workplace
Assessment Record Sheet for each Learning
Outcome to assess, by reviewing Activity
Summary Sheets and other evidence, if the StR
has satisfactorily achieved the learning outcome.
Annual Review of
Competence Progression
The formal process which reviews the evidence
collected in the Learning Portfolio to determine
that adequate documentation has been
presented, and to make a judgement about the
Registrar’s suitability to progress to the next
stage of training or confirm training has been
satisfactorily been completed.
Activity Summary Sheet
A form in the Leaning Portfolio that is completed
by the StR for each significant training
experience (project / placement / short term
piece of work etc.) which enables systematic
compilation of evidence about the activity and
its contribution to Learning Outcome(s). The
trainer who supervises the activity signs the
Activity Summary Sheet to indicate that the
activity contributes to the learning outcome(s).
This signature does not indicate satisfactory
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assessment of the learning outcome(s).
Educational Supervisor
An educational supervisor is a trainer who is
selected and appropriately trained to be
responsible for the overall supervision and
management of a specified Registrar's
educational progress during series
of placements that constitute a training
programme.
Learning Outcome
Training objectives defined as part of the
curriculum. These define what the Registrar will
know, understand, describe, recognise, be
aware of, and be able to do at the end of the
training programme.
Learning Portfolio
The documentation required to plan, appraise
and assess training and form a permanent record
to demonstrate satisfactory completion of
training. StRs present the documents in sections
1 & 2 for their annual educational appraisal and
the documents in section 1 for their ARCP.
Specialty Registrars
Registrars appointed to Modernising Medical
Careers run through higher speciality training
programmes. Used to describe both medical
Registrars and Registrars from a background
other than medicine.
StRs
Specialty Registrars.
Workplace Assessment
Record Sheet
A form in the Learning Portfolio for each
Learning Outcome that is completed by the
educational supervisor as part of the Annual
Education Appraisal.
Updated April 2012
Review date 1st January 2014
3. TRAINING PATHWAY
The training programme will be delivered over three phases of training. The
timing of progression between phases is not exact but is dependant both on
exam success and achievement of learning outcomes. These phases of
training, as described in the public health speciality training curriculum, can
be conceptualised as follows:
Phase 1: Combines early induction to training and introduction to basic core
public health skills with acquisition of knowledge. Registrars will normally
complete the Cardiff University MPH or the Liverpool University MPH. The
academic course combines face to face teaching with self directed learning
and this is complemented by work place based experiential learning, putting
into practice early knowledge. Passage from phase 1 to phase 2 requires a
pass in the Part A MFPH examination and a satisfactory assessment of phase
1 learning outcomes in the workplace.
Phase 2: Registrars will further develop their basic practical competence,
typically through clearly defined service work which uses their knowledge
base and applies this in increasingly complex practical settings. Registrars
will be expected to take the lead for simple areas of work. Before
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Review date 1st January 2014
completion of the second phase Registrars will spend 6 months (wte) on a
placement to a health protection unit and, when assessed as competent,
will start out of hours duties. Passage from phase 2 to phase 3 requires a
pass in the Part B MFPH examination and a satisfactory assessment of phase
2 learning outcomes in the workplace.
Phase 3: Registrars will consolidate core skills in the practice of public
health and develop specific interests which will enhance career opportunity.
The phase will predominantly consist of workplace based experiential
learning.
Registrars progressing well in training will be able to select optional special
interest learning outcomes to add to their core competence. Registrars may
choose to: remain within a generalist public health setting and consolidate
their core skills; develop a defined interest which may require concurrent
extended experience in a specific key area; or, consolidate and extend
experience of general core public health within a defined placement
setting. Time out of programme, for example for Walport or Welsh Clinical
Academic Tract (WCAT) academic training or relevant experience elsewhere
in the UK or abroad, may be possible.
Updated April 2012
Review date 1st January 2014
4. ORGANISATION OF TRAINING
4.1 Trainers
Training is based partly on an apprenticeship model of learning and teaching
underpinned by delegation of routine work, and partly on an academic
model, including the study of particular problems under supervision.
Since the learning of skills is by experience, supervisors play a key role, and
the ultimate success of the programme rests on their ability to delegate
appropriate work and give suitable guidance.
Two trainers will be allocated to each Registrar at the start of programme
and will have responsibilities throughout the whole training period:


An educational supervisor with overall responsibility for planning,
co-ordinating and supervising training. The educational supervisor will
co-ordinate the work of other designated project or placement
supervisors as the Registrar rotates through a variety of training
experiences, during placements in different public health domains
and settings. The educational supervisor will undertake an Annual
Educational Appraisal and submit the required evidence to the Annual
Review of Competence Progression.
An academic supervisor* will provide supervision, support and advice
to the Registrar on academic issues including preparation for FPH
examinations, publications and other research projects.
Other trainers will have responsibilities for supporting specific aspects of
training:

A placement supervisor or project supervisor will supervise and
assess each placement or other significant project that a Registrar
undertakes during training. In other medical specialities these
supervisors would be described as clinical supervisors.
*When the educational supervisor is in a substantive academic post, for
example for a Registrar who is a Walport Clinical Fellows or WCAT Lecturer,
the educational supervisor may also fulfil the role of academic supervisor
and a service supervisor will be identified to provide oversight of NHS
service work.
4.2 Placements
Registrars will be appointed once per year with a start date at the beginning
of August. A one to two month induction period will precede the start of the
taught component of the academic course in September or early October.
Registrars completing the Cardiff MPH will be strongly encouraged to sit the
part A MFPH just after the MPH examinations in June of the first year and
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Review date 1st January 2014
required to do so by January of the second year. It may be appropriate in
some circumstances for Registrars completing the Liverpool MPH to sit the
MPH for the first time in the January of the second year.
A series of ‘whole time’ placement working within Public Health domains or
settings will start at the beginning of September in the second year
following completion of the taught component of the academic course and
completion of the dissertation.
The reorganisations of the NHS in Wales “Delivering the new NHS for Wales”
and the delivery of the Public Health function “Unifying the Public Health
Service for Wales” were implemented in October 2009. The consequence of
these reorganisations is a degree of variability in the Public Health service
delivery model in different areas within Wales. This, together with the fact
that Registrars join the scheme with different prior experience, makes it
inappropriate to have identical rotations of placements for all Registrars.
A typical rotation of placements in phase 1/2 will comprise:

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18 months (12 months minimum) Health Board
6 months (3 months minimum) Health Protection
3 months (1 month minimum) Communication
The sequencing of placements may vary but the 6 month placement in
Health Protection will usually be scheduled during the first twelve months.
Detailed placement descriptions are available for the following potential
phase 1/2 placements:

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
Hywel Dda Health Board placement
Health Protection training placements Public Health Wales
Communication Team training placement Public Health Wales
Placements in phase 3 needed to consolidate core competences and may
also address optional special interest learning outcomes. These placements
will be planned through discussions between trainer, Registrar and the
programme director. They should be planned as early as possible during
training and a proposed rotation draw up by the middle of the third year.
The STC will review these plans before the start of phase 3. These
placements will allow Registrars to develop specific competence for defined
practice or promote their generalist skills within specific settings (either a
core NHS organisation or highly specialist location) thus enhancing their
particular career aims.
Detailed placement descriptions are available for the following potential
phase 3 placements:

Department of Primary Care & Public Health, School of Medicine,
Cardiff University
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Centre for Health Information Research and Evaluation, Swansea
University
Welsh Health Specialist Service Committee (WHSSC)
Health and Healthcare Improvement Division, Public Health Wales
Screening Division, Public Health Wales
Communicable Disease Surveillance Centre, Public Health Wales
Health Intelligence, Public Health Wales
Office of the Chief Medical Officer, Welsh Government
During the third phase of training Registrars who are progressing well in
training will be able to select optional special interest learning outcomes to
add to their core competence.
Less than full time training will be accommodated as at present and the
length of placements will be altered for part time Registrars to give
equivalent lengths of whole time equivalent experience.
Updated April 2012
Review date 1st January 2014
4.3 Timeline Welsh training programme
Indicative timeline and milestones Higher Speciality Training Programme
for Public Health in Wales
Point in time
Activity at point in time
Activity during period
of time
Start August Y1
Take up post
Induction
End September Y1
Start October Y1
Begin MPH
Service work
MPH
when not
required to
May Y1
MPH examinations
attend taught
course
June Y1
Sit Part A MFPH
End June Y1
Finish MPH taught course
June Y1
First ARCP
September Y2
Submit MPH Dissertation
Start whole time service
work
Requirement to sit part A
MFPH if not taken June Y1
Second ARCP
January Y2
June Y2
6/12 Health Protection*
3/12 Communications*
18 /12 Health Board*
July Y2
Required to have passed
Part A MFPH
January Y3
Sit Part B MFPH
June Y3
Third ARCP
End July Y3
Required to have passed
Part B MFPH
*Sequence of these placements will vary and length may vary for
individual Registrars.
Start October Y3
Latest point of entry into
phase 3
June Y4
June Y5
End July Y5
Penultimate ARCP
Final ARCP
Award CCT
Updated April 2012
Review date 1st January 2014
5. ASSESSMENT
5.1 Learning Portfolio
Registrars will keep a Learning Portfolio of experience to support claims of
competence through cross referencing backing evidence against learning
outcomes, with a description of the context for the work and a reflective
summary of the whole. The Registrar is required to log each area of
work/experience into a standard format using the Activity Summary Sheet
which records the aims, methods, results and outcomes supported by
personal reflection on the lessons learned. The Learning Portfolio will allow
appraisal of each learning outcome against each piece of work recorded as
evidencing the learning outcome. The Registrar will also maintain a record
of out of hours calls, action taken and learning. The first section of the
Learning Portfolio will be presented at each ARCP. The Learning Portfolio
provides a comprehensive record of the package of assessment for each
Registrar.
5.2 ARCP (Annual Review of Competence Progression)
The ARCP (Annual Review of Competence Progression) is held at annual
intervals throughout speciality training. Registrars are required to submit
supportive evidence in the form of section 1 of their Learning Portfolio and
supporting evidence to demonstrate that they have achieved a particular
learning outcome.
Failure to progress and failure to achieve milestones may result in the ARCP
panel recommending targeted training to achieve specific learning outcomes
over a prescribed period. Registrars failing exams will normally be seen at
the next available ARCP for a formal and documented discussion of their
further need for support.
Outcome of the ARCP include:
Satisfactory Progress
1. Achieving progress and competences at the expected rate
Unsatisfactory or insufficient evidence (Registrars must meet with panel)
2. Development of specific competences required – additional training time
not required
3. Inadequate progress by the Registrar – additional training time required
4. Released from training programme with or without specified competences
5. Incomplete evidence presented – additional training time may be required
Recommendation for completion of training
6. Gained all required competences
Updated April 2012
Review date 1st January 2014
Progress against outcomes 2-5 will be monitored at frequent intervals and
normally at least six monthly with a further formal ARCP.
The ARCP panel will take progress in learning outcomes alongside
examination results to determine whether a Registrar should remain in
training. The decision will also take into account the range of remediation
opportunity made available and a triangulation of assessment both in
methods and assessor.
The detail of the process for the ARCP and the documents that registrars
must submit to the panel are described in appendix 1.
5.3 Examinations
Registrars are expected to sit the Part A MFPH within twelve to eighteen
months of starting training. Registrars are expected to have taken and
passed Part B MFPH with at least 2 full years of training left.
5.4 Workplace based assessment
Competence is assessed in the workplace by a variety of methods including
multiple source feedback, case discussion, direct observation of practice
and written reports. Assessment may take place in a real life situation or in
a simulated environment. Project and placement supervisors will assess
leaning outcomes and record the outcomes on the Activity Summary Sheet.
The supervisor’s signature on the Activity Summary Sheet does not indicate
satisfactory assessment of competence, merely confirmation that this work
contributes towards the leaning outcome. Competence or satisfactory
completion of a learning outcome is assessed by the Educational Supervisor
at the Annual Educational Appraisal and recorded on the Workplace
Assessment Record Sheet.
At the end of training the Registrar will need to demonstrate an acceptable
level of performance where knowledge, understanding, skills and
competences are integrated. Such performance should be robust under
pressure, and be able to withstand the demands of increasing responsibility.
This achievement will be signed off with recommendation for CCT.
Integration of competencies in increasingly complex situations will be
assessed in the final stages of training to assure that the Registrar is able to
practice at consultant level rather than simply in the delivery of more
clearly defined projects.
Updated April 2012
Review date 1st January 2014
6. ROLES, RESPONSIBILITIES & REQUIREMENTS
6.1 Registrars
6.1.1 Roles

As an adult learner to identify and utilise educational opportunities to
develop and integrate the competencies required for the independent
practice of public health at the specialist level.
Responsibilities:
 Develop a learning plan that identifies educational activities in the
form of competency based projects and placements.
 Maintain a Learning Portfolio in the format recommended in the
curriculum and other Faculty guidance.
 Accept responsibility for the service work which has been delegated,
and deliver the agreed outcomes of projects and placements to a
reasonable professional standard.
 Keep a record of meetings with trainers.
 Establish a relationship of honesty and trust with their trainers where
frank criticism and comment becomes possible.
 Maintain adequate documentation of progress in line with the
requirements of the Postgraduate Medical Education & Training
Board, Faculty of Public Health and the Postgraduate Dean.
 Work with the educational supervisor to prepare the necessary
evidence for the ARCP.
 Co-operate in the various forms of performance assessment and
evaluation, and be willing to accept guidance arising from these
processes.
 Seek support at an early stage from the appropriate trainer for
clarification of role or resolving problems encountered when
conducting a project or placement.
 Raise any concerns and views about their training and education
experience in confidence with the Specialty Training Lead/Deanery
Advisor for Public Health and Medical Microbiology. If a Registrar felt
that it is inappropriate to raise these concerns with the Specialty
Training Lead/Deanery Advisor for Public Health and Medical
Microbiology, for example if the issues was with a placement
supervised by theindividual appointed to this role, these concerns
should be discussed with the Faculty Advisor.
6.2 Educational Supervisor
6.2.1 Role

Act as a mentor and supervise the Registrar’s education for the entire
duration of the programme.
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

Work in partnership with the Registrar to develop and continually
review a learning plan that identifies workplace based educational
activities in the forms of competency based projects and placements.
Facilitate projects and placements by liaising with project supervisors
and placement supervisors.
Undertake an Annual Educational Appraisal and ensure that the
required evidence is submitted to the Annual Review of Competence
Progression.
6.2.2 Responsibilities for newly appointed Registrars
On appointment of a Registrar and during year 1 of training, the educational
supervisor should:
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Ensure that all the personnel matters and arrangements are in hand
and that all the required facilities are available before the individual
arrives;
Introduce the Registrar to other Registrars and ensure that one of
them is able to act as a 'buddy';
Introduce the Registrar to other members of the organisation/region;
Confirm allocation of and introduce the Registrar's academic
supervisor and encourage regular contact with them;
Arrange an appropriate induction programme including a short
communicable disease control (CDC) placement;
Ensure adequate briefing of the organisation/region in which the
Registrar is to work;
Assess the Registrar's previous experience and relate this to future
responsibilities and work so that it builds on their existing skills;
Agree an initial programme of work and review it regularly and as
frequently as required;
Assign short term work appropriate to the Registrar's current level of
knowledge and skills and ensure this fits in with the induction
programme and requirement to attend the taught component of the
academic course;
Encourage the new Registrar to feel part of Public Health Wales and
the NHS in Wales;
Encourage, support and offer the Registrar constructive feedback;
Review progress initially weekly - the minimum should be 1 hour of
protected time but there should also be frequent informal contact;
Facilitate the first placement within a public health domain or setting
on completion of the taught component of the academic course in
consultation with the Registrar and other supervisors;
6.2.3 Responsibilities during training


Meet the demands put on them as a supervisor by the requirements of
the training programme and the ARCP;
Be readily accessible to the Registrar whom they are supervising;
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Provide formative feedback to the Registrar by regularly reviewing
the Registrar’s progress against the learning objectives and
timescales identified in the learning plan;
Assist the Registrar to review their learning needs and develop the
learning plan as training progresses;
Undertake an Annual Educational Appraisal and complete Workplace
Assessment Record Sheet in the Learning Portfolio;
Work with the Registrar to prepare and collate the necessary
evidence to submit the Learning Portfolio to the ARCP;
Ensure that these processes are appropriately documented;
Meet with placement/project supervisor in advance of the
placement/project to discuss the potential learning opportunities
available and agreeing the general aims and objectives to be met
during the proposed placement/project;
Help the Registrar to resolve any difficulties that arise during the
placement/project.
Report serious concerns regarding Registrar performance to the
Medical Director of Public Health Wales in line with WHC (2007) 066
Training Governance;
Assist the Registrar during the early part of training, and by the
middle of year 3 at the latest, to develop an outline for projects and
placement in phase 3 of the training programme.
6.2.4 Person specification
Educational supervisors will normally:
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Have had 2 years' experience in a consultant or equivalent post;
Have passed the MFPH examination or recognised equivalent and be
on the GMC Specialist Register OR be on the UK Voluntary Register;
Have attended a core supervisor development module;
Attend CPD events related to supervisor skills each year and a
supervisor refresher course every 4-5 years;
Attend Faculty and Regional training conferences;
Be committed to providing high quality training and supervision;
Meet the Faculty's CPD requirement each year.
6.3 Placement / Project supervisor
6.3.1 Role
Supervise Registrars when undertaking a training placement or project. The
equivalent of a “clinical supervisor” as described in the Gold Guide.
6.3.2 Responsibilities
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Meeting with Registrars and educational supervisor in advance of the
placement/project, discussing the potential learning opportunities
available and agreeing the general aims and objectives to be met
during the proposed placement/project;
Discussing the Registrar's perceived learning needs in relation to the
specific placement and agreeing priorities within these, taking
account of other commitments the Registrar may have. It is desirable
that the educational supervisor should also have an input at this
stage;
Negotiating a written learning contract with the Registrar for that
particular placement/project which both parties should sign. It is the
responsibility of the Registrar to draw up the document. The
document should also be discussed with the academic and
educational supervisor;
Agreeing and scheduling regular review meetings of sufficient length
(approx. 1 hr) in order to monitor and assess progress towards
achieving the agreed aims and objectives;
Ensuring that the Registrar is given responsibility for undertaking
specific tasks e.g. carrying out a study, preparing and presenting the
findings or reports appropriate to his/her level/stage of training and
abilities;
Encouraging, supporting and providing constructive feedback to the
Registrar on specific tasks;
Identifying gaps in the Registrar's general experience or specific
subject areas and also flagging up when certain tasks or activities
have ceased to have further meaningful training value. The supervisor
and Registrar should then discuss the matter with the educational
supervisor and agree the action to be taken;
Undertake workplace based assessments in line with Faculty
guidance;
Report serious concerns regarding Registrars performance to the
Medical Director of Public Health Wales and educational supervisor in
line with WHC (2007) 066 Training Governance;
Conducting a final review of the placement with the Registrar,
encouraging and facilitating a two-way feedback on the experience.
Both parties should sign a written report summarising the key issues
raised during the review of the placement learning contract aims and
objectives. The academic supervisor should also have an input to the
review process. The outcome of this process should be summarised in
the Activity Summary Sheet in the Learning Portfolio which will
contribute to the Annual Educational Appraisal.
6.6.3 Person specification
Placement/Project supervisors will normally:

Be a consultant in public health or a public health specialist or have
equivalent experience;
Updated April 2012
Review date 1st January 2014
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Be committed to training;
Be committed to providing high quality training by using a learning
contract;
Provide supervision with regular feedback on work in their related
field;
Be familiar with Faculty requirements and understand the roles and
responsibilities involved in training in public health;
Have experience in training and supervision of projects;
Regularly attending educational and supervisor development events
and Faculty and regional training conferences.
6.4 Academic supervisor
6.4.1 Role
Providing supervision, support and advice to the Registrar on an ongoing
basis for the duration of the training programme, particularly in relation to
the MFPH Part A & B examinations, publications and projects /surveys.
6.4.2 Responsibilities

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Meeting with the Registrar on appointment and on a quarterly basis
and more frequently when necessary;
Assisting the Registrar to identify his/her academic learning needs,
develop appropriate strategies and identify resources to meet these
needs. This will also include giving advice in relation to specific
topics and other work such as publication of material;
Reviewing the Registrar’s progress on a regular basis and providing
constructive feedback;
Liaising with educational supervisors, placement supervisors and the
Registrar on a regular basis – at least quarterly;
Participating in assessment procedures by undertaking workplace
based assessment in line with Faculty guidance and providing written
reports on the Registrar’s progress for the ARCP.
6.4.3 Person specification
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Substantive academic public health appointment at the senior
lecturer level or above;
Have passed the MFPH examination or recognised equivalent and be
on the GMC Specialist Register OR be on the UK Public Health
Register;
Be readily accessible to the Registrar for whom they have been
appointed supervisor;
Regularly attending educational and supervisor development events
and Faculty and Regional training conferences.
Updated April 2012
Review date 1st January 2014
7. MANAGEMENT OF THE TRAINING PROGRAMME
The Postgraduate Dean has overall responsibility for the training
programme. The Specialty Training Committee (STC) for Public Health will
provide advice and support to the Postgraduate Dean. Executive
responsibility for the planning, coordination, monitoring and stewardship of
training will be delegated to the Programme Director.
7.1 Speciality Training Committee
Roles:
 Provision of advice to the Postgraduate Dean on all aspects of
Postgraduate and Continuing Education within Public Health;
 Management of the specialty public health training programme.
Responsibilities:

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Identification of a Training Programme Director in accordance with
the Faculty of Public Health Guidance who will be appointed by the
Dean;
Nomination of consultants to take part in the National Selection
process;
Ensure that education supervisors, academic supervisors and
placement/project supervisors provide appropriate support to
Registrars which includes appraisal through constructive and regular
dialogue, feedback on performance and assistance in career
progression;
Liaison with the Faculty of Public Health on training issues including
the identification of CCT dates or equivalent;
Undertake the regular assessment of Registrars in line with the ARCP
process including the provision of career counselling;
Monitor and audit the quality of the training programme;
Provide minutes of meetings to the Deanery.
Membership of the Speciality Training Committee:
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Faculty of Public Health Adviser (Chair)
Programme Director
Specialty Training Lead/Deanery Advisor for Public Health and
Medical Microbiology (represents the Postgraduate Dean)
Specialty Training Manager for Public Health
Deputy Faculty of Public Health Advisers
Registrars’ representative
Educational Supervisor representative
Academic department representative
Directors of Public Health representative
Updated April 2012
Review date 1st January 2014
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Office Chief Medical Officer representative
Director of Public Health Development*
Director Public Health Services*
*or named deputy
One individual may act as a member in more than one capacity.
7.2 Training Programme Director
Roles:
 Ensure that high standards are maintained within the speciality public
health training programme in Wales;
 Executive responsibility for the management of the public health
training programme.
Responsibilities:
 Allocate, jointly with the Faculty Adviser, an educational supervisor
to a Registrar;
 Allocate an academic supervisor to a Registrars;
 Ensure effective delivery of the recruitment process, ARCP and
quality assurance of the training programme;
 Arrange training the trainer courses and other training events for
Registrars.
7.3 Faculty Adviser
Role:
Promote and maintain high standards of professional competence in the
practice of public health.
Responsibilities:
 Act as an advocate for developing standards and training;
 Allocate, jointly with the Programme Director, an educational
supervisor to a Registrars;
 Provide confidential support to Registrars and assist in the resolution
of any difficulties that arise during training;
 Chair the ARCP panel;
 Chair the specialty training committee, if elected and appointed by
the Postgraduate Dean.
Updated April 2012
Review date 1st January 2014
APPENDIX 1: ARCP (Annual Review of Competence Progression)
A1.1 The process
1. Registrars are given at least six weeks notice of the date by which
documents must be submitted. Registrars are informed of the date
that the panel will meet so that they can ensure that they are
available if they are required to meet the panel.
2. Registrars must submit all of the documentation described in the
relevant section below by this date. Registrars must only submit the
required documentation and should not submit any additional
material.
3. The Educational Supervisor must state explicitly in the written
Educational Supervisor’s report, if it is in their opinion appropriate,
that there may be an unsatisfactory outcome through the annual
review process [Outcomes 2, 3 or 4 (see appendix A)].
4. The Registrar’s documentation will be sent to members of the ARCP
panel within 3working days of the submission deadline.
5. ARCP panel members will be required to review the documentation
and indicate their provisional opinion on the appropriate ARCP
Outcome within 10 working days. Panel members will be required to
state if, in their opinion, there may be an unsatisfactory outcome of
the ARCP [Outcomes 2, 3 or 4 (see appendix A)] or that the evidence
presented is insufficient to make a judgement [Outcome 5 (see
appendix A)].
6. Registrars who are thought likely to receive an Outcome 1 will be
informed of this in advance and will not be required to meet with the
ARCP panel.
7. Registrars who may (in the opinion of the Education Supervisor, or
Academic Supervisor, or Training Programme Director, or any
member of the ARCP panel) receive an outcome other than Outcome
1 from the ARCP will be informed of this and will be required to meet
with ARCP panel on the pre-determined date.
8. The ARCP panel will meet at the start of the day, review the
documented and submitted evidence and agree on the outcome to be
awarded to each registrar. For any registrar awarded an outcome
other than Outcome 1, the panel will agree an appropriate course of
action.
Updated April 2012
Review date 1st January 2014
9. The ARCP panel will meet registrars after it has reached its decision
on the outcome to be awarded in order to formally convey the
outcome of the ARCP panel and to discuss the recommendations e.g.
for focused or additional remedial training.
10. The original outcome form will be retained by the deanery and a copy
of the form will be sent to: the registrar; the Educational Supervisor;
the Training Programme Director; the Faculty of Public Health; and,
the Medical Director of the current employer.
A1.2 Documents to be submitted by registrars for the ARCP
Registrars may use either the e-portfolio or paper records for submitting
evidence to the ARCP panel. Current registrars must use one or other
method exclusively for their current phase of training. Registrars who take
up post after August 2012 must use the e-portfolio.
Paper documentation must be received by Andrea James, Department of
Primary Care and Public Health Clinical Epidemiology, 4th Floor Neuadd
Meirionydd Heath Park Cardiff CF14 4YS by the submission date. This is the
final deadline for receipt of the documents and registrars should aim to
submit documents well before this date. Registrars will not be “chased” to
provide the documentation by the required date but should be aware that
failure to do so will result in a requirement for them to attend the ARCP
panel.
The paper documentation submitted to the ARCP should include the
following, and only the following. Do not submit any additional material.
In summary you are required to submit all of Section 1 of the Professional
Learning Portfolio and a selection of evidence from Section 2 of the
Professional Learning Portfolio. Guidance on creating and maintaining the
Professional Learning Portfolio is available from:
http://www.fph.org.uk/uploads/FPH_portfolio_guidance_manual_2009.doc
SECTION ONE
 An up to date Form R

Training Record Form

Supporting letters you have received as set out in the portfolio

Faculty Enrolment and Members letters

Exam results and feedback letters

Phase Progression letters

On-call assessment letter
Updated April 2012
Review date 1st January 2014

Confirmation of MSF

Your latest learning agreement

Last Annual Review of Competence Progression (ARCP) outcome
sheet

Learning Outcome sign off sheets. (Please include all sheets where
you have L.O.s signed off but not un signed sheets)

Workplace assessment record sheets (WARS)

Educational supervisor report

Academic supervisor report

Form 4 - Employers appraisal.
SECTION TWO
You must not submit the whole of section two. You are only required to
provide a sample of evidence from section 2 in advance for the assessors to
view. Depending upon which phase you are in and the learning outcomes
you are demonstrating you need to submit 3 relevant Activity Summary
Sheets (ASS) which should be significant pieces of work so that the panel
members can assess your progress. You must also provide 2 or more pieces
of evidence for each of the 3 ASS at the same time. These will be sent
together with the relevant ASS to Panel Members in advance.
A1.3 The Annual Review of Competence Progression Panel (ARCP Panel)
The panel has two objectives:
 To consider and approve the adequacy of the evidence and
documentation provided by the registrar. The ARCP panel should
provide comment and feedback where applicable on the quality of
the structured supervisor’s reports or assessor’s documentation.

Provided that adequate documentation has been presented, to make
a judgement about the registrar’s suitability to progress to the next
stage of training or confirm training has been satisfactorily
completed.
How the panel works:
 The process is an assessment of the documented and submitted
evidence that is presented by the registrar and as such the trainee
should not normally attend the panel.
Updated April 2012
Review date 1st January 2014

The panel should systematically consider the evidence as presented
for each registrar against the specialty curriculum assessment
framework and make a judgement based upon it so that one of the
outcomes is agreed.

The registrar must not be present at the ARCP panel considering the
outcomes except when there may be an unsatisfactory outcome
[Outcomes 2, 3 or 4 (see Appendix A]. Under such circumstances the
registrar will have been informed prior to the ARCP panel of the
possible outcome and must meet with the panel but only after the
panel has considered the evidence and made its judgement, based
upon it.

The purpose of the registrar meeting with the panel after it has
reached its decision on an unsatisfactory outcome is to discuss the
recommendations for focused or additional remedial training if these
are required.

If the panel recommends focused training on the acquisition of
specific learning outcomes (outcome 2) then the timescale for this
should be agreed with the registrar.

If additional remedial training is required (outcome 3), the panel
should indicate the intended outcome and proposed timescale. The
details of how a remedial programme will be delivered will be
determined by the TPD and the Postgraduate Dean. This additional
training must be agreed with the registrar, and with the training
site/employer and new trainers who will be providing it.

The ARCP panel process is an assessment of the documented and
submitted evidence that is presented by the registrar. The panel
should make its decision prior to meeting the registrar, and only in
exception circumstances use the subsequent meeting with the
registrar to clarify information in order to reach its decision.
Updated April 2012