Faculty of Public Health
Guidance to creating and maintaining a
Professional Learning Portfolio
For Specialty Registrars following
the 2007 curriculum
Contents
Control+ CLICK to go to the relevant section
Introduction ............................................................................................................................................ 3
Guidance on the structure of the Professional Learning Portfolio .................................................. 4
Section 1 - Documents required for the Annual Review of Competence Progression .................. 5
Introduction ................................................................................................................................ 5
Form R ....................................................................................................................................... 6
Registering for Postgraduate Specialty Training (StRs in Public Health) .................. 6
Conditions of joining a specialty training programme ................................................................ 7
Training Record Form ................................................................................................................ 8
Supporting letters....................................................................................................................... 9
Learning agreement for next 6/12* months ............................................................................. 10
Annual Review of Competence Progression Outcomes ......................................................... 11
Phase 1 learning outcome sign off sheet ................................................................................ 12
Phase 2 learning outcome sign off sheet ................................................................................ 13
Phase 3 learning outcome sign off sheet ................................................................................ 14
Optional learning outcome sign off sheet ................................................................................ 15
Workplace assessment record sheets ..................................................................................... 16
Educational Supervisor Report ................................................................................................ 17
Academic Supervisor Report ................................................................................................... 18
Form 4 – Summary of Employment Appraisal Discussion ...................................................... 19
Section 2 – Reflective logbook of activity in training ...................................................................... 20
Introduction .............................................................................................................................. 20
Evidence of activity supporting individual learning outcomes ................................................. 21
Activity summary guidance ...................................................................................................... 29
Activity summary sheet ............................................................................................................ 31
On call log ................................................................................................................................ 32
Purpose of the on call log .......................................................................................... 32
The use of the on call log ........................................................................................... 32
Log of health protection reactive work ..................................................................................... 33
Record of Presentations .......................................................................................................... 34
Record of Publications ............................................................................................................. 35
Other publications ...................................................................................................... 35
Unpublished reports ................................................................................................... 35
Study Leave Record ................................................................................................................ 36
Other events .............................................................................................................. 36
Section 3 Further evidence................................................................................................................. 37
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Introduction
Structured postgraduate medical training is dependent on a curriculum laying out standards and
competences of practice, an assessment strategy to identify if these standards have been achieved
and an infrastructure which supports the training environment within the context of service delivery.
The three key elements which support specialty registrars (StRs) in this process are appraisal,
assessment and annual planning. These elements are individual but integrated components of the
training process. Together they form the Annual Review of Competence Progression (ARCP).
Assessment is a formally defined process within the curriculum in which the StR’s progress in the
training programme is assessed and measured using a range of defined and validated assessment
tools, along with professional and triangulated judgements about their rate of progress. It results in
an outcome following evaluation of the written evidence of progress and is essential if the StR is to
progress and to confirm that the required competences are being achieved. Guidance is available for
assessment of individual learning outcomes in the workplace.
Appraisal provides a complementary approach which focuses on the StR and his or her progress
towards identified personal and professional learning needs (educational appraisal). Appraisal also
relates to the needs/requirements of the employer as a part of professional revalidation and
governance (employer appraisal). All specialty registrars must have a formally appointed educational
supervisor who should provide, through constructive and regular dialogue, feedback on performance
and assistance in career progression.
Specialty registrars are encouraged to present all evidence for their assessments and appraisals,
even that which they may regard as negative. Specialty registrars are encouraged to discuss worries
and mistakes during appraisals without fear of being penalised. Specialty registrars should have
confidence that learning is encouraged in an open and honest way.
Annual planning is the process which takes professional learning needs identified from the
appraisals and translates them into a forward plan. The following year’s achievements are measured
against this plan.
The Professional Learning Portfolio
This guidance document outlines the documentation that specialty registrars should collect to form a
Professional Learning Portfolio to support their professional development. It includes templates
required for keeping accurate and complete records. StRs are encouraged to develop a record of
evidence both in words and in other media (such as aural/visual) as competence in public health
depends as much on style and influence as on technical skill.
StRs are encouraged to familiarise themselves with the detailed generic guidance in section 7 of the
Gold Guide for the Annual Review of Competence Progression.
StRs should present the documents in sections 1 & 2 for their annual educational appraisal (to their
educational supervisor) and the documents in section 1 for their ARCP
Employer Appraisal
Specialty Registrars are required to take part in employer appraisal processes as a part of good
governance and revalidation. The educational supervisor is responsible for this element of appraisal
which will take much of its evidence from the documentation gathered and presented for the
educational appraisal.
The employer appraisal follows the ARCP and uses the outcome of the annual review as its basis.
The documentation used for employer appraisal will be available from employers. A guide is available
in Appendix 7 of the Gold Guide. The conclusion from the employer appraisal is summarised on Form
4 which must be presented with documentation at the next year’s annual educational review. Form 4
should be a part of section 1 of the professional learning portfolio which is available for the ARCP
panel. Employer requirements for documentation for their employer appraisal may vary. This
documentation should be kept with other evidence in section 3 of the portfolio.
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Guidance on the structure of the Professional
Learning Portfolio
Specialty Registrars are required to include all the documents listed below in the professional learning portfolio in
the following order. The portfolio will be cumulative throughout the whole period of training. All documents should
be backed up electronically.
Section 1
Personal details



Form R
Letter of conditions of joining the specialty training programme
Training record
Supporting letters







Enrolment letter
Membership letter
Exam results letters
Exam feedback
Phase progression letters
On call assessment letter
Multisource feedback report
Educational Progress






Summary forms from previous ARCP
Annual learning agreements
Learning outcome sign off sheets
Workplace assessment forms
Educational supervisor report
Academic supervisor report
Employer appraisal

Form 4 - Summary of Employer Appraisal





Reflective logbook of activity in training
On call log
Record of Presentations
Record of Publications
Study leave record
Section 2
Further evidence
This contains backing evidence and material cited in reflective summaries, for example:

Copies of publications

Reports/audits

Presentations

Teaching plans

Videos

Meeting minutes

Media clips/cuttings/recordings

Data analyses

Feedback
This section also contains the documentation required by the employer for the annual employer
appraisal. Guidance is contained in the Gold Guide but will vary by employer
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Section 1 - Documents required for the ARCP
Introduction
You must submit your personal details to the postgraduate deanery to trigger registration for postgraduate
specialty training once offered a training post. Form R must be updated each year and will be copied to the
Education Office at the Faculty of Public Health.
You are also required to sign an agreement of acceptance of the offer to join specialty training in the deanery
which indicates your commitment to comply with the standards of Good Public Health Practice, to participate fully
in all curricula requirements including annual assessment and appraisal and to contribute to the wider
development of the training programme.
The other forms will allow the review panel to assess your progress through training according to the curriculum
requirements and set milestones.
Form R
Conditions for joining training
Training record form
Supporting letters
Summary forms from previous
educational annual review (ARCP)
Annual learning agreement
Learning outcome sign off sheets
Workplace assessment forms
Educational supervisor report
Academic supervisor report
Form 4
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This form collects basic information required by the deanery for
registration. Registration with the deanery will trigger issue of your
national training number and give you an indication of your expected
period of training. A copy of Form R will be sent to the Faculty of Public
Health
You are required to sign an agreement with the deanery to confirm your
willingness to meet specified conditions of training
This form summarises, at a glance, your progress through training
You will receive these at intervals during training
You will receive a copy of this from the deanery after each review
This will be completed in consultation with your educational supervisor
and your programme director after your annual review
These forms show, at a glance and by phase of training, the learning
outcomes you have satisfactorily demonstrated at formal assessment
These forms allow documentation, by individual learning outcome, of the
method of assessment and evidence presented to support a claim of
competence
This report is submitted by your educational supervisor to the annual
review following your educational appraisal
This report is submitted by your academic supervisor to the annual
review. It is your responsibility to ensure your academic supervisor
completes the form.
This form is completed by your educational supervisor or nominated
employer representative. The form is a summary of the workplace
appraisal which is a formal requirement for governance and revalidation.
Form R
Registering for Postgraduate Specialty Training (StRs in Public Health)
(To be confirmed on appointment to/on entering specialty training and before a National Training Number (NTN) is issued,
where this is appropriate. Must be updated and submitted annually to the Postgraduate Dean in order to renew registration for
specialty training)
1. Full name
2. Deanery
3. Primary contact address in UK
4.
Home/other address
5. Medical School awarding primary qualification /
Primary degree/professional qualification & the
awarding institute: (name and county and date)
6.
Immigration status (resident/settled/work permit
required)
7. GMC/other professional registration no (if applicable)
8. GDC registration no (if applicable)
9. National Training Number [NTN] (on first registration
to be completed by the Postgraduate Deanery)
10. PMETB programme approval number (to be
completed by Postgraduate Dean)
email address (essential)
I confirm that I have been appointed to a
programme leading to award of a CCT subject to
satisfactory progress
11. Specialty 1 for award of CCT: (as used to derive
NTN except where core NTN allocated – e.g. CMT,
CPT, CST)
12. Specialty 2 for award of CCT: (if appointed to a
dual certification programme)
13. Royal College/Faculty assessing training for the
award of CCT where StR is undertaking a full
prospectively approved programme:
14. Date of entry to grade/programme (dd/mm/yy)
15. Initial appointment to programme (full or part time –
express part time training as a % of full time training)
16. Provisional date from deanery for award of
CCT/CESR* (dd/mm/yy)
17. Confirmation from StR that he/she will be
seeking entry to the register through Article 14
(CESR)*
18. I confirm that I have not been awarded a NTN
but that I am undertaking a Fixed Term Training
Appointment*
I confirm that I will be seeking specialist registration
by application for a CESR
Confirmed
Specialty:
Expected date for completion of training:
*If applicable, discuss with your training programme director
I confirm that the information recorded in Form R is correct.
Specialty Registrar
Date
Postgraduate Dean
Date
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Conditions of joining a specialty training programme
Dear Postgraduate Dean
On accepting an offer to join a specialty training programme in the __________ __________Deanery,
I agree to meet the following conditions throughout the duration of the programme:








to have at the forefront of my professional practice the principles of Good Public Health Practice for
the benefit of safe health care. Specialty registrars should be aware that Good Public Health
Practice requires public health professionals to keep their knowledge and skill up to date throughout
their working life, and to regularly take part in educational activities that maintain and further
develop their competence and performance
to ensure that the service I give to individuals/communities/organisations is responsive to
needs, that it is equitable, respects human rights, challenges discrimination and promotes
equality
to acknowledge that as an employee within a healthcare organisation I accept the
responsibility to abide by and work effectively as an employee for that organisation; this
includes participating in workplace based appraisal as well as educational appraisal and
acknowledging and agreeing to the need to share information about my performance as a
professional in training with other employers involved in my training and with the Postgraduate
Dean on a regular basis
to maintain regular contact with my Training Programme Director (TPD) and the Deanery by
responding promptly to communications from them, usually through email correspondence
to participate proactively in the appraisal, assessment and programme planning process,
including providing documentation which will be required to the prescribed timescales
to ensure that I develop and keep up to date my learning portfolio which underpins the training
process and documents my progress through the programme
to use training resources available optimally to develop my competences to the standards set
by the specialty curriculum
to support the development and evaluation of this training programme by participating actively
in the national annual PMETB/COPMeD trainee survey and any other activities that contribute
to the quality improvement of training
I acknowledge the importance of these responsibilities. If I fail to meet them I understand that the
Postgraduate Dean may require me to meet with him/her to discuss why I have failed to comply with
these conditions. I understand that this document does not constitute an offer of employment.
Yours sincerely
Specialty registrar’s signature
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Specialty registrar’s name (printed)
Date
Training Record Form
Specialty registrar name
Date of appointment to training scheme:
1. Placement record *
Location:
Start date:
Total length of placement:
End date:
Full time
Educational Supervisor:
Academic Supervisor:
2. Placement record
Location:
Start date:
Total length of placement:
End date:
Full time
Educational Supervisor:
Academic Supervisor:
3. Placement record
Location:
Start date:
Total length of placement:
End date:
Full time
Educational Supervisor:
Academic Supervisor:
4. Placement record
Location:
Start date:
Total length of placement:
End date:
Full time
Educational Supervisor:
Academic Supervisor:
5. Placement record
Location:
Start date:
Total length of placement:
End date:
Full time
Educational Supervisor:
Academic Supervisor:
Part A
Exam attempts
Part B
months
Part time
wte
months
Part time
wte
months
Part time
wte
months
wte
Part time
months
wte
Part time
Date
Result
Date
Result
Date
Result
Date
Result
Date
Result
Date
Result
Date
Result
Previous annual assessments
Date
Outcome
Date
1.
4.
2.
5.
3.
6.
Outcome
* a change of placement is any change of location or organisation where the StR also changes day to day project
manager or supervisor. The StR’s educational supervisor may or may not change with a change of placement
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Supporting letters
These letters and/or results should be kept as a part of your Professional Learning Portfolio. Check the box if they
are included in your portfolio.
Faculty enrolment letter
All StRs in public health are required to enrol with the Faculty of Public
Health within three months of appointment.
StRs must enrol in order to be recommended for a CCT in the specialty of
public health in order to be entered onto the GMC specialist register or
with the UK Voluntary Register for Public Health Specialists.
StRs in formal training programmes will not be able to sit the Part A and
Part B MFPH examinations unless they are enrolled.
Faculty membership letter
An StR must have been admitted to Membership of the Faculty of Public
Health of the Royal Colleges of Physicians of the United Kingdom before
they can be recommended for CCT and officially complete their training.
Candidates who are successful in the second part of the membership
examination will be forwarded the necessary information by the Faculty of
Public Health.
Exam Results Part A
This letter is issued by the Faculty of Public Health if the candidate is
successful in the Part A MFPH examination.
Exam results Part B
This letter is issued by the Faculty of Public Health if the candidate is
successful in the Part B MFPH examination.
Exam Feedback
An exam feedback letter will be provided by the Faculty of Public Health if
the exam candidate is unsuccessful in their examination.
Phase progression letters
These letters are required before an StR can move between phases.
They can only be issued on production of both full exam pass letters and
evidence of satisfactory completion of all learning outcomes for the
relevant phase. The StR will need to present the necessary evidence to
their training programme director. This does not have to be linked to the
annual review of competence progression. The training programme
director copies the letter to Faculty of Public Health Education Office.
On call assessment letter
This letter is required before an StR can commence on call duties. It is
issued on production of certification of Part A pass and evidence of
satisfactory assessment to start on call by local the local Health Protection
Unit or Primary Care Trust. The assessing consultant in communicable
disease control certifies competence to start on call. The StR must send
their Part A pass letter and assessment certificate to their training
programme director before starting on call.
Confirmation of multisource feedback
In phase 3 as part of their assessment, StRs are required to take part in
multi-source feedback of their professional practice. The summary
findings from this exercise, provided by the external organisation offering
this assessment, must be included in the portfolio.
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Learning agreement for next 6/12* months
Name:
NTN:
Phase:
Year:
Item
Detail
Plan
Educational objectives identified in
ARCP
Exam milestones for current phase
Phase-based learning outcomes to
achieve
Generic skills to achieve
Study leave to support learning
outcomes
Placement move discussion
We agree this educational plan for the next 6/12* months
Educational Supervisor
Name:
Programme Director
Name:
Specialty Registrar
Name:
Signature:
Signature:
Signature:
Date:
* delete as appropriate
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Date for completion
Annual Review of Competence Progression Outcomes
This is an example of the form that the StR will receive following their ARCP. This form should be kept as part of
the Professional Learning Portfolio.
Deanery:
PMETB Training Programme
Approval No
StR:
Specialty
NTN
Members of the panel:
1.
4.
2.
5.
3.
6.
Date of Assessment
Period covered
From
to
Year / phase of training programme assessed
Approved public health training gained during the period:
Placement / Post/ Experience
Date from
Date to
In / out of
Programme
Documentation taken into account and known to the trainee:
1. Professional learning portfolio
4.
2.
5.
3.
6.
Outcomes from Review Panel
Satisfactory Progress
1. Achieving progress and competences at the expected rate (service)
Achieving progress and competences at the expected rate (academic)
Unsatisfactory or insufficient evidence (StR must meet with panel)
2. Development of specific competences required – additional training time not required
3. Inadequate progress by the trainee – additional training time required
4. Released from training programme with or without specified competences
Released from academic programme
5. Incomplete evidence presented – additional training time may be required
Recommendation for completion of training
6. Gained all required competences (service)
Gained all required competences (academic)
Outcomes for specialty registrars out of programme or not in run-through training
7. Out of programme experience for approved clinical experience, research or career break
8. Fixed-term specialty outcome – competences achieved identified above
9. Top-up training (outcome should be indicated in one of the areas above
Signed by
Chair of Panel
Signed by StR:
Date
Date of next review
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FT / PT as
%FT
Phase 1 learning outcome sign off sheet*
Name
NTN
EMS
1
11
2
KA1
1.1
KA2
Start date of phase 1
KA3
KA5
2.1
3.1
5.1
12
2.2
3.2
3
13
2.3
3.3
4
14
2.4
3.4
5
15
2.5
3.5
6
16
2.6
3.6
7
17
2.7
8
18
2.8
9
2.9
10
2.10
KA6
6.1
KA8
KA9
8.1
9.1
5.2
8.2
9.7
5.3
8.7
9.8
8.8
9.9
9.10
2.13
2.14
* Where a LO may be
gained in either of two
2.15
phases it does not need
to be signed off twice.
The sign off sheet should be initialled and dated by the assessing educational supervisor on satisfactory completion of a learning outcome. The sign off sheet should be used in conjunction with the assessment blueprint and the guide to
assessment method. The signatory should satisfy themselves that the evidence presented supports a claim of competence for each learning outcome.
SIGN OFF KEY
Signature
Initials
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Phase 2 learning outcome sign off sheet*
Name
NTN
EMS
1
11
2
KA1
1.2
KA2
Start date of phase 2
KA3
KA4
2.1
3.4
4.1
12
2.2
3.5
3
13
4
KA5
5.4
KA6
KA7
KA8
KA9
6.2
7.1
8.3
9.9
4.2
6.3
7.2
8.4
9.10
2.3
4.5
6.4
8.7
14
2.4
4.6
6.6
8.8
5
15
2.5
4.7
6.7
6
16
2.6
4.9
6.9
7
17
2.7
4.13
6.10
8
18
2.8
4.15
6.11
9
2.9
4.18
6.12
10
2.10
4.20
6.13
2.11
6.14
2.16
6.15
* Where a LO may be
gained in either of two
phases it does not need
to be signed off twice.
2.17
The sign off sheet should be initialled and dated by the assessing educational supervisor on satisfactory completion of a learning outcome. The sign off sheet should be used in conjunction with the assessment blueprint and the guide to
assessment method. The signatory should satisfy themselves that the evidence presented supports a claim of competence for each learning outcome.
SIGN OFF KEY
Signature
Initials
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Phase 3 learning outcome sign off sheet*
Name
NTN
EMS
KA1
KA2
Start date of phase 3
KA3
KA4
KA5
KA6
KA7
KA8
KA9
1
11
1.3
2.1
3.1
4.3
5.5
6.5
7.1
8.5
9.2
2
12
1.4
2.2
3.2
4.4
5.6
6.8
7.2
8.6
9.3
3
13
1.5
2.3
3.3
4.8
5.7
6.13
7.3
8.7
9.4
4
14
1.6
2.4
3.4
4.10
5.8
6.15
7.4
8.8
9.5
5
15
1.7
2.5
3.5
4.11
5.9
7.5
9.6
6
16
1.8
2.6
3.6
4.12
5.10
7.6
9.9
7
17
1.9
2.7
3.7
4.14
7.7
9.10
8
18
2.8
3.8
4.16
7.8
9.11
9
2.9
3.9
4.17
7.9
9.12
10
2.10
3.10
4.19
7.10
9.13
7.11
9.14
7.12
9.15
2.12
2.18
* Where a LO may be
gained in either of two
2.19
9.16
phases it does not need
to be signed off twice.
2.20
9.17
The sign off sheet should be initialled and dated by the assessing educational supervisor on satisfactory completion of a learning outcome. The sign off sheet should be used in conjunction with the assessment blueprint and the guide to
assessment method. The signatory should satisfy themselves that the evidence presented supports a claim of competence for each learning outcome.
SIGN OFF KEY
Signature
Initials
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Optional learning outcome sign off sheet
Name
NTN
KA5
KA6
KA7
KA8
KA9
5.11
6.16
7.13
8.9
9.18
9.31
5.12
6.17
7.14
8.10
9.19
9.32
5.13
6.18
7.15
8.11
9.20
9.33
6.19
7.16
8.12
9.21
6.20
7.17
8.13
9.22
6.21
7.18
9.23
6.22
7.19
9.24
6.23
7.20
9.25
6.24
7.21
9.26
6.25
9.27
6.26
9.28
6.27
9.29
6.28
9.30
The sign off sheet should be initialled and dated by the assessing educational supervisor on satisfactory completion of a learning outcome. The sign off sheet should be used in conjunction with the assessment blueprint and the guide to
assessment method. The signatory should satisfy themselves that the evidence presented supports a claim of competence for each learning outcome.
SIGN OFF KEY
Signature
Initials
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Workplace assessment record sheets
For each of the 119 learning outcomes a workplace assessment record sheet must be completed and signed by
the educational supervisor. Templates for Phase 1, Phase 2 and Phase 3 learning outcomes, as well as one for
the learning outcomes under the Ethical Management of Self (EMS) and optional learning outcomes can be
downloaded from the Faculty website at http://www.fph.org.uk/training/curriculum/assessment/default.asp
Guidance for assessors for individual learning outcomes is available at:
www.fph.org.uk/training/curriculum/assessment/guidance.asp
Example of the workplace assessment sheet
WORKPLACE ASSESSMENT RECORD SHEET
Phase 1
Learning
Outcome
Method of
assessment 1
Elements
assessed 2
Evidence
presented 3
Educational
supervisor
comments
Educational
supervisor
signature
Date
1
2
3
Direct observation; case discussion; written report; multisource feedback; written exam; OSPHE
Elements of assessment for each learning outcome are listed in the detailed assessment guidance document
Evidence should be identified by reference to the evidence that is described and catalogued in the activity summary sheets
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Educational Supervisor Report
This form is for submission to the Annual Review of Competence Progression panel by the StR’s current educational supervisor,
summarising the StR’s learning portfolio since the previous assessment
Name of person
submitting report
Position
StR’s name
Training location
GMC/professional registration no.
National training number
(if applicable)
(if applicable)
PMETB Programme /Post approval no.
WORKPLACE ASSESSMENTS IN CURRENT PLACEMENT/S since previous ARCP
*The number of the individual learning outcomes should be written here and these will link directly to the individual workplace
assessment record sheets for each learning outcome. (Only successful workplace assessments should be included here)
Assessment
*Learning outcomes assessed and signed off
(as appropriate to training
phase)
(only indicate the LO number in this section. Detail on assessment and evidence in contained in
the workplace assessment record sheet for each LO)
Direct observation
Case discussion
Written report
MSF (360 degree)
Written exam
OSPHE
OTHER OUTCOMES
Activity
Date/s
Outcomes
Reported adverse
incidents
i.e. resolved/ pending no
case to find/accountable
Complaints
i.e. resolved/ pending no
case to find/accountable
Other
Comment
any further comments/observations
COMMENTS Evidence should be given that is linked to the evidence provided by the trainee in their portfolio.
(add additional sheets if necessary)
GENERAL
STRENGTHS
AREAS FOR
IMPROVEMENT
RECOMMENDATIONS
(state where special attention
should be given in future)
I confirm this is an accurate summary of activity over the previous 6/12* month
Educational supervisor
Signature:
Date:
Specialty Registrar
Signature:
*delete as appropriate
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Date:
Academic Supervisor Report
This form should be completed by the academic supervisor in discussion with the StR for the period preceding annual review.
Name of person
submitting report
StR’s name
GMC/professional registration no.
(if applicable)
Position
Training location
National training number
(if applicable)
PMETB Programme /Post approval no.
COMMENTS Evidence should be given that is linked to the evidence provided by the trainee in their portfolio.
(add additional sheets if necessary)
GENERAL
STRENGTHS
AREAS FOR
IMPROVEMENT
RECOMMENDATIONS
(state where special attention
should be given in future)
I confirm this is an accurate summary of activity over the previous 6/12* months.
Academic supervisor
Signature:
Date:
Specialty Registrar
Signature:
*delete as appropriate
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Date:
Form 4 – Summary of Employer Appraisal Discussion
Documentation for the employer appraisal will vary and is determined by the employer. Individual
employers will determine who should undertake the employer appraisal. The documentation for
employer appraisal is not a part of the professional learning portfolio. The summary of employer
appraisal should be included in the portfolio.
1. Good public health practice
2. Maintaining good public health practice
3. Working relationships with colleagues
4. Relationships with individuals and communities
5. Teaching and training
6. Probity
7. Health
We agree that the information in Form 4 and 5 (optional) is an accurate summary of the appraisal discussion and
agreed action, and of the agreed personal development plan. The specialty registrar confirms since the last
appraisal/revalidation he/she has not, in the UK or outside:

been convicted of a criminal offence or have proceedings pending against me.

had any cases considered by the GMC, other professional regulatory body, or other licensing body or
have any such cases pending against me.

had any disciplinary actions taken against me by an employer or contractor or have had any contract
terminated or suspended on grounds relating to my fitness to practise.
Employer representative
Name
Signature
Date:
Specialty Registrar
Signature:
GMC/other professional registration no (if applicable)
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Date:
Section 2 – Reflective logbook of activity in
training
Introduction
Each area of work/work stream undertaken during training should be summarised to facilitate the assessment of
learning outcomes that are claimed. Reflection is a key element of this log.
Specialty registrars in public health are required to develop a professional learning portfolio which will be
presented at each deanery annual review. In addition to the formal requirements set out above (personal details,
training record, letters of confirmation, sign off sheets and supervisor reports) StRs will develop a reflective
logbook of activity during training.
The logbook will include:

Evidence supporting individual learning outcomes

Activity summary sheets

On call log

Evidence to back learning outcomes claims described in the summaries (see Section 3)
In addition records should be kept of:



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Presentations
Publications
Study leave taken
Evidence supporting individual learning outcomes
This document lists competencies by key area and is drawn directly from the competency framework
in the public health curriculum. Against each competency the StR should list the reference number of
the work they are using to evidence their claim of competence. Assessors should refer to the Faculty
document Guidance for Assessors.
Each learning outcome claimed should be supported by a variety of evidence coded for easy retrieval.
Coding of supporting evidence links to the activity generating the evidence (see activity summary
sheets for coding guidance). Each piece of evidence should be coded by a number relating to the
numbered activity and a letter relating to the specific piece of evidence in the suite relating to that
activity. If evidence presented does not relate to a detailed summarised activity it should be coded in a
way also allowing easy retrieval. This presentation of cumulative evidence against the claim of each
learning outcome will allow confidence in sign off for that learning outcome and also allow easy audit
of the claim.
Evidence
Learning Outcome
(list the code by which the
evidence can be retrieved)
1.1
Show awareness of available data to describe the health status and
determinants of a local population and compare with other populations using
appropriate statistical and standardisation techniques and identify localities or
groups with poor health
1.2
Undertake a brief health needs assessment for a defined population for a
specific purpose using appropriate qualitative or quantitative methods and
make recommendations for action
1.3
Use a range of methods of assessing morbidity and burden of disease within
and between populations, both as ad hoc analysis and as part of systematic
health surveillance.
1.4
Analyse data of populations in specific geographical areas and in particular
groups of people in order to assess health status, health inequalities,
determinants and different needs to support prioritisation of action.
1.5
Use a range of routine information sources and surveillance systems
including, as a minimum, mortality, hospital admission, census, primary care,
communicable disease, cancer registry, reproductive and sexual health data,
and government surveys to support public health activity
1.6
Use qualitative and ad hoc or local survey data
1.7
Undertake a health needs assessment for a defined population for a specific
purpose and demonstrate that this work has been considered at a high level
in a relevant organisation
1.8
Undertake an assessment of the health impact of a policy or project for a
defined population and demonstrate that this work has been considered at a
high level in a relevant organisation
1.9
Quantify inequalities and inequities within and between populations in valid
ways which make sense to the relevant audience/commissioner.
2.1
Generate an appropriate question in order to assess the evidence
2.2
Use health and non-health evidence from formal research and other sources
to answer a defined question, taking into account relative strengths and
weaknesses of evidence used
2.3
Make use of others in finding and retrieving evidence (e.g. librarians,
information specialists)
2.4
Define a literature search strategy with appropriate inclusion and exclusion
criteria to find relevant evidence to answer a question
2.5
Clearly document methods used in finding and retrieving evidence
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2.6
Filter and refine searches to select appropriate evidence, incorporating the
hierarchy of evidence
2.7
Use an appropriate framework to critically appraise evidence
2.8
Formulate a balanced, evidence-based recommendation explaining key
public health concepts using appropriate reasoning, judgement and analytic
skills in a public health setting
2.9
Provide options for decision makers
2.10
Communicate recommendations orally and in writing in order to influence
decisions
2.11
Find, retrieve, select and assimilate sufficient appropriate evidence to answer
a question in a short space of time (ie within hours)
2.12
Understand the need for and be able to undertake a rapid appraisal of
evidence (ie within minutes/hours not days)
2.13
Undertake scoring of the quality of at least one quantitative and one
qualitative study and its design
2.14
Use an appropriate framework to critically appraise each of the following
types of study: ecological, qualitative, aetiological, interventional, and
economic.
2.15
Assess the evidence for proposed or existing screening programmes, using
established criteria
2.16
Rapidly ascertain key public health information from a range of documents
(eg briefings, policies, news reports) and use it appropriately and in relation to
wider public health knowledge to communicate key public health information
orally
2.17
Work with others to generate consensus where there is conflicting evidence
or an evidence gap
2.18
Use evidence-based recommendations to influence decisions
2.19
Incorporate relevant legal and ethical frameworks into assessment of
evidence
2.20
Demonstrate a proactive approach to identifying issues where a review of
evidence is likely to make a difference
3.1
Display awareness of current national public health policies
3.2
Recognise the need for policy work to address problems
3.3
Identify the key issues which must be addressed when developing policy
options
3.4
Propose evidence-based policy options for solving problems and develop
appropriate strategy
3.5
Collate and interpret information and advice from clinical/ other colleagues to
inform policy or strategy
3.6
Make appropriate changes to policy and/or strategy proposals in response to
discussion with stakeholders
3.7
Develop a strategy, based on personal identification of a desired future state,
to deliver change from a present unsatisfactory position.
3.8
Develop a plan to secure the resources required to implement a strategy
successfully
3.9
Overcome problems that arise when implementing a plan or strategy
3.10
Analyse the process and outcomes of policy implementation
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4.1
Demonstrate insight into own leadership style and personality type and
preferences in different circumstances
4.2
Display critical self-appraisal and reflective practice
4.3
Use effective and appropriate leadership styles in different settings and
organisational cultures taking account of the differences between elected and
appointed roles
4.4
Develop a vision and communicate that effectively to other key stakeholders
4.5
Demonstrate appropriate presentation communication skills, including
descriptions of complex issues, in typical public health settings
4.6
Communicate the concept of risk in terms of health/ financial/ reputational and
political risk
4.7
Demonstrate appropriate listening communication skills in a typical public
health setting
4.8
Manage a project to successful completion within available resources and
timescales
4.9
Demonstrates effective team working in a variety of settings
4.10
Demonstrates an understanding of how to use different methods of financial
management
4.11
Guide and support staff, monitor work, receive, give constructive feedback
and develop staff
4.12
Balance the needs of the individual, the team and the task
4.13
Analyse appropriately a situation or project and identify the steps required to
achieve change
4.14
Display leadership within a team and a multi-agency setting
4.15
Handle uncertainty, the unexpected, challenge and moderate levels of conflict
in an appropriate and sensitive manner including communicating effectively in
a potentially hostile or emotive situation.
4.16
Handle major levels of conflict in an appropriate and sensitive manner
4.17
Negotiate and influence in a multi-agency arena
4.18
Identify and engage relevant stakeholders for a project to improve public
health
4.19
Work in partnership with other agencies on problems of high complexity
4.20
Work collaboratively with the media to communicate effectively with the public
5.1
Debate the relative importance of individual and society decisions for health
and ethical issues relating to health improvement
5.2
Debate the theory of community development and action
5.3
Debate the strengths and weaknesses of a variety of health improvement
interventions directed at large populations including social marketing
5.4
Assess and communicate the need for health improvement in a defined
community, presenting a case for action/inaction in response to the
presenting health problem
5.5
Develop and implement a plan to address a health improvement need in a
defined community making clear the theoretical base for a proposal and
developing a business case for an activity
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5.6
Evaluate a health improvement intervention, defending outcomes and
methods chosen, identifying strengths and limitations of intervention,
communicating findings and making recommendations
5.7
Influence a community development project or action demonstrating
understanding of relationships with the community and community
development staff including issues of power and politics
5.8
Apply the theoretical models of behaviour change for the general population
and high risk/ hard to reach groups
5.9
Influence professional groups outside public health in giving advice to and
making brief interventions with patients/clients on health behaviour issues.
5.10
Play an active role in engaging the public in solving their own health problems
5.11
Contribute to formulation of policy/ legislation having a bearing on population
health at a national or regional level (as appropriate to the country).
5.12
Apply understanding of a range of organisations and their different cultures
and perspectives to bring about effective health improvement activity
5.13
Lead or make a significant contribution to a major public health media
campaign demonstrating an understanding of appropriate theory and
applications of social marketing and mass communication
6.1
Identify known or potential health effects associated with a particular hazard
relevant to health protection which is common in a population
6.2
Characterise the hazard identified, both quantitatively and qualitatively
6.3
Assess the degree of risk associated with exposure to a hazard commonly
found in a population
6.4
Integrate hazard identification, characterisation and assessment into an
estimate of the adverse events likely to occur in a population, based on a
hazard commonly found in that population
6.5
Be able to complete a risk assessment for a hazard not commonly found in a
population, drawing on external expertise as appropriate
6.6
Describe complex issues clearly to individuals, groups and communities
6.7
Meet the educational requirements for commencing supervised on call.
Particular standards to be reached before commencing on call are identified
in a separate document
6.8
Meet the educational requirements for undertaking on-call as a generic
consultant in public health (operating within limits of own professional
competence and with the advice of a medical consultant who specialises in
health protection available at all times)
6.9
Ask appropriate questions to recognise a problem when presented with a
health protection challenge
6.10
Interpret the answer received and recognise the need to ask for relevant
advice where appropriate
6.11
Identify and confirm the risks and possible exposures
6.12
Describe the organisation of infection control and apply effective and
appropriate procedures and policies to reduce risk
6.13
Advise on and co-ordinate public health action required in the light of existing
local & national policies and guidelines
6.14
Describe the general principles of emergency planning and managing a major
incident
6.15
Participate in and make a significant contribution to the investigation of an
incident/outbreak including preparation of final report
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6.16
Integrate different types of data, using complex data sets, or collection of ad
hoc data to draw appropriate conclusions for disease control, environmental
and chemical hazards control and health improvement
6.17
Lead or take a major role in the investigation and management of a significant
incident, to include an outbreak, non infectious disease incident and a look
back
6.18
Evaluate the management of an outbreak or incident
6.19
Evaluate a health protection service improvement
6.20
Apply heath protection principles to services relevant to health protection in
particular settings and in high risk groups (eg. prisons, with asylum seekers,
in dental health, port health)
6.21
Undertake a complex health protection health needs assessment
6.22
Understand and apply the theoretical models of behaviour change, in the
context of health protection for the general population and high risk/ hard to
reach groups
6.23
Develop and test/audit a multi agency incident control plan
6.24
Establish or evaluate and quality assure a specific health protection
surveillance system, including reporting and early warning, to meet a
specified need for a defined population.
6.25
Lead or make a substantial contribution to the implementation of a health
protection policy or campaign
6.26
Show appropriate judgement on the basis of potentially incomplete/conflicting
clinical information
6.27
Identify and intervene when a clinical risk to the health of the public is
identified
6.28
Generate hypotheses for health protection problems and test them in
appropriate epidemiological studies
7.1
Evaluate and audit services to assure and improve quality.
7.2
Design and implement data collection for a defined service question and
integrates data outputs with other routinely available and relevant data
7.3
Critically appraise a business case or cost/budget assessment for a new
service development or configuration from either a provider or commissioner
perspective
7.4
Conduct a health economic or cost/budget assessment in response to a
clinical priority setting question to inform commissioning
7.5
Contribute to a project using techniques of resource mapping and economic
appraisal of resource redeployment, such as programme budgeting and
marginal analysis
7.6
Prepare and present a service specification document which will lead to
service development to a relevant committee or management group within the
organisation
7.7
Assess an individual funding request using sound legal and ethical principles
7.8
Monitor and appraise the impact of screening or other similar disease
prevention programme
7.9
Develop policy on cost-effective commissioning of new procedures or
treatment taking into account exceptional care and legal guidelines
7.1
Apply the results of a healthcare needs assessment for a relevant local
population or community leading to service development
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7.11
Establish links with existing professional networks or set up new professional
groups to direct changes in service configurations across and within different
organisations and health/social care settings
7.12
Identify and deal with uncertainty in service change decision making
processes
7.13
Model and project the impacts of the introduction of new services,
technologies and treatments
7.14
Lead an exercise in horizon scanning for new technologies and treatments
which informs planning decisions
7.15
Carry out an appraisal of the quality and outcome of an under-performing
care or provider area and report back with recommendations for action to
relevant multi-disciplinary management forum
7.16
Design and co-ordinate a multi-trust or cross organisation audit or evaluation
of a clinical or service area or topic including the development and
assessment of guidelines
7.17
Set up a service review and leads change management process if needed
7.18
Lead the development of outcome measures and standard setting within the
context of professional networks and/or commissioning
7.19
Take a lead role in setting budgetary programmes and marginal cost analysis
in the context of business planning, option appraisal and disinvestment
7.20
Prepare a service commissioning policy and associated contractual
documentation eg service level agreement, incorporating outcome measures
demonstrating rationality in the local and national context
7.21
Lead the assessment, project management and investigation of a clinical
governance issue eg an adverse event or serious untoward incident or
professional regulatory problem within or across provider organisations or
within a clinical network demonstrating impact through change
8.1
Formulate and articulate problems so they can be addressed by using public
health intelligence
8.2
Organise data, meta-data, information and knowledge (knowledge
management including libraries)
8.3
Appraise the validity and relevance of data and data systems in order to
assess their quality and fitness for purpose
8.4
Use data with a full appreciation of the legal and ethical aspects of data
collection, manipulation and release (confidentiality, security, privacy and
disclosure) in order to balance societal benefit with individual privacy
8.5
Present and communicate population health intelligence in effective ways in
order to monitor system performance and to improve decisions of colleagues,
practitioners and senior decision makers
8.6
Present and communicate population health intelligence in effective ways in
order to develop local and national policy
8.7
Treat information about patients as confidential
8.8
Provide information needed and requested and in a way that can be
understood
8.9
Make a major contribution to systematic collecting, collating and interpreting
of intelligence to inform the commissioning of health care and public health
activities.
8.10
Establish and quality assure a specific surveillance system, including
reporting and early warning, to meet a specified need for a defined
population.
8.11
Lead the delivery and quality assurance of an intelligence unit function
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8.12
Contribute to strategic leadership and management of a health intelligence
function
8.13
Make use of novel technologies to collect, generate, synthesise, appraise,
analyse, interpret or communicate health intelligence
9.1
Apply and interpret appropriate statistical methods
9.2
Formulate a specific public health research question
9.3
Interpret a meta-analysis
9.4
Define appropriate outcome measures and data requirements for specific
research proposals, both quantitative and qualitative
9.5
Identify the resource implications of varied research strategies
9.6
Use one or more research methods to support work undertaken in a service
or research setting, disseminating findings appropriately
9.7
Identify the potential for misleading findings from different research methods
and identify ways to avoid them
9.8
Draw appropriate conclusions and make recommendations from others’
research
9.9
Identify research needs based on patient/population needs and in
collaboration with relevant partners
9.10
Work within the principles of good research governance where appropriate
9.11
Help the public to be aware of and understand health issues
9.12
Contribute to the education and training of other staff, medical students and
colleagues.
9.13
Develop skills and attitudes for teaching including appropriate supervision and
assessment
9.14
Supervise a junior colleague in a one-to-one project mentorship
9.15
Conduct a group tutorial
9.16
Develop and give a large class lecture
9.17
Advise on the relative strengths and limitations of different research methods
to address a specific public health research question
9.18
Design, undertake and analyse an original research project(s)
9.19
Conduct a systematic review on a defined research question
9.20
Present an accepted research paper at a national public health scientific
meeting
9.21
Prepare and submit a research paper to a reputable peer reviewed journal
9.22
Scope research priorities in own area
9.23
Critique research proposals for their validity and feasibility
9.24
Relate proposed or existing curricula and courses to learning objectives
9.25
Participate in developing and teaching courses and related material
9.26
Organise the design and delivery of an academic course or lecture series
9.27
Supervise others(eg MPH or other aspiring academics) and demonstrate
ability to assess and to respond reflectively to being assessed
9.28
Engage in leadership roles in curriculum development
9.29
Play a role in a teaching committee
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9.3
Advocate beneficial changes in research funding and administrative
arrangements for improving public health
9.31
Practice inter-professional and interdisciplinary academic public health
9.32
Be a reflective educator, evaluating practice across research, teaching and
administration
9.33
Communicate complex research issues that can affect health to a variety of
audiences
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Activity summary guidance
An activity summary sheet should be completed for each significant area of activity or group of
activities. This record should be collected over the whole period of training and can include both
academic and service work, on call experience and training events, major projects and small one off
events. The wide varieties and possibility of training experiences that can be logged are listed:

Long term project based work

General day to day work (eg management activity)

Short term isolated activities

Induction activities

Training courses attended

Meetings attended

Activities with other StRs

Academic work/publications

Teaching

Presentations
These summary sheets allow systematic compilation of evidence. They give the educational
supervisor confidence in assessment of competence through triangulation of evidence against
individual learning outcomes with the facility to retrieve original work. They also encourage reflective
practice. The method allows future reference for new similar work, preparation for consultant level
interview against job description and prepares the StR for professional revalidation.
This summary of activity data may be collected and presented in the written template form included in
this guidance or stored on an Access database which is able to present reports in this format. The
template expands on screen as information is entered. The database can be accessed at
www.fph.org.uk/training/curriculum/learning_outcomes_framework
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Summary sheet item
Activity area title
Descriptor
Activity number and clear title eg:
12 Review of the first year of Foundation training in public health
Personal details
Training number
Date
Training location
Slot number
Year and phase of training
Supervisor
Evidence included
Number and letter
description of evidence
Learning outcomes claimed
Learning outcome
Explanation
Evidence
Activity details
Background
Aims and objectives
Role and responsibility
Involvement of others
Methods
Results
Outcome
Your NTN
The time period of the work
The training location for this work
The slot number you held during the work
Your year and phase of training during the work
The name of the supervisor of the work (work might be supervised by
someone other than your trainer eg another consultant/practitioner)
Number matches activity number, letter identifies individual pieces of
evidence within the suite of evidence relating to the activity
Describe the evidence presented briefly
Code evidence by activity number and file to enable easy retrieval.
Learning outcome number from curriculum; write competency
descriptor in full
Describe how the evidence listed above meets each learning outcome
List the evidence that backs each LO claimed. This will link to the list
of evidence submitted above.
Describe the background to the activity. Include context and public
health relevance of the activity.
Clear summary of expected gains from this activity.
What role did you play in the work? What other support did you need
to complete the activity?
Which other individuals/agencies were involved in the work? What did
you learn from linking with them?
Brief summary of methods used to carry out the work. Link these in the
next column to the pieces of evidence where they can be seen.
For some activities the work will have both results and outcomes. Here
describe results.
Here describe the activity outcomes including feedback to others.
Were the aims and objectives met? What changes/action resulted
from the activity?
Reflection
Personal reflection
Academic reflection
Supervisor reflection
Supervisor confirmation
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This is a very important section of the summary and will allow the
StR to take maximum learning from the work. This should be
more than a simple statement of enjoying the work.
Describe what went well and what could be improved upon. What did
you learn from this? How will this activity affect what you do in future
practice?
Here briefly summarise any literature reviewed in support of your work
and describe any similar work that has been published. Discuss
whether you may consider publication and describe your plans for
dissemination of the work
Your supervisor should reflect on your work
Your supervisor should sign to confirm that the work described
supports the claim of learning outcome competence. Note this
signature does not confirm achievement of competence which is
indicated on the competency sign off sheet.
If any of the learning outcomes claimed for this area of your work
involve some academic knowledge/skills you should discuss this
summary with your academic supervisor and get their
countersignature to the claim.
Activity summary sheet
Activity area title
Personal details
Name
Training number
Date
Training location
Slot number
Year of training (WTE)
Phase of training
Supervisor
Evidence included
Description of evidence
Number and
letter eg 1a
Learning outcomes claimed
Number and brief description of
learning outcome
Explanation
Evidence
Activity details
Background
Aims and objectives
Personal contribution/
roles and responsibilities
Methods
Involvement of others
Results
Outcome
Academic Reflection
Backing literature
Possible publication
How will you disseminate
this work/finding/learning
Academic supervisor’s
signature if relevant
Date
Personal Reflection
Supervisor reflection
Supervisor confirmation
I confirm that this work supports the competencies claimed*
Date
Signature
Supervisor’s name
* Signature does not indicate satisfactory assessment of competence, merely confirmation that this work
contributes.
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On call log
Purpose of the on call log
This log book has been developed as part of the process for assessment of learning outcomes in specialist public
health training. The log book aims to fulfil the requirements of the Faculty of Public Health in its guidance on
Educational Requirements for On Call.1
The log is designed to record experience of reactive health protection work during daytime and out of hours
(OOH) duties. It allows a cumulative record of reactive experience. It should be used in conjunction with the
activity summary sheets which will record the detail of work undertaken and link this to competence gained,
evidence presented and reflection on learning.
The use of the on call log
Specialty Registrars should complete the log of reactive work during each component of their Health Protection
experience. In the action columns StRs should record, with a simple code, whether they have just observed (O),
acted under supervision (S) or acted independently (I). StRs should also indicate whether there was new learning
(N) or whether the work consolidated learning (C).
The date and time of the call is important to note and the trainer/supervisor should countersign the record to verify
that the work was undertaken as a piece of reactive response to a call either in or out of hours.
This activity log sheet can be used to record out of hours calls, in hours queries and in or out of hours major
incidents.
1
Faculty of Public Health. Health protection training for generalists in public health, including educational requirements for on
call. (http://www.fph.org.uk/training/downloads/how_you_learn/HP_training_generalist.pdf)
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Log of health protection reactive work
(Please continue table onto as many sheets as you need)
Date
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Daytime
or out of
hours
Health Protection query
Your initial action (brief details)
Include whether observed (O), acted under
supervision (S) or acted independently (I)
Your further action
Include whether observed (O), acted under
supervision (S) or acted independently (I)
Did this experience include new (N) or consolidated
(C) learning
Supervisor
signature
Record of Presentations
Keep a list of all presentations made, the date and audience and any feedback received.
Date
Title
* Include audience, methods, any feedback or issues raised.
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Details*
Record of Publications
Keep a list of all publications, including reports, peer reviews, articles, date and purpose of reports. Keep a copy
of the reports in the file, if not too large, or maintain a separate file. Please include the date of completion for
each piece of work and the date of publication and full citation for publications.
Peer review publications
Date
Title/Citation
Details*
Other publications
Date
Title
Details*
Unpublished reports
Date
Title
* Include journal, audience, methods, any feedback or issues raised.
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Details*
Study Leave Record
Keep a record here of all study leave taken, and details of the purpose for which it was used. This should include
MPH/MSc courses.
Date
Study leave
Purpose/event
Other events
You should also record either educational events or lectures attended, even if they are not formally study leave.
Date
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Title
Audience
Comments
Section 3 Further evidence
Specialty Registrars should collect in electronic or hard copy all evidence that backs claims of satisfactory
achievement of learning outcomes. This material can include written reports, published papers, notes of meetings,
witness reports, audits, emails, presentations (copies of slides or video clips). The successful delivery of
competence in public health is often about style and influence. Thus evidence incorporating a visual/aural image
as well as feedback from others is important. This is not an exhaustive list.
Evidence should be indexed for easy retrieval in accordance with the guidance for development of the training
activity log book. Evidence should be brought to each ARCP for inspection. Electronic evidence is acceptable;
StRs bringing electronic evidence should bring a means of display.
It is likely that the external assessor on an ARCP panel will ask to review your evidence against a claim of
satisfactory achievement of one or more learning outcomes from the previous year. Your educational supervisor
will wish to see all backing evidence for any learning outcomes you wish to claim for the period under review
before sign off. The evidence presented will be triangulated against the relevant logbook summary sheets and the
workplace assessment records for that learning outcome.
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