Background All UK Educational Supervisors (ES) must comply with the Professional Development Framework for Educators (PDFE). ES based at the west London site of a large NHS Foundation Trust found accessing ES training challenging. Demand for in-house training addressing local challenges led to the development of the ES Update Course (ESUC).

Methods The ESUC ran in February (Feb-19), June (Jun-19) and November (Nov-19) 2019. It comprised six sessions. Five core sessions were delivered in all iterations, covering the PDFE in two parts, local responses to National Training Surveys, the trainee contract, and trainees’ perspectives on educational supervision. A sixth session, ‘Trainees and the GMC’, ran in Feb-19 and Jun-19 but was replaced in Nov-19 by sessions covering Less Than Full Time trainees and Locally Employed Doctors. Post-course questionnaires collected quantitative and qualitative data to aid course development. Session content was rated using a Likert scale from 1 (poor) to 10 (excellent). Thematic analysis of blank space questions elicited the most and least useful sessions, impact on behaviour, and ongoing learning needs.

Results Attendance was 19 (Feb-19), 17 (Jun-19) and 8 (Nov-19). Median ratings were consistently high for all sessions (≥8) and increased to 9 for four of the five core sessions in Nov-19. ‘Trainees and the GMC’ received mixed feedback and was replaced in Nov-19. Qualitative feedback from Feb-19 requested more information on supporting trainees in difficulty (n=5). This was implemented in Jun-19 with a decline in subsequent requests (n=1). Learning from shared experiences was identified as the most useful aspect of the course overall (n=8).

Conclusions Actively developing the ESUC in response to feedback improved the quality of the educational experience. Peer learning was a key benefit and embedding this within the course created a highly effective environment for senior doctors to develop as ES.