Principles of a Training Capacity Assessment

a) Review the current state of training within the ICU

This should be the starting point of the TCA process. Baseline data is often collected by Clinical Directors for submission to the Operational Delivery Networks (ODNs). If an ICU is unable to meet the current training needs of its IiTs, the relevant regional school (ICM or Anaesthesia) should be informed to ensure suitable provision for the planned training programmes. The ICM Regional Advisor (RA) should also be involved. Any additions to the workforce, including tACCPs and/or residents from partner specialties, should be postponed until sufficient support is in place to meet the training requirements. As is a tenet of the scheme, doctors should only be brought into the service via the medical training initiative (MTI) if there is training capacity to support their education, training and supervision.

Any proposed expansions to existing educational provision and supervision should be discussed with the ICM RA, Training Programme Director (TPD), and Clinical Director, considering both educational capacity and service delivery requirements. 

b) Assess the number of consultants recognised as Educational or Clinical Supervisors

This should include those formally recognised by the GMC and with appropriate and proportionate job-planned time allocated to support all learners. See our Support for Medical Educators page for reference.

c) Ensure there are sufficient Faculty Tutors

The number of Faculty Tutors should be sufficient to effectively oversee the delivery of training and education for all doctors in training within the service.

d) Confirm there is a named consultant lead for ACCPs/tACCPs

This individual should oversee the delivery of education, training, and ongoing professional development of ACCPs and tACCPs within the department.

e) Evaluate the availability of daily educational opportunities

Consider the volume and variety of cases, acuity of case mix, admission and referral numbers, access to relevant procedures, ultrasound mentorship, and follow up clinics. These all contribute to a meaningful learning environment.

f) Consider the total number of learners requiring supervision each day

The total number of individuals needing training time and supervision each day will be influenced by factors such as rota gaps, rest days before and after on-call shifts, annual and study leave, Self-Development Time (SDT), and the supervisory capacity of permanent staff (Consultants, SAS doctors, & senior ACCPs, etc.).

g) Review the training needs of the current cohort of IiTs

Assess their stage of training and ensure the department has the capacity to deliver supervision and meet the curriculum requirements. Maintaining their existing skills and competence should take precedence. 

h) Account for the training needs of other learners in the department

This includes SAS doctors, locally employed doctors (LEDs) and other healthcare professionals. All staff should have equitable access to training and development opportunities relevant to their needs. 

i) Ensure appropriate leadership and supervision for clinical care

Patient care must be led by a named duty Consultant or Specialist Intensivist, and all learners must be supervised accordingly. The number of consultants in the service should align with GPICS recommendations.

j) Consider the availability of additional training resources and personnel

This may involve resuscitation training officers, senior IiTs, SAS Doctors, senior ACCPs, echocardiographers and other relevant professionals who can contribute to the educational offering.