A guide for Personal Tutors Being a personal tutor at UCL Medical School Roles and responsibilities of personal tutors The Personal Tutor at UCLMS: role specification Meetings with Students: some guidance Meeting Schedule Some general guidance Further training and support Introduction Thank you for deciding to act as a personal tutor for students on the MBBS programme at UCL. We hope you will find this an enjoyable and enriching activity that will help shape and support Tomorrow’s Doctors. Every student at UCL is allocated a Personal Tutor, who is responsible for overseeing their academic progress and general welfare. This is a brief guide to help you in your role as an MBBS personal tutor: it is intended to provide guidance and information for both new and experienced Personal Tutors on the MBBS programme. It outlines the roles and responsibilities as well as sources of support for both you and your students. There is more information available on the UCL personal tutors website which can be found at http://www.ucl.ac.uk/personaltutors/ This MBBS guidance outlines the way in which the UCL policy is modified to meet the complex demands of the medical school. There is also further information about medical student support and guidance on the UCL medical school website at http://www.ucl.ac.uk/medicalschool/staff-students/welfare We hope you will find this guidance helpful. Dr Deborah Gill Director UCL Medical School Dr Brenda Cross Faculty tutor Dr Will Coppola Divisional Tutor and Sub Dean

Being a personal tutor at UCL Medical School The personal tutoring system at UCL Medical School (UCLMS) seeks to provide every student with a supportive mentor; someone whom they get to know and who maintains regular contact with them, who is accessible and to whom they can turn for support in times of trouble. A good relationship between personal tutors and their tutees encourages students to talk about both achievements and any difficulties they are experiencing. 1

For most of the time, the majority of medical students cope well with the demands of university life and the MBBS programme. However, there are inevitably periods when the going gets tough for some, when they get themselves into difficulties or encounter situations that undermine their confidence and capabilities. UCL and the Medical School provide an extensive range of advisers and student support services to assist students with academic, personal and practical problems and the personal tutor is an important part of this overall support system. UCL requires all students to have access to personal tutorials throughout their study at UCL and to meet with their personal tutor on regular occasions in all years of study. UCL guidance on Personal Tutors may be found at: www.ucl.ac.uk/personaltutors. In view of the six year duration of the MBBS programme and the location of teaching in the later years, the following arrangements have been put in place at UCLMS to ensure the most appropriate personal tutor support at each stage of undergraduate medical training1: Years 1-3: On entry to the MBBS programme students are allocated a personal tutor to support them through the early years of the programme. The Personal Tutor will usually, but not exclusively, be an academic from one of the four faculties involved in the delivery of the MBBS programme. Each tutor will be allocated approximately five students, retaining this group at the end of the year, as they progress to their second year of study. In the following academic session the tutor is allocated five new students from the new intake, and so on. It is expected tutors will meet with their tutees as a group for the first meeting and in one to one meetings from then on. Tutors are asked to notify the Medical School [email protected] of any concerns about the progress and or wellbeing of any of their individual tutees. The tutor may wish to contact Student Support Team [email protected] for further action or support. Years 4-6: Students will be allocated a new personal tutor to support them for the final three years of the programme. This tutor will usually, but not exclusively, be an NHS clinician from one of the Trusts that are involved in delivery of the MBBS programme. Each tutor will be allocated approximately four to five students in each year. They will meet with their students in a combination of one to one and group sessions. In year 5, mindful of the more distributed nature of the course, meetings may be by email. In the final year this role will be shared with the education supervisor in the district general hospitals (DGH) but personal tutors should provide at least one further contact, either in person or via e-mail. As the demands of being personal tutor reduces in years 5 and 6, year 4-6 tutors will normally take on five new year 4 students each year meaning each tutor has up to 15 students across years 4-6. Tutors are asked to notify the Medical School [email protected] of any concerns about the progress of any of their tutees which they feel should be communicated to the School.

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Where students do not progress to the next year of study, but remain on the programme, it will be normal practice for tutors to continue to provide personal tutor support to that student until they successfully progress or leave the programme.

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Roles and responsibilities of personal tutors Personal tutoring at UCLMS aims to provide continuity and enable the tutor to provide advice based on a relatively lengthy experience and understanding of individual students. There are several core functions: 

Academic supervision and advice: the aim is for the student to talk frankly about any difficulties. Students are encouraged to bring a portfolio of their work and assessment results to meetings to discuss with their tutor. Tutors will be informed of their students’ results in formative assessments and examinations and they may wish to discuss work and revision patterns with their tutees. Occasionally a student may need to be set clear objectives for the coming months to remedy identified difficulties or deficiencies. Significant failure at examinations will be identified separately by the School and appropriate interviews arranged with the student support service. You will be informed if this happens to one of your tutees.

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Pastoral care: personal issues have a direct impact on a students’ academic performance and pastoral care is another principal objective of the scheme. Personal problems which may be affecting their performance should be explored. Common sense advice and reassurance may resolve many issues. Referral on to the Student Support [email protected] for years 1-3 and [email protected] for years 4-6 is encouraged for more significant pastoral problems. Tutors should not enter into a therapeutic relationship with their students.

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Career and course advice: other areas often raised during meetings include choice of student selected components, choice of integrated BSc’s, application for foundation year posts, electives, career decisions and requests for references. In depth knowledge of these areas is not required, rather a common sense approach based on experience and knowing where to direct students for further advice.

The Personal Tutor at UCLMS: role specification Reporting to the Faculty tutor, the UCLMS personal tutor will undertake the role of personal tutor to students for up to three years of the MBBS programme (in years 1-2, in year 3 or in years 4-6). They will undertake this role in accordance with the UCL Personal Tutor Strategy and the additional guidance from the Medical School. Personal Specification:  Committed to the process and to providing the best possible support to MBBS students at UCL  A good communicator able to develop a supportive relationship with students  Accessible in terms of geography, capacity and outlook Roles and responsibilities:  To provide students and the student support system with a reliable channel of communication  To undertake the required number of personal tutor meeting with allocated tutees  To use these meetings to: o support students in their study skills, o review their education progress and achievement, o monitor and record generic skills acquisition, o monitor engagement with the programme including completion of the portfolio o provide pastoral support and where necessary to refer the student to additional sources of support and guidance 3

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To produce a report of each meeting that is recorded securely in the relevant system (by completion of the Opinio form in Years 1-3 and the student NHS Eportfolio in years 4-6) To provide an annual report in the third term identifying either that there are no student issues affecting progression or to promptly alert the Student Support system where this is not the case To report to the Student Support system any issues that may affect student progress that the tutor and student agree should be shared To report to the Student Support system any issues that may affect student safety, the safety of others or where the students fitness to practise may be called into question To provide suitable brief, written handover of students to subsequent personal tutors To attend to individual development needs as a personal tutor including attendance at training events as necessary

Meetings with Students: some guidance The meeting schedule for each year is set out on the next page. In all years student attendance at personal tutor meetings is compulsory and takes precedence over other educational activities. Meetings are recorded in the personal tutor meeting record and make up part of the student attendance record. Year 1& 2 In year 1 it is expected the tutor will meet their group for an introductory meeting as early as possible in term 1. The initial group meeting should be held to advise students, personal tutor meetings are compulsory, explain the scheme, and to outline the objectives for the year ahead. The tutor should make clear what is expected in terms of professionalism, academic objectives and give guidance on work patterns or study skills. Tutors should agree a method of arranging subsequent one to one or group meetings. He/she should indicate how they can be contacted if the student experiences academic or pastoral difficulty or is in need of help or advice. The initial group meeting should be followed by one to one meetings, with all tutees, as detailed in the meeting schedule. A meeting or email/telephone contact should be arranged at the beginning of term 3 in addition to completion of a final personal tutor meeting declaration. The final declaration informs the Medical School of ‘no issues’ or ‘referral to Student Support’ to enable prompt action if there are issues likely to impact student’s professionalism, performance or progression. UCL policy requires five personal tutor contacts in year 1 and three contacts in subsequent years. Where a student fails a summative assessment, ideally the tutor should offer a further one to one appointment before the resit assessments. In year 2, it is anticipated the tutor will meet their tutees in term 1 for an initial meeting, ideally in November/early December and in term 2 after the formative assessments results have been published. The final meeting or email/phone contact should take place at the start of term 3 as set out in the meeting schedule. In year 3, the integrated BSc (iBSc) year, students are allocated an iBSc personal tutor within their individual iBSc. The timing of meetings in year 3 will be directed in line with the structure of the student’s individual iBSc. Students should remain in contact with their MBBS personal tutor during year 3 and may initiate contact or request meetings for advice regarding general MBBS matters and requests for references. IBSc personal tutors are requested to notify the MBBS personal tutor and or Divisional Tutor regarding concerns of academic progress or wellbeing of their tutees. A meeting or email/phone contact should be arranged by the MBBS personal tutor with year 3 tutees at the start of term 3 as set out in the meeting schedule.

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Years 4-6 Each tutor will be notified by the Medical School or the year 1-3 personal tutor of any specific issues or concerns from the early years which may need support. You should meet with your students three or four times in year 4, usually after each module and usually in a combination of one to one and group sessions. In year 5, students are often in DGH attachments so tutors may find it easier to conduct email or telephone meetings. They should try to provide at least one face to face meeting during year 5. In the final year, much like the devolved role in year 3, this personal tutoring role will be shared with the student’s named education supervisor in the DGH but personal tutors should provide one further contact, either in person or by email/telephone. A meeting, either in person or via email should also be arranged at the beginning of the third term each year to allow the tutor to complete a final personal tutor meeting record containing a declaration of either ‘no issues’ or ‘referral’ to allow the student to progress to end of year assessments or to ensure prompt action if there are issues likely to affect the student’s performance or progression. UCL policy requires the minimum of three one to one ‘contacts ‘between student and tutor per year. Given the distributed nature of the latter years of the course this may be by phone or email and may be shared with the DGH tutor in the final year.

Meeting Schedule

Year 1: o o o o o

Group introductory meeting early in term 1 One to one meeting either same day or soon after the group meeting in early term 1 One to one meeting post formative assessments results publication in late term 1 One to one meeting post formative assessments results publication in term 2 One to one meeting or email/telephone contact in term 3 prior to summative examinations Tutor to complete personal tutor meeting form as a final declaration of ‘no student issues’. If concerns/issues have been identified at one to one meetings or via referral to Student Support, this information should be included on the final declaration.

Year 2 o o o

One to one meeting in late term 1 One to one meeting post formative assessments results publication in term 2 One to one meeting or email/telephone contact in term 3 prior to summative examinations Tutor to complete personal tutor meeting form as a final declaration of ‘no student issues’. If concerns/issues have been identified at one to one meetings or via referral to Student Support, this information should be included on the final declaration.

Year 3 (IBSc) o Meetings at student request (in addition to meetings with iBSc personal tutor) o One to one meeting or email/telephone contact in term 3 Tutor to complete personal tutor meeting form as a final declaration of ‘no student issues’. If concerns/issues have been identified at one to one 5

meetings or via referral to Student Support, this information should be included on the final declaration. Year 4 o o o

Tutor group meeting during Introduction and Orientation Module 3 meetings, one which may be a group meeting, held at the end of each Integrated Clinical Care module email/telephone contact prior to summative examinations to allow the tutor to complete a final personal tutor meeting record containing a declaration of ‘no issues’, or, if concerns have been identified, a 1:1 meeting and referral to Student Support

Year 5 o o o

3 meetings, one which may be a group meeting, held at the end of each Life Cycle module At least 1 meeting to be conducted face-to-face, other meetings may be conducted by email/telephone for students taking DGH placements email/telephone contact prior to summative examinations to allow the tutor to complete a final personal tutor meeting record containing a declaration of ‘no issues’, or, if concerns have been identified, a 1:1 meeting and referral to Student Support

Year 6 o o o

1:1 meeting(s) with educational supervisor during the DGH Assistantship 1:1 contact with Personal Tutor, either by email or telephone email/telephone contact prior to summative examinations to allow the tutor to complete a final personal tutor meeting record containing a declaration of ‘no issues’, or, if concerns have been identified, a 1:1 meeting and referral to Student Support

Some general guidance: 

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One to one meetings should last about 10-15 minutes and group meetings 30-60 minutes. A suggested format for one to one meetings is captured in the personal tutor report forms. It will usually include a review of their progress relevant career or pastoral advice and any specific areas you may have highlighted for discussion from previous meetings. There should be time to allow students to raise any concerns A brief report should be completed after each meeting and the tutor should retain a copy for their own records in years 1-3. In years 4-6 the report should be completed in the student’s ePortfolio. The tutor is representing the Medical School at the same time as trying to provide help and support. It is usual for issues raised during meetings to be included in the report form but (except where fitness to practise or danger to self or others is concerned) this must be by mutual agreement. The tutors’ reports may be important to the School in determining issues of progression and in considering in-course performance at Examiners’ meetings. If the tutor feels unable to deal with issues raised he/she has the option to refer the student for further advice to the Student Support clinics. In year 1 and 2 this report gets sent to [email protected] in years 4-6 it is completed in the ePortfolio and gets automatically logged there. Keep in touch with all your tutees. Don’t assume that seemingly confident and successful students are problem-free. Even if they are, they’ll benefit from and appreciate your support and interest in their progress Keep your relationship with your tutees professional: there’s a difference between being friendly and befriending a student. Don’t socialise with particular students or become caught up in their problems. Don’t lend money or offer temporary accommodation Give students your undivided attention in personal tutorials: don’t allow interruptions 6

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Make a record of each discussion you have with one of your tutees: it will serve as an aide-memoire for the next time you meet and might provide information that could be used in a reference or some other supportive statement you are called upon to write for the student. It is also a course requirement for students to complete the personal tutor meeting section of their portfolio. You may need to keep an additional private record of issues you both feel are not suitable to commit to the portfolio Regard all conversations with individual tutees as confidential: don’t discuss their problems with anyone else without their permission. This includes parents. However it is important to stress to students that this confidentiality is conditional. It there are issues where the student, other students, members of the public or particularly patients are being put at risk, your duty to report this information to the faculty tutor over rides this duty of confidentiality Don’t expect students to tell you everything, or accept all that they say at face value. Remember that there are two sides to a dispute: check complaints to get the full picture Accept that you’ll sometimes make mistakes. Personal tutoring is a learning experience and even experienced tutors meet new situations that test their judgment and expertise Expect to be asked for a reference at some point. Encourage students to provide you with an up to date CV and details of their academic progress so far with any request

Further training and support The Medical School offers a brief training course for new (and old) personal tutors at the beginning of each new academic year. The UCL Staff Development and Training Unit runs occasional workshops on Personal Tutoring which cover all the basic aspects of the role: all tutors are encouraged to attend one of these workshops. Further advice and support on individual student issues can also be given by members of the Student Support Team or the Faculty Tutor. The initial points of contact for personal tutors and student support are [email protected] for years 1-3 and [email protected] for years 46.

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