Malcolm Brady

Postgraduate Dental Dean, East of England

Dear colleagues,

Welcome to the East of England and to the start of your Dental Core Training career in our region. This is an exciting step in your professional journey, and I am delighted that you will be working with us over the next year.

Core Training offers the chance to broaden your clinical skills, work in new environments, and grow as a confident, reflective practitioner. You will learn from a wide range of colleagues and have the opportunity to contribute to patient care and service development. You will work closely with your clinical and educational supervisors and be supported by your Training Programme Director and Associate Postgraduate Dean.

Our aim is to equip you with the necessary skills and knowledge through structured educational programmes, aligned with the national DCT and Early Years curricula. So do make the most of the teaching, feedback, and mentoring available, and be open to the unexpected opportunities that arise. Your enthusiasm, professionalism, and commitment will shape not only your own growth, but also the experience of your patients and team.

We are here to support you every step of the way. We have been listening to your feedback and working hard to maximise your training experience while encouraging a supportive environment for your development.

I wish you every success in the year ahead and I would be delighted to hear from you if there are any concerns with your programme.

Good luck,

Malcolm Brady
Postgraduate Dental Dean
East of England

Dear Colleagues,

Welcome to the East of England Dental Core Training Programme.

I am delighted that you will be joining us and starting the next stage of your professional journey. Whether you are beginning your first DCT post or progressing through further training, this year will bring new experiences, challenges, and opportunities to develop both clinically and personally.

Dental Core Training is about much more than completing competencies or ticking boxes. It is a continuous process of growth, adaptation, and learning. Some days will challenge you, others will remind you exactly why you chose this profession. Every experience, whether straightforward or difficult, contributes to your development as a clinician and as a person.

You will work alongside talented colleagues, care for patients with complex needs, and be exposed to situations that will broaden your knowledge, confidence, and decision-making. My advice is simple: be curious, ask questions, seek feedback, and make the most of every opportunity that comes your way.

This year will be busy, rewarding, and at times demanding. To make the most of it:

• Stay organised and keep on top of key deadlines and requirements.
• Be proactive in your learning and seek opportunities to expand your experience.
• Ask for help when you need it. Nobody expects you to know everything.
• Support one another. Some of the strongest professional relationships you build will be with your fellow trainees.
• Take time to look after yourself as well as your patients.

As your Training Programme Director, my role is to support you throughout the year. I want every trainee to feel able to reach out, whether you need guidance, clarification, career advice, or simply a friendly conversation. Training is a team effort, and we are all invested in helping you succeed.

Most importantly, enjoy the year. Be open to new experiences, challenge yourself, and make the most of the opportunities available to you. The skills, confidence, and friendships you develop during this time will stay with you throughout your career.

I wish you every success and look forward to meeting and working with you all.

Vahé Cooper
Dental Core Training Programme Director
East of England

This Handbook has been written specifically for Dental Core trainees, with the express purpose of giving you introductory information about the programme, how it works and who the key people are who will be working with you.

The DCT programme is designed to enhance your clinical, leadership and management competency in order to promote high ethical standards leading to quality patient care.

The Dental Core Training programme is delivered in hospital Trust and community Trust placements, each of which will provide you with a structured induction and orientation period. The induction will introduce you to the policies and protocols within your Trust and it is highly recommended that you immerse yourself in the culture of your organisation.

Your new employer will provide you with information, normally in the format of a handbook, which describes in outline the key information required to give you a safe and protected start to your training programme. This information will be supplemented by textbooks, online resources, and face-to-face training in theoretical and practical aspects of the skills required in the post.

The key to thriving in a hospital attachment is good teamwork and this is equally dependent upon communication skills between members of staff. This message will be repeated throughout the document as effective communication cannot be underestimated.

Wherever you work as a DCT, you will be part of a wider multidisciplinary team. Effective teamwork requires open, respectful and reliable communication from the start of the programme. These skills differ from those developed during Dental Foundation Training and will be essential to safe patient care and a successful placement.

DCT is a period of postgraduate development that follows Dental Foundation Training and may precede specialty training, specialist practice, general practice or another career pathway. It has multiple possible endpoints and may last between one and three years. There is no statutory or contractual requirement for a dental graduate to undertake DCT; however, many recent graduates value it as an opportunity to broaden their experience and clarify their career intentions.

The DCT grade has been reorganised and renamed several times, from Dental Senior House Officer (SHO) to Dental Foundation Training (DFT) Year 2, Career Development post and then DCT. The current structure divides this period of training into DCT1 and DCT2/3 according to the stage of training. At the time of publication, there are 732 DCT posts in the UK. The title SHO is now generally used for non-training posts employed directly for service delivery; trainees should therefore avoid using this term to describe a DCT post.

It is expected that trainees spending this length of time in further training posts will be able to clearly demonstrate progress and professional development in multiple areas of their personal portfolio. The range and content of this development is wide and has not always been adequately evidenced by trainees or trainers. There has been a significant element of service delivery in DCT posts which has often limited the training and development focus of posts.

DCT occurs prior to entry to specialty training and does not lead to run-through training in the specialties. It is most often a standalone period of training with several exits into different career choices.

The DCT curriculum supports trainees and trainers in early postgraduate professional development. It provides a competence framework of knowledge, skills and behaviours which indicate professional attitudes, together with appropriate tools for assessment. There are minimum expected competences for each stage and each type of DCT placement.

Full details of the programme, rules, regulations, assessment and requirements are contained in the Dental Gold Guide.

DCT is that period of postgraduate training that follows DFT and for some trainees leads to specialty training. The training period varies from one to three years and has multiple endpoints. This period of training is an extremely valuable training and education experience for dental graduates. Whilst there is no statutory or contractual requirement to complete DCT many trainees see it as an invaluable training and education experience that enables clarification of their future professional career intentions.

Methodology for selection to DCT posts will reflect the attributes required to achieve the outcomes of DCT. This will ensure that those undertaking DCT will have the required values, attitudes and behaviours. Dentists undertaking DCT may later work in primary dental care as generalists or specialists, or in hospital or secondary care settings as consultants who may also undertake patient care in primary care. This changing focus may increase the importance of requirements relevant to primary dental care, for example the need for a Performer/NHS List number.

As dental workforce development moves forward, distinct roles and levels of training are more clearly defined in the curriculum for each year of training. DCT1 is aimed at development of the skilled generalist; DCT2 is more aimed at the development of, or readiness for, specialist skills; and DCT3 at the enhancement of specialist skills which may enable further progression into specialist practice.

Currently the majority of posts across the UK are in Oral and Maxillofacial Surgery (OMFS) Units in District General Hospitals, whilst the remainder are mostly in Dental Hospitals, with a few in the Salaried/Public Dental Service and General Dental Practices with specialist input.

In the East of England region, there is a well-established OMFS training pathway, and DCT1 and DCT2 positions are an integral part of the OMFS team. While most posts include an OMFS component, a small number of positions now have no OMFS element.

Flexibility and Personal Development

Training in the East of England is designed to be flexible and learner-centred, recognising that DCT is an adult learning experience. If there are specific areas you wish to explore or enhance as part of your Personal Development Plan (PDP), the region will support you in achieving these goals. Opportunities such as taster weeks and additional experiences can be arranged, provided you are proactive, organised, and plan ahead.

• Experience work and training in a different setting compared to DFT.
• Work in a supportive environment where you are adequately supervised, enabling learning through service delivery whilst ensuring that patients are not put at risk.
• Practise within your own level of competence and receive appropriate supervision and feedback to reach higher levels of competence in existing skills and acquire new skills.
• Learn from many different supervisors in different settings.
• Learn to manage patients referred from Primary Care, including patients with complex dental conditions, complex medical conditions, complex mental health/psychiatric conditions, or combined complex medical and dental conditions.
• Become part of a large multidisciplinary team.
• Consolidate knowledge of clinical and organisational governance, including audit.
• Learn to communicate with a wide variety of healthcare workers.
• Work with experts in their field.
• Participate in local learning opportunities such as lectures, tutorials and regional study days.
• Develop leadership skills.
• Study and take postgraduate examinations.
• Present at local and regional meetings.
• Learn new clinical skills.
• Maintain a portfolio of learning development and formative assessment.
• Develop their preference of career choice.

Regional

• Regional Postgraduate Dental Dean: Malcolm Brady — malcolm.brady1@nhs.net Copy
• Associate Postgraduate Dean: Peter Cranfield — peter.cranfield@nhs.net Copy
• Associate Postgraduate Dean for Specialty Training: Ian Sharp — ian.sharp4@nhs.net Copy
• Training Programme Director: Vahé Cooper — vahe.cooper4@nhs.net Copy
• Assessments Team (portfolio and assessments): england.assessment.eoe@nhs.net Copy
• The Dental Team (DCT team): england.dental.eoe@nhs.net Copy
• Recruitment Team (DCT National Recruitment): england.dctnro@nhs.net Copy

Local — Trust Unit Leads

• Beds, Herts & Bucks OMFS Network (Northern Rotation): Arun Majumdar — arun.majumdar@ldh.nhs.uk
• Beds, Herts & Bucks OMFS Network (Southern Rotation): Derek Von Arx — derek.vonarx@nhs.net / derek.vonarx@ldh.nhs.uk
• Cambridge University Hospitals NHS Trust: Vijay Santhanam — vijay.santhanam@addenbrookes.nhs.uk
• Community Dental Services-CIC (Bedfordshire), DCT2 Special Care: Elise Morgan — elise.morgan@cds-cic.co.uk; Steve Davies — steve.davies@cds-cic.co.uk
• Community Dental Services-CIC (Norfolk), DCT2 Special Care / Paediatric: Evelyn Clough — evelyn.clough@nhs.net
• Mid & South Essex NHS Foundation Trust (Broomfield and Basildon, Broomfield and Southend, Chelmsford): Kandasamy Ganesan — kandasamy.ganesan@nhs.net
• Norfolk and Norwich University Hospitals NHS Foundation Trust: David McAnerney — david.mcanerney@nnuh.nhs.uk
• Peterborough and Stamford Hospitals NHS Foundation Trust: Mark Turner — mark.turner7@nhs.net
• The Ipswich Hospital NHS Trust: Karunakar Prabhu — Karunakar.prabhu@esneft.nhs.uk
• The Princess Alexandra Hospital NHS Trust: Sundeep Thusu — sthusu@nhs.net
• The Queen Elizabeth Hospital King's Lynn NHS Trust: Shankar Narayan — shankar.narayan@qehkl.nhs.uk

The administrative arrangements for the local management of your programme are managed by your Associate Postgraduate Dean / Training Programme Director supported by the Management team at NHSE EoE. All correspondence will be through email only. Trainees are required to check their emails regularly and keep the Dental School informed of any change of email address.

It is your responsibility to ensure the Postgraduate Dental teams have details of all your current contact details (home address, phone numbers and emergency contact number) in case you need to be contacted urgently. Send updates to england.dental.eoe@nhs.net.

If you experience local administrative issues, your first point of contact is your Educational Supervisor, followed by your TPD. If further advice is required, it will be shared with the Deputy Dental Dean.

Clinical Supervisor

A clinical supervisor is a trainer who undertakes any clinical supervision and/or training of others on an ad hoc basis. The trainer in this role will not be the named clinical supervisor but will be completing Supervised Learning Events (SLEs) and providing feedback to trainees on aspects of their clinical performance.

Named Clinical Supervisor

In this role a trainer is:

• Responsible for overseeing a specified trainee’s clinical work throughout a placement.
• Providing feedback during that placement.
• Providing a clinical supervisor's report that will contribute to the Educational Supervisor’s report.

Named Educational Supervisor

The Educational Supervisor plays a critical role in the success of your Dental Core Training placement. Their responsibilities include:

• Overall supervision and management of your learning and educational progress during the placement(s).
• Establishing and maintaining the educational agreement.
• Bringing together all relevant evidence to form a summative judgement at the end of the placement(s).
• Helping you plan your training and achieve agreed learning outcomes.
• Providing career development guidance.
• Supporting you if difficulties arise during training.
• Liaising with the Training Programme Director to ensure continuity and quality of training.

Why Regular Meetings Matter

The role of the ES is extremely important in ensuring you make the most of your training experience. Regular meetings allow early identification of learning needs, progress checks and timely adjustments to your Personal Development Plan. They also provide an opportunity to discuss career aspirations, address challenges and ensure you are on track to meet your learning outcomes.

Your Educational Supervisor and TPD will inform you of your responsibilities within the programme. There are also certain key issues that you must appreciate.

1. Annual leave

• Your annual leave allowance is detailed in your contract. Leave during clinical time must be arranged with your employer according to local policies.
• Give sufficient notice. For most Trusts this is a six-week notice period and is normally inflexible.
• Spread leave throughout the year to allow adequate rest and recuperation. Do not accumulate leave or expect to take it all at the end of the year.
• If you encounter problems booking leave, discuss this with your Educational Supervisor or, if unresolved, your lead trainer in your unit.

2. Sickness absence

• Follow your local guidance in relation to sickness absence.
• Seek medical attention if you have an ongoing illness.
• In the event of long-term absence, the Postgraduate Dental Team needs to be informed as this may affect completion of your programme. Leave of greater than two weeks' duration must be notified to the NHSE EoE team.
• If requested, you must comply with referrals to the Occupational Health Service or Trainee Support Service.
• If you miss a study day due to sickness, text/email and inform the TPD and NHSE EoE team on the morning of the study day, or in advance for a longer absence.

3. Specific learning or health requirements

Please notify either your TPD or the Postgraduate Team if you have specific learning or health issues that may impact on your training. This includes dyslexia and visual or hearing deficits.

4. Teaching attendance

• Attendance at study days is mandatory, subject to rota compliance for trainees on call. Absence will only be granted in exceptional circumstances and must be discussed with your TPD before the relevant study day. Unapproved absence will be recorded and may have an adverse effect on your FRCP assessment.
• Avoid booking holidays when there is a study day, as the number of regional teaching days is limited.
• Inform the Postgraduate Office if you are experiencing problems being released from your Trust.
• Teaching programmes and supporting documentation will be distributed via your nhs.net account; check it regularly.
• Teaching sessions start promptly. Be present and ready to start at the allocated time.
• Sign the attendance register at each teaching session. Retrospective notice of attendance will not be accepted.
• Core trainees may apply for additional funded study leave; guidance will be issued at induction.

5. Portfolio

• You will be using the DCT curriculum and assessment process, supported by the Axia unified e-portfolio.
• Maintain your e-PDP as evidence of progression in programme.
• Make contemporaneous portfolio entries and request assessments throughout the year; Educational Supervisors and the TPD may be unable to complete multiple assessments submitted retrospectively at the end of the programme.
• Any learning needs identified through the year must be recorded in the PDP section of the e-PDP with a plan/timeline to address them.

6. Assessment

There are two kinds of assessment in the DCT programme: formative assessment of performance in the workplace over time, using multiple inputs to evidence progress and competence; and summative assessment at defined points during training, reviewed through a formal process applied consistently across NHSE EoE local teams/Deaneries.

• Initial Appraisal: as soon as possible after the start of the placement and within the first month. This should result in a clear learning agreement and PDP with SMART objectives.
• Early Review: around three months after the start of training, using the PDP, portfolio and objectives to assess progress.
• Interim Review of Competence Progression (IRCP): at six months; a summative assessment of evidence accumulated to date. Scheduled in February.
• Final Review of Competence Progression (FRCP): at or around the tenth month of training; a summative assessment leading to a Certificate of Achievement. Scheduled in July.
• Certificate of Achievement: formal acknowledgement of attainments during the training year. It lists specified outcomes that have been met, areas still requiring development and outcomes not achieved through lack of opportunity rather than lack of competence.

FRCP requirements stated in the handbook

• Completion of a minimum of 24 SLEs, mapped to the curriculum.
• Completion of a clinical governance/quality improvement project, for example audit.
• Submission of a current PDP and progress against that PDP.
• Study Day attendance record and CPD log appropriate for GDC requirements.
• Completed MSF.
• Evidence of satisfactory patient feedback.
• Evidence of formal sign-off of the trainee’s period of training by the Educational Supervisor.

7. Interview leave

• Careers advice will be incorporated into teaching programmes.
• Monitor the NHS Jobs website for forthcoming posts.
• Give sufficient notice to your employing organisation once you have been offered an interview.
• A maximum of four days away from programme is allowed for interviews.

8. GDC and Indemnity

• It is your responsibility to maintain registration with the General Dental Council and renew your GDC and indemnity membership annually.
• Notify the Postgraduate Dental Dean if you are subject to any professional misconduct or fitness to practise investigation.
• Inform the Postgraduate Dean if you receive any criminal convictions or police cautions.

The regional teaching programme has been devised to meet the requirements of the curriculum. Different programmes will deliver specific structured opportunities to develop your understanding of that subject.

Details of formal teaching programmes will be distributed before you commence training.

• DCT Regional Induction
  Wednesday, 9 September 2026 — DCT Induction Day 1, lectures only Add to calendar
  Venue: Cambridge Digital Health Centre, The Quorum, Barnwell Road, Cambridge, CB5 8RE. Existing DCTs staying in the region are not required to attend the induction.
• Oral Cancer Symposium — Thursday, 12 November 2026 Add to calendar
• Regional DCT Study Days
  • Wednesday, 2 December 2026 — Combined DCT and ES Day Add to calendar
  • Wednesday, 3 March 2027 Add to calendar
  • Wednesday, 5 May 2027 Add to calendar
  Venue: Cambridge Digital Health Centre, The Quorum, Barnwell Road, Cambridge, CB5 8RE.
• QI Symposium (also known as Junior Papers Day) — July 2027, date TBC

Download the regional study dates calendar file.

Full support will be given to trainees sitting professional examinations. Study leave will be given wherever possible. Study leave will not normally be granted for periods of private study and should not be requested.

Trainees will not be discouraged from preparing and sitting additional qualifications if this does not adversely affect progress within programme. Study leave is unlikely to be granted for non-standard qualifications and trainees must ensure that they maintain programme requirements, including teaching attendance and e-PDP requirements.

You are responsible for your own learning within the programme, with the support of the key people described in this handbook. Ensure that you have regular meetings with your Educational Supervisor, maintain your portfolio, keep assessments up to date and obtain the required sign-off.

Please ensure that you:

• Arrange and keep regular meetings with your Educational Supervisor.
• Plan and stage assessments carefully and well in advance; do not leave everything to the last minute.
• Keep all documentation and the e-portfolio up to date.
• Build in time to reflect upon review meetings, assessments and learning opportunities.
• Use the educational opportunities available to you.
• Actively seek out other learning opportunities independently.
• Keep up to date with attending all study days and sign registers of attendance appropriately so your Administrator can monitor attendance.
• Complete any required e-learning in a timely fashion.

Failure to do these things may result in you being highlighted with concern, so be proactive and keep up to date.

Trainee Representative Group

You will have a Trainee Representative who will contact you early in the programme. The Trainee Representative has a seat on the Dental School Board, giving the trainee body a strong voice within NHSE EoE. The Trainee Group will meet three times a year to discuss issues affecting trainees and provide an opportunity to air trainee concerns directly to NHSE EoE. Trainee representatives would normally meet with the group in advance of Board meetings, but you are encouraged to maintain contact with your Representative throughout the programme.

Feedback

Feedback is a crucial aspect of your programme. You can expect detailed feedback on your progress from your Educational Supervisor during ongoing review meetings. You should have a clear idea of your progress at any given time and what you need to do to move to the next stage.

The Postgraduate Dental Team will also meet trainees through TPDs and Quality Management to seek feedback on individual programmes. Dates for these visits will be sent via nhs.net accounts.

How can you access career support?

Career advice is available for all trainees. You can discuss future career plans with your Educational Supervisor. NHSE EoE also offers a Careers Service, which will be incorporated into some teaching programmes.

East of England Careers Support

Less Than Full Time Training (Flexible Training)

This can be arranged where appropriate, and where such an opportunity exists in the employing Trust, by discussion with the Associate Dean and Dean.

LTFT training relates to training on a less than full-time basis and operates at all training grades across NHSE EoE. There are three stages to a successful application:

1. Make an application using the downloadable forms on the relevant deanery website.
2. Obtain eligibility confirmation from the school through the recruitment manager.
3. Complete the Less Than Full Time Training approval form.

More information about the full process can be found on the relevant NHSE EoE website.

Thirty days in total are available to DCT trainees, including mandatory study days. NHSE EoE arranged study days and clinical skills courses are automatically deducted from this allowance, leaving the remaining days available for self-directed study.

Each local office has details of approved training courses and the process for applying for study leave will be covered at induction. Trusts require a minimum of six weeks’ notice for all forms of leave, so early application is recommended.

To book a place on study days, register on the relevant booking system. Queries regarding the study programme should be directed to england.dental.eoe@nhs.net.

Online induction (e-LFH) — complete before attending the induction days

The Doctors in Training Induction Programme is available on the e-LFH Hub.

• Doctors in Training Induction Programme — direct link
• Programme information and learning objectives
• Login problems: Programmes.eoe@hee.nhs.uk

E-Learning — complete before commencing training

• Introductory video on the benefits of and reasons for dental trainees undertaking Core Training
• Annual Review of Competency Progression process: an NHSE EoE guide — presented from a medical training perspective, but the process is the same for DCTs.

• East of England website: heeoe.hee.nhs.uk/node/149
• East of England course booking system: heeoe.hee.nhs.uk/node/7565
• COPDEND Dental Core Training: copdend.org/postgraduate-training/header-dental-core-training

You will be sent login details for your DCT ePortfolio on the Axia platform. It may be familiar to you, but it is different from the Dental Foundation ePortfolio. Specific training will be provided as part of induction.

The ePortfolio is an integral part of your training, serving as:

• A record of your clinical experience and reflections.
• A repository for Supervised Learning Events (SLEs).
• A tool to track progress against your Personal Development Plan (PDP).

It is the responsibility of each trainee to keep the portfolio up to date. For full details of expectations, refer to the DCT National Curriculum.

Why the Portfolio Matters

• The portfolio acts as a comprehensive record of your DCT year and, if used well, becomes a valuable resource for securing future posts.
• Evidence recorded in the portfolio will inform your Educational Supervisor’s report and end-of-year panel assessment.
• Your Certificate of Achievement will be populated from your portfolio. If evidence is missing, this will be noted on your certificate.

Make It Work for You

Think of your portfolio as an open book: you can direct your learning experiences and tailor it to your PDP and desired career outcomes. You get out what you put in, so make it stand out for the right reasons.

Top Tips

• Complete at least three Supervised Learning Events (SLEs) per month.
• Spend time writing meaningful reflections; capture both positive experiences and challenging situations.
• Use the portfolio to showcase your growth, adaptability and commitment to learning.
• Plan ahead and keep it updated regularly rather than leaving it until the end of the year.

Concerns

DCTs are encouraged to raise concerns where appropriate regarding their training programme. Concerns may cover any issue, including patient safety and the quality of education and training. Trainees should use pathways appropriately and in order of priority.

Initially raise concerns through the appropriate Trust pathway. Advice may be sought from the Educational Supervisor or local trainer before action is taken. Every Trust also has a Freedom to Speak Up Guardian who is available to staff with concerns; conversations with the Guardian are confidential.

Alternatively, trainees can seek advice or guidance from the appropriate governance policies within the Trust’s Governance Framework, for example incident reporting or whistleblowing.

If you believe the Trust pathway is not appropriate for escalating a concern, approach the Training Programme Director or Associate Postgraduate Dean for advice and support.

Support

A significant number of dentists at some point in their career will encounter personal or professional problems which may impact on work or training and may need additional support. Examples include:

• Sickness or ill health: physical, mental or emotional.
• Personal factors: stress and anxiety, family concerns or bereavement.
• Environmental issues: workload, bullying and harassment, or difficulties with the programme.
• Learning difficulties and neurodiverse conditions, including dyslexia, autistic spectrum disorders and ADHD.
• Extended leave, including Out Of Programme (OOP), maternity/parental leave and Supported Return to Training.

If you need support which your Educational Supervisor or Training Programme Director is unable to provide, you can access the Professional Support and Well-being service in East of England.

Books and unofficial resources

• Free PDF book provided by BAOMS — resource 1
• Free PDF book provided by BAOMS — resource 2
• askTPD.com — pre-programmed chatbot to assist with questions.
• DCT Survival Guide.

Useful note templates and guidance

Useful note templates — index page

• Sample clerking template — A&E fracture
• Sample clerking template — A&E swelling
• RCS — Wisdom tooth extraction guidance

This checklist will also be used for DCT2 trainees using the EY portfolio in LKSS and NW region.

Induction

Supervised Learning Events (SLEs)

Evidence must demonstrate a range of SLE types (for example DOPS, CBD and Mini-CEX) mapped across the EPAs. Submissions for each EPA should reflect an appropriate breadth of assessment methods and must not rely predominantly on a single SLE type. Wherever possible, SLEs should be completed by multiple assessors to provide a broader educational perspective and strengthen the validity of assessment and feedback.

Feedback

Interim Review of Competence Progression

Portfolio Documentation

Uploads

This section must be used to upload the documents listed below, but may also be used for other evidence supporting your progress.

Entrustable Professional Activities Log

Tick once the requirement has been completed or the required evidence is available within the portfolio.