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OK. Um Good afternoon, everyone and welcome to this final session of the faculty development series. Um Today, we're talking about the developmental needs of supervisors with a particular focus on gaining skills to secure funding. Um For those of you that haven't been along to one of these sessions before I'll just quickly introduce myself. My name is Nicola Brennan and I'm an associate professor in medical education Research at the University of Plymouth. Um So what is the focus of these sessions? Um So the aim of this series then is to prepare future supervisors for the challenges of becoming and being a supervisor in clinical education research. Um And the sessions are primarily aimed at new and early career supervisors of masters phd in post doctoral research. Um The learning outcomes then are to be aware of the different challenges of supervising the clinical education research. Um Hopefully, you will have identified what areas you will need to develop in order to further your clinical education research, supervisory skills and also have learned from the experiences of other clinical education supervisors. Um So today's session is on the developmental needs of supervisors. Um On this session, we'll be talking about developing yourself, um you know, identifying your developmental needs and how you go about addressing them with a particular focus on applying for funding. So the format of the sessions then it's very much a lunchtime chat, an informal chat around the topic that I just mentioned. Um There's lots of opportunities to ask questions. In fact, we encourage you to ask questions. Um We will be inviting people to the stage so that they can get involved, ask questions and help steer the discussions so that you know, any particular areas that are important to you that they are addressed. So you get the most out of these sessions. Um We will also be contributing experiences ourselves um and hope that you will be able to too and just to let you know the sessions will be recorded. Um So I'm just going to introduce you to our panel today. We have Professor Jill Vance who is a professor of medical Education at the University of Newcastle and Dr Tristan Price who is an associate professor in Clinical Education at the University of Plymouth. Um I'll let them introduce themselves in a minute. Um Once I figure out how to stop sharing these slides, I couldn't share them a minute ago and now I can't figure out how to stop. Have they disappeared? Yeah. Brilliant. Um OK. So I'm going to hand you over to Jill first, who's going to introduce herself and just talk a little bit about her supervisory experience. Thanks very much, Nicola. Hello, everyone. Um Yeah, my name's Jill and I am a clinical academic. So uh I have a role that's divided between clinical practice as a subspecialty um in a subspecialty which is pediatric allergy and immunology. And for the other half of the week I work in education research with particular interest in sustainability of the workforce. So how we can support, develop and enhance the career progression of health care professions, mostly medics but but not always um in terms of my supervisory expertise. Um II always say that actually, I as I'm someone who came from a science background on immunology into clinical education research quite as a second career. So my supervisory expertise has been experience and building expertise has been over the last 1012 years or so. And as someone that has had to navigate many hurdles in the last 1012 years, one of my particular interests is around supporting others and and supporting capacity building within the field that is clinical education research. And so many of the supervises I have are academic trainees, those that are in the specialized foundation program. So graduate doctors who are embarking on an academic career, academic clinical fellows um who are the first group of trainees as part of the integrated academic training program funded by N HR along with ACL S, those that are post phd and have uh are establishing themselves as an independent researcher in, in, in a particular area as well as um a number of phd candidates in the middle. So essentially trainees across the academic career spectrum. Brilliant, thanks, Jill Tristan. Hi, everyone. Yeah, thanks for that. Um Yeah, so I'm much newer to, to this. Uh I've, my main role at the university is um as the program lead for the clinical education program. And I suppose, I think I've been doing that leading that role for about three years now. It's, well, my third year perhaps. Um, and I've been involved in the program since about 2018, 2019. Um IP supervised a lot more masters students at masters level than I have phd. So I supervised oh, maybe 2030 masters students in that time. So I used to run the dissertation module. Um, and I'm quite interested in uh working with master's students to bring dissertations to publication. I think that's a really, a really important, er, a really important area to develop, particularly because the more you get pulled into teaching sometimes the less time you've got to research you can kind of. So, so being part of that research with your, with your masters students and actually working with them for publication could be really good, a good thing all around, um, and perhaps an underutilized area. Um, but I also the other side of my work, um which doesn't get the attention, I think it deserves sometimes is I work with Nicola and others on the larger N hr funded projects. Um And we've kind of managed to get a phd on the, on sort of related to that program of work on direct studies for that, um which is kind of linked to a much bigger project. Um And we had to, we, we, we, we put in quite a few phd applications um and we're not always successful. Um So we've got a bit of experience with that and I'm, I'm really interested in the discussion today about some of those kind of pitfalls and experiences we've had in putting in funding in different areas. Um and what some of the kind of key messages and, and key feedback we've got from that. So it's really nice to be here. Brilliant. Thanks Tristan. Um And I'm just going to chip in a little bit on my about my supervisor experience because I'm going to be um adding to the discussion as well today. Um And so, yeah, similar to Tristan, I've supervised masters students and more recently taken on some P two phd students. And so have experience of that. And I suppose the other area that I most of my supervisory experience falls into supervis um research assistants and research fellows on large kind of fund externally funded projects um which in some ways is similar to, you know, phd and Masters supervision and some ways it isn't. Um So hopefully I'm going to draw on some of those experiences today to contribute to the conversation um before we move on and thanks for those who have come to the stage. Thanks Janet, thanks, Fatima. Good to see you. Um And anyone else please do come to the stage or put questions in chat that you may have. But we've got a couple of um areas or case scenarios that we want to talk about today. But before we move to what we want to talk about, is there anything in particular that you would like to cover? Any, any questions or any particular areas? Um We're really open to you um leading this discussion and, and you know, making us focus on particular areas. Um uh Hi, I'm Fatima. I from, I'm from Sudan, a medical student uh uh suffering from uh war in Sudan and because of war, I lost my, my college buildings and all the facilities that uh provide me to be a good doctor. So I would like to discuss uh how how stud student student like me can um manage their trainings and um how they can uh find good training and good hospitals uh in another country than uh the refugees because we cannot fine. This is a big problem that um now we, we have to face it. I can, I can, I can just to say welcome Presley um to, to Fatima and, and colleagues. But also I think that is an important area about how we can develop medical students. And I first of all hoping you'll give us the, the, the understanding that we're coming from this, from a research and from an academic perspective. So certainly I've got some expertise, sorry, some experience of developing uh research opportunities for students, medical students in, in Newcastle, I'd be very happy just to share that with you. Brilliant. Thanks, Jill. Um Do you, do you want to address that now, Jill or? Y Yeah, for sure. So I II think the uh certainly in terms of it, it, it's probably one of the, one of the most rewarding parts of, of my job actually because medical students have got a great appetite to broaden their skills into the, into the.