As a student in the first year of its introduction, Phillip Bentley admits to feeling dismay and disaffection at the prospect of completing the practical logbook. However, speaking as an assessor for both the logbook and professional interview, he can now offer some practical advice to other students facing the same challenges

In 1996, just as students were starting the practical training period with their respective training authorities, the Chartered Institute of Environmental Health (CIEH) introduced the "practical training log" or "logbook". Many worried students have since posed the same question: "What do I need to do to pass the logbook?" This article focuses on some of the pitfalls, tricks and traps of completing the logbook and passing the professional interview.

AN OPPORTUNITY TO SHINE
Having assessed a number of student logbooks, it has become apparent that several obvious points need to be made - in no particular order of importance. The practical training logbook is your opportunity to document your own achievements while on placement, or completing the practical training "end on". It provides a structure to the placement and is representative of an individual's work. Regrettably, at one of the last logbook marking sessions, forgeries, plagiarism and attempted deceptions were at the highest level seen since the introduction of the logbook. It has undoubtedly happened previously, but the assessors are becoming better skilled in detecting irregularities, so be warned - only submit your own work.

Before arriving at the local authority or training placement, look through the logbook thoroughly. If possible, try to get the logbook at least four weeks in advance; not only will you be in the position of being able to make entries straight away, but you can also start to plan when to do the sections.

Watch out for the non-committal officer. If you are struggling with an outcome or an individual, discuss it with your training officer. If the problem lies with the training officer, discuss matters with your university placement officer. Take action sooner rather than later - 48 weeks might seem like an eternity, but it will pass very quickly.

Take the opportunity to put the 200-word submission in the front cover of the submitted logbook. Elements that are particularly weak can be explained, but be warned, this is not an opportunity to blame the authority, training officer, university and the world in general for your failings. Take ownership for your logbook, it should be structured and relevant to the outcomes. One of the first hurdles to overcome is the writing up of learning outcomes in the actual book. This should be started by the end of the first week within the authority. Training officers should ask to see the logbook for the first few weeks, on a weekly basis, to ensure that this is happening. As a liaison officer, it is disheartening to see a logbook from a student nearing completion of their training, with blank sections still in it, often accompanied by the phrase: "I have not been able to find this yet".

Try to avoid being monopolised by one officer, who takes you out of the office regularly. Repeatedly dealing with a complaint of dog fouling, for instance, is unlikely to be of much benefit. After the settling-in period, and before going out on a job, ask yourself what can be gained from it, and more importantly, what learning outcome can be achieved. If the answer is erring on the negative, then try to avoid going where practicable. If a structured reason why it will not be of benefit can be given, then this may be acceptable. Ensure that meat inspection training, port health experience and work with any other authority or training provider, needed to secure a learning outcome, are organised well in advance.

With regard to signatures, it is important to get the officer to sign for the experience as soon as possible after the event. This does mean writing it up quickly - remember, EHOs have to be capable of making contemporaneous notes. There may be problems when officers are on holiday or off sick, for example, but never be tempted to forge the signature. This is grounds for disciplinary action that could lead to a total ban - with the consequence that your career is left in ruins.

There is no reason for a logbook to fail just because a couple of signatures are missing, provided that the officer has completed the authorised signature section and has made entries in other areas of the book. A simple note to explain the difficulty and a comment such as "check signature at FS1", for example, should be sufficient, provided that the majority of the signatures are present and genuine.

NARRATIVES AND EVIDENCE
This is an important opportunity to tell the assessor exactly what you have done and why. Narratives (and reports) should be written in the first person. The assessors are looking for your own thought process - not those of the supervising EHO or training officer:

• What guidance did you read or consult?
• What did you take with you, ie what preparations did you make, and why?
• What questions did you ask?
• What action could you take?
• What action did you take and why?
• What next?

Refer in the narrative to the evidence you are using to support this. Under no circumstance should codes of practice, government circulars, Acts, regulations, or pages from Bassett's or Clays be used as actual evidence. Reference to the above may be made in the narrative, stating how they have been interpreted. Many students fail the logbook for making assumptions and not explaining their thought processes - make sure you state the obvious in the narrative.

It is always good to include photographs, but they should be mounted on paper, and clearly labelled with a description of what is being shown. Always include any notes made at the time, regardless of the form they take (eg pre-printed type form, PACE notebook, A4 notepad) - the assessors want to see them.

Computer generated standard letters can be a problem, if representing the only evidence of a visit being provided. Include any drafts you may have made. If the letter went out under the name of another officer but you drafted it, ask the officer or training officer to sign and date your copy to say it was prepared by you.

There is a myth that if you submit evidence in punched pockets, the logbook will fail. This is entirely untrue. There have been instances where students have submitted overfilled pockets which have been individually referenced as one piece of evidence. The assessor cannot be expected to wade through many pages to find the specific piece referred to. The evidence in a portfolio should be fully referenced such that when the assessor is looking in the logbook, it clearly indicates the portfolio reference for that outcome and what the assessor should expect to find (eg FF1.1.0 - narrative; FF1.1.1 - inspection notes; FF1.1.2 - set of photographs; FF1.1.3 - draft letter). When completing the portfolio, a good system check is to let someone who knows nothing about environmental health read it through, to see if they can find the evidence you are citing.

Beware of submitting attendance certificates as evidence of having achieved a learning outcome, even if this is a CIEH organised course. It can be included as part of the evidence, but the important information to the assessor is the information about what was learned, so include a narrative and notes made at the time.In the narrative, do not be afraid to state that you did not know something up to that point - that constitutes a learning outcome, not a weakness. Students sometimes say that group visits or organised tours are unsuitable for the logbook. This is a false assumption. With an organised visit or group tour, the validity of the entry is the ability of the student to turn that group visit into their own visit.

The visit should be written up along with your inspection notes, plans and questions. How you would deal with any contravention should be outlined, showing the range of options available (note that the most satisfactory course of action may differ between authorities, due to enforcement policies and styles)."I was waiting for a better example to come along", is a phrase often quoted. This is understandable as the logbook is a reflection of an individual's best work, but it is also misguided because, in most cases, that "better example" never comes. There are no penalties for submitting more examples of work done to achieve a learning outcome than the one required. In most cases, it is a requirement to show a number of examples.

It is good practice, in the narrative, to identify what you would do differently next time with the benefit of hindsight. By including several examples, the assessor can see that you have developed over the period of the training placement.

THE IMPORTANCE OF THE REPORTS
The logbook's four reports - assumed to be your best pieces of work - should be fully documented and referenced. The reports are always marked first and failure in any one report results in an overall failure of the logbook. The reports relate to a three story house in multiple occupation (HMO), Environmental Protection Act 1990 (EPA) authorised process, food audits at a meat processing plant and either a dairy or shellfish processing plant, and a high risk health and safety process. Read the guidance in the logbook about what is required for each report and make sure all of the elements you are asked to provide are included.

For example: the HMO must be three storey (two storey examples are often submitted); identify defects and compare room sizes with local and national standards; include reference to the fire authority (for consultation); include your inspection sheets, floor plans, schedule of works and calculation of permitted numbers etc. When completing the EPA authorisation, reference the process you are writing about to BATNEEC. A general statement about BATNEEC is fine, but the assessors want to know about how you could apply it to the process. In addition, detail the equipment you used or would use, how it works and how it is calibrated etc.

Other common areas of student failure include: not visiting the specified range of food premises (you must inspect at least one of each type listed and the more examples you provide, the better); failure to monitor the types of noise from commercial and domestic premises, and from transport; and failure to visit a range of premises for housing fitness, which should include mobile and temporary homes.

Always make contact with your local CIEH branch when arriving on a placement. Ask if your centre has a student liaison officer and, if so, make contact with them. Attend branch and centre meetings and do not be afraid to ask if anyone is dealing with a particular issue in which you wish to become involved. Take ownership and responsibility for your training, but clear things with your training officer first. Take advantage of logbook drop-in sessions and, finally, aim to have the logbook completed by the end of your training experience as you will not be able to devote time to it in the final year. Furthermore, once you have left your placement it may be difficult to get work signed.

THE INTERVIEW
At the professional interview, you will be asked to put three complaints in the order of priority in which you would deal with them, on the grounds of public health, and from the viewpoint of a newly qualified officer. Generally, there is no specific right answer, the key is to give clear, logical reasoning for your choice. It is important that you explain your rationale properly as, without it, it could seem that the complaints were being given the wrong priorities. The interviewers will then give a series of "what if" scenarios, for example: what if the complaint comes from a councillor, or, what if the press become involved, would this change your priority?

You will then be asked to choose one scenario to talk about in more detail, this should be the one you know most about and feel most comfortable with. Some students try to impress the interviewers by picking the scenario they know least about; this does not impress and generally leads to a failure. The interviewers will certainly ask:
- What preparations would you make before leaving the office? (ie read the case file, check the ACoP's, read the guidance, talk to colleagues); and
- What equipment would you take? (eg camera, drain keys, dye, food bags, white coat, notebook, ID etc).
You will be expected to detail the legislation that covers the issue, including powers of entry, enforcement powers, and how you would determine the most appropriate course of action. The final section is a discussion about the wider context of the issue and this opens up the scenario to enable you to talk about issues such as education versus enforcement, sustainability, co-operation with other bodies, eg the Health and Safety Executive, the Public Health Laboratory Service, trade chambers and health authorities.
There are approximately 80 different scenarios that can be used in the interview, so do not assume that you will get the same scenarios as your colleagues. Note that you will not be penalised for referring to the "Chadwick Valley" pack or your own training authority experiences. Before the interview, read though several back issues of EHN and EHJ so that you can talk about current issues during the interview, including any current reports.

There is no doubt that the logbook and the processes of achieving Environmental Health Officers Registration Board (EHORB) status is demanding and requires a tremendous amount of effort from the student. Some training authorities are used to the demands of the logbook and take the lead with each student's training, while other authorities expect the student to make their own arrangements. The key to success is to prepare well, take ownership and to get involved.

The introduction of the logbook has been a steep learning curve for students, local authorities, the universities and the CIEH alike. The guidance from the CIEH is getting better and more consistent, the assessors are well trained and the expected standard and the help available is more accessible. Aim to attend a logbook "drop in session" during your training year, take your logbook and evidence along, and check you are on the right track early on. As new professionals, we have to earn the EHORB certificate, make it mean something and be proud of it. Once you have the certificate, continue with your progress: maintain your CPD, obtain APC, become active at branch and centre level and go to the AGM's. The CIEH is your professional body, you can only change it from within.