1. Preparing for the ARCP/RITA FACULTY OF PHARMACEUTICAL MEDICINE

2. Who’s Responsible? Trainee Educational Superviser Senior Speciality Adviser FACULTY OF PHARMACEUTICAL MEDICINE

3. Trainee You are responsible for Designing your personal training plan At least two modules need to be completed in the workplace Collecting and collating evidence to support your achievement of the required competence FACULTY OF PHARMACEUTICAL MEDICINE

4. Educational Superviser Responsible to the Faculty and the Postgraduate Dean (PGD) for monitoring your performance. The ES should maintain adequate records of interactions with you, including competency assessments and appraisals. Formal meetings, with a written record, should occur at a frequency dependent on your competence. Formal educational appraisals should be undertaken on a regular basis and a formal annual performance appraisal is required for HMT/PMST prior to the annual RITA/ARCP Meeting. FACULTY OF PHARMACEUTICAL MEDICINE

5. Associate Educational Superviser Enables managers who are not medically qualified to supervise trainees The AES has to hold a scientific qualification. The AES carries out the same role and has the same responsibilities as an ES and can act as a signatory on HMT/PMST documents and attend RITA/ARCP Meetings with their respective trainees The sign-off documents ('training logs') will need to be counter-signed by the ES or SSA. FACULTY OF PHARMACEUTICAL MEDICINE

6. Senior Speciality Adviser Is responsible for overseeing the individual HMT/PMST programme within a training environment and across several training environments. Joint appointment of the Faculty and Lead Postgraduate Dean (PGD) and he/she will normally be responsible for all trainees at a particular company or location (if the company is large/several locations). Experienced at a senior level in pharmaceutical / regulatory medicine as well as in staff supervision, appraisal and assessment (often a Fellow of the Faculty) Committed to continuing professional development in general with a particular emphasis on HMT/PMST. No set rules as to when and how often a trainee should meet with their SSA. FACULTY OF PHARMACEUTICAL MEDICINE

7. Experience Exchange ES SSA In work vs course assessments FACULTY OF PHARMACEUTICAL MEDICINE

8. Getting the best from your ES and SSA If your ES is not your supervisor, ensure your supervisor is engaged with the planning stages and that your ES and supervisor liaise on matters where there is time or £ involved (eg external course) - your ES should be lobbying on your behalf as need be Be clear what's confidential for the 3 parties involved. Be organised for meetings and milestones eg, book ahead for regular 1:1 times, Educational appraisals, and for Annual appraisal Keep on top of the paperwork that involves both Trainee and ES - the ES might value access to your folder for any more detailed write-up, esp if there are any gaps at appraisal milestones Prepare together for the ARCP/RITA If you know of others involved in PMST within the same company (trainee, ES and/or SSA), arrange get together(s) to swap notes, discuss and resolve any issues and provide/obtain mutual support Seek the advice of the SSA - SSAs are more than happy to help FACULTY OF PHARMACEUTICAL MEDICINE

9. Evidence Documentation How much is enough? GCP (Good Collation Practice) FACULTY OF PHARMACEUTICAL MEDICINE

10. Evidence –Evidence reviewed annually at the Annual Review of Competence Progression (ARCP)/Record of in Training Assessment (RITA) Meeting. –Save it regularly: hard copies of outputs or activities supporting experience of the Module Item to which the evidence has been referenced –Collate the information in separate folders by module and sub module –Cross reference evidence where appropriate –Provide a Trainee commentary and ES approved Validation Record : Both can demonstrate your personal contribution to the task and provide authentication FACULTY OF PHARMACEUTICAL MEDICINE

11. Presenting Your Evidence The assessors need to know that the trainee has had the required exposure / experience to an activity that is relevant to one or more of the module items and demonstrated desired competence Collect evidence that clearly shows what the project/workstream was, what you did and learned and any other relevant info such as outcomes Evidence examples include – Front page of docs (regulatory docs, protocols, meeting minutes and agendas, etc) – e-mails – presentations – course certificates and agendas, – reviews of your work (eg EPAR), – publications FACULTY OF PHARMACEUTICAL MEDICINE

12. Good Collating Practice Get into good habits early, save it, print it or photocopy it daily and file by module and sub-items Add a commentary / explanation to create stronger links with the curriculum, demonstrates competence level achieved and reflective learning Get the ES to complete the validation grid at regular intervals Add a front-page index to make it easy for the assessors to find and review relevant evidence before the RITA/ARCP FACULTY OF PHARMACEUTICAL MEDICINE

13. Experiential Learning FACULTY OF PHARMACEUTICAL MEDICINE

14. Reflection Can help you to: – understand your strengths and weaknesses – identify and question your underlying values and beliefs – acknowledge and challenge assumptions on which you base your ideas, feelings and actions – recognize areas of potential bias or discrimination – acknowledge your fears, and – identify areas for improvement Leads to greater self-awareness a necessary stage in identifying areas for improvement and growth in both personal and professional contexts Taking time to reflect helps you identify approaches that have worked well and reinforces good practice. FACULTY OF PHARMACEUTICAL MEDICINE

15. It’s time for your ARCP/RITA What is the panel looking for…. – Evidence that you are making progress – They like to sign off modules early and often! – Well collated indexed and commented/valldated evidence makes light work for RITA/ARCP panels How do they choose which files to look at…..and do we really have to bring everything with us….? – They focus on modules that look complete, if they sign off a module you do not need to bring that back again Any scope for questions to the panel….time for this often felt short and limited.. – Yes.They have 20 minutes per person …..make the most of the time,be focused FACULTY OF PHARMACEUTICAL MEDICINE

16. ARCP/RITA What do they discuss when you leave the room… –Before you come into the room they review your history/forms, the appraisal and any concerns with your progress. When you get in the room one person asks how things are going while another looks at the evidence. When you leave the room, they discuss your responses, verbal and non verbal and the evidence quality. They want to help you-------- Any scope for more detailed feedback or assistance The PGD is clear if needed the ES can take up details and work on corrective measures Having the ES with you…helpful or not? Definitely helpful FACULTY OF PHARMACEUTICAL MEDICINE

17. ARCP/RITA RITA documentation…Filling in the forms….what is helpful, what is not to the panel Clear evidence well collated with thoughtful commentary and ES validation and appraisal PMST training logs are an improvement New tools available - need to be tested in a pilot study What is the value of the RITA to me…what can I get out of it…other than sign-off and tick boxes –The RITA is your path to your CCT: output is proportional to input FACULTY OF PHARMACEUTICAL MEDICINE

18. The PYA The Penultimate Year Assessment is critical to the CCT – At this point you need to have signed off most (if not all) your modules Remaining modules need to be achievable before the CCT date – If there is little time remaining and a lot to do you can agree a revised date The CCT can be granted without another assessment if everything is clear FACULTY OF PHARMACEUTICAL MEDICINE

19. Preparing for the ARCP/RITA FACULTY OF PHARMACEUTICAL MEDICINE