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Joint Royal Colleges of Physicians Training Board (JRCPTB) Changes to specialty trainee assessment and review August 2014 Guidance for Supervisors.

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Presentation on theme: "Joint Royal Colleges of Physicians Training Board (JRCPTB) Changes to specialty trainee assessment and review August 2014 Guidance for Supervisors."— Presentation transcript:

1 Joint Royal Colleges of Physicians Training Board (JRCPTB) Changes to specialty trainee assessment and review August 2014 Guidance for Supervisors

2 Revised system for assessment Change to how ePortfolio evidence is used to determine trainee progress Aims to enhance learning through effective feedback and action plans Applies to all core and higher medical trainees from 6 August 2014 ARCP decision aids set out the requirements for each stage of training

3 Work place based assessment CbD, mini-CEX and ACAT tools to be used for supervised learning events (SLEs) Trainees should actively seek feedback from assessors immediately following an SLE Trainees and supervisors should formulate action plans and arrange follow-up DOPS, MSF, teaching observations and audit assessments will continue in current format

4 Summary of WPBAs Assessments Key points CbD mini-CEX ACAT  Collectively to be known as supervised learning events (SLEs)  Emphasis on self-reflection, feedback and action plans  Demonstrate longitudinal progression during training period  Global ratings provide trainees with a clear indication of their current attainment and development  Curriculum links limited to 8 for ACAT, 2 for CbD/mini-CEX  Refer to revised ARCP decision aid for specialty requirements DOPS MSF Teaching observation Audit assessment / QIPAT  Continue in current format  Quality Improvement Project Assessment tool (QIPAT) can be used in place of audit assessment in CMT. Other trainees can use on a voluntary basis  Refer to revised ARCP decision aid for specialty requirements

5 Linking evidence in ePortfolio ePortfolio evidence should be linked to competencies to show learning and engagement with the curriculum One piece of evidence is sufficient if it demonstrates a competency has been properly explored ePortfolio linkages of SLEs should be limited to 8 for ACAT and 2 for mini-CEX and CbD

6 Linking evidence in ePortfolio (2) Trainees should self-assess and assign indicative ratings from the drop-down box for each competency explored Ten of the common competencies will not require linked evidence in the ePortfolio unless concerns are raised

7 Sampling of competencies You should regularly sample and discuss with the trainee their linked evidence, ratings and statements in the ePortfolio If the trainee’s reporting is appropriate you do not need to examine all competencies to determine satisfactory progress is being made We recommend competencies are sampled per training year. More will be required if evidence is considered inadequate

8 Educational supervisor report The educational supervisor’s report is pivotal to the ARCP process and should include a summary of multiple consultant reports (MCRs) and multi-source feedback (MSF) Educational supervisors should report on engagement with the curriculum determined by sampling of evidence and competencies

9 Guidance The following resources are available on the JRCPTB website  Guidance for supervisors  Guidance for trainees  ARCP decision aids  Assessment methods  Specialty placement checklists for CMT/AIM

10 End of presentation The JRCPTB is part of the Federation of the Royal Colleges of Physicians of the United Kingdom


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