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ARCP Panel Member Training Kate Wishart March 2015.

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Presentation on theme: "ARCP Panel Member Training Kate Wishart March 2015."— Presentation transcript:

1 ARCP Panel Member Training Kate Wishart March 2015

2 Instructions for use The links only work in Slide Show mode If you are working through this alone: – The arrows at the bottom of each slide should take you through in order – takes you back to the link slide – takes you to the last slide you viewed – Where there are no blue arrows then simply return for the next slide

3 Objectives Be a confident and effective ARCP panel member Understand the process and requirements of an ARCP panel Understand the ARCP panel outcomes and when to give each Know how to sample the evidence to review progress effectively

4 Definitions and Context Requirements for panel members What is the ARCP? What it’s not ARCP purpose When is an ARCP panel needed? Who makes up the ARCP Panel? Do all trainees attend? Main resource is the Gold Guide (web link)Gold Guide

5 Purpose of an ARCP panel Gold Guide p61: 7.54 1.To consider and approve adequacy of evidence, including ESR 2.To consider time out of training (TOOT) and determine whether extended time is required 3.To make a judgement about the trainee’s progress and whether suitable to progress to the next level/CCT 4.Provide advice to the Responsible Officer about revalidation 5.To give feedback to Educational and Clinical Supervisors on their performance

6 ARCP Panel ProcessProcess Chair introduction and scene setting Dividing up the work Deciding the outcome Questions for interviewing the trainee ARCP Form and Form RForm R Notifying the trainee and TPD ES feedback

7 Chair introduction and scene setting Most chairs will introduce the way they would like to organise the panel review of the evidence. They may give a flavour of the day to come, if they have prepared in advance. They may check that all members have been trained and answer any queries or concerns. Chair introduction and scene setting Most chairs will introduce the way they would like to organise the panel review of the evidence. They may give a flavour of the day to come, if they have prepared in advance. They may check that all members have been trained and answer any queries or concerns. Dividing up the work There is a lot to be reviewed for an annual panel, and it is most efficient if the areas to be reviewed are divided up amongst the panel members. One person will be asked to complete the checklist, but that person can also look at some areas of the review. One member may be asked to look at all the Forms R. These are mandatory and failure to submit one will result in an unsatisfactory outcome (albeit temporary – q.v.). Dividing up the work There is a lot to be reviewed for an annual panel, and it is most efficient if the areas to be reviewed are divided up amongst the panel members. One person will be asked to complete the checklist, but that person can also look at some areas of the review. One member may be asked to look at all the Forms R. These are mandatory and failure to submit one will result in an unsatisfactory outcome (albeit temporary – q.v.). Deciding the outcome This is by consensus, and will usually be fairly clear by the end of the review. The Gold Guide states very clearly that the outcome must be decided before interviewing the trainee. The interview is for informing the trainee of the outcome and talking through the plan for the next period/ year. Deciding the outcome This is by consensus, and will usually be fairly clear by the end of the review. The Gold Guide states very clearly that the outcome must be decided before interviewing the trainee. The interview is for informing the trainee of the outcome and talking through the plan for the next period/ year. Questions for the interview: Most chairs will ask panel members what they would like to ask, and may suggest questions. It is usual for lay members to ask questions about pastoral issues, and also sometimes questions concerning patient perspectives. It is essential to ask out about mitigating circumstances – sometimes trainees do not share these until the panel. It is also good practice to ask about support and training in their placement. Questions for the interview: Most chairs will ask panel members what they would like to ask, and may suggest questions. It is usual for lay members to ask questions about pastoral issues, and also sometimes questions concerning patient perspectives. It is essential to ask out about mitigating circumstances – sometimes trainees do not share these until the panel. It is also good practice to ask about support and training in their placement. ARCP Form: The chair will complete the ARCP form including ticking a box about concerns for the RO. The chair will sign off the form if appropriate using a different log-in ARCP Form: The chair will complete the ARCP form including ticking a box about concerns for the RO. The chair will sign off the form if appropriate using a different log-in Notifying the trainee: once the form has been signed by the chair, it is present on the trainee’s e-portfolio. The Admin team will send an email to the trainee, and the TPD as well.

8 Form R (part B) Required by GMC Should be uploaded to Courses & certificates in Learning Log Sections – Health and time out of training – Significant events – complaints

9 ARCP Outcomes Hospital trainees only

10 Outcomes and consequences 1 2 3 4 5 6 8 Carry on to next ST year, or within year if LTFT or out of sync Likely to have objectives, checked at another ARCP panel in 3-6 months Extension awarded with objectives, and review before or at the end of it Removal of NTN. Appeals process available, careers advice, potential for some to use CEGPR to get licence to practise as a GP Trainee to account to panel within 5 days. Panel considers evidence (usually virtually) once provided and awards new outcome. Trainee applies for CCT via RCGP and GMC Out of programme. No review, but need to make sure all training in the year reviewed at the next ARCP panel and note of this made.

11 Logistics Notifications IT requirements TeP log ins Timings Recording and checklistchecklist TeP tips

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13 TeP tips (click on link for specific tip) Getting more TeP in view (or less) Opening different elements in new windows Finding trainees from the list Having the TeP open with two log-ins (for chairs) Having the TeP open with two log-ins Navigation of menus Navigation of learning log

14 Getting more TeP in view (or less) Click on the tools icon in your browser window (usually top right). Then alter the zoom.

15 It is helpful to keep some pages open whilst looking at others There are two ways to open a new window: 1.Right click the link to the new page and choose ‘Open Link in New Tab’ 2.Choose link using Control-click (cmd-click for Mac)

16 Finding trainees from the list If at first you can’t find a trainee using the boxes on the trainee list page, click ‘All’ and try again. Using Ctl-F opens a box up. Type the name in and it should take you straight to the trainee

17 Using two browsers If you have two log-ins and need to use them simultaneously (e.g. chairs filling in ARCP forms and then signing them off): Open the TeP in two different browsers – E.g. Chrome and Internet Explorer Otherwise the two views will become the same The TeP is designed to work best in Chrome

18 Navigation The left hand side menu is the best place to find the elements of the TeP. Review Preparation will show a list of ESRs, and viewing the latest will give you the four pages of ES opinions on progress Use the Evidence link when assessing numbers of WPBA Don’t forget the Educators Notes – a very useful source of information Competence areas show you the links – but you can also find these on page 4 of the ESR

19 Navigation of Learning Logs Using the drop down box named ‘Type:’ you can access the different pages – just click on your choice.

20 Reviewing the Evidence Previous ARCP – any recommended actions? View the latest ESR: page 1 ‘Competence Areas’ – Posts check (should have been done and entered on checklist) Posts check – Trainee self-rating Trainee self-rating – ES Ratings ES Ratings Page 2 is ‘curriculum coverage’curriculum Page 3 is Skills Log (will disappear in August 2015)Skills Log Page 4 is Workplace based assessmentWorkplace based assessment

21 Posts Check Check for – Posts lasting less than 3 months – if more than 2 months then may count if sufficient evidence (must include a CSR). If not will need extension to repeat the post – How much time in GP if at the end of training – need a statement on the ARCP form if less than 18 months – Check 12 months in hospital posts and 12 months in GP as minimum requirements – Check TOOT – will this trainee need extra time?TOOT

22 Time out of Training (TooT) >14 days sick leave – Panel decide whether extra time needed – Based on progress and competences – RCGP allow 14 days p.a. plus 7 days overall leeway. Maternity leave – Trainee should inform us of dates – Extra ESR and CSR (hosp) before going on ML Returning – formal meeting with ES to assess and plan Prolonged TooT (>12 months) – Panel should state whether extra time needed or not – RCGP standard statements for this

23 Trainee self-ratings Check for – Breadth and depth of evidence linked – Are the ratings reasonable? – Does the evidence support them? – Is the trainee choosing a wide selection of evidence? – Are the proposed actions specific and sensible? – Does the narrative suggest insight?

24 Ratings & linked evidence Breadth and depth of evidence linked Match between ES and trainee Differences justified? Judgements justified? Overall assessment justified? Do you trust the judgements? Suggested actions helpful to trainee? ES summary boxes – do they help you understand where the trainee is at? – Is progress specifically judged? Giving feedback on ES performancefeedback

25 Rating the quality The college recommend narrative, specific and dated evidence, and formative feedback.

26 Assessing curriculum coverage Open table for coverage up to August 2010 by clicking on blue link: Take into account the posts done in the year Some areas are more difficult than others There should be no zeros at the end of ST3 There are no rules here – common sense applies

27 Skills Log DOPS must be assessed by an ST4 or above, a nurse practitioner or equivalent Check the mandatory ones (top 8) The middle row of numbers refers to the ones assessed as satisfactory

28 Page 4: Workplace based assessment Ignore the evidence table of assessments – it refers only to 6 months Check the competence links – you can use these to look at evidence – logs and assessments Progress to certification ES summary boxes – PDP – Quality of evidence – Summary

29 Progress to certification AKT and CSA results with dates booked Valid AED/CPR certificate – Must be ticked at final ESR/ARCP – CPR lasts 3 years for trainees OOH requirements met – Must be ticked for final ESR/ARCP All this should have been entered on checklist in advance

30 Quality & Progress: how to judge Ratings and linked evidence ES summary boxes MSF & PSQ Assessments – dip in Assessments CSR Learning logs PDP Educators Notes

31 Ratings & linked evidence Breadth and depth of evidence linked Match between ES and trainee Differences justified? Judgements justified? Overall assessment justified? Do you trust the judgements? Suggested actions helpful to trainee? ES summary boxes – do they help you understand where the trainee is at? – Is progress specifically judged? Giving feedback on ES performancefeedback

32 MSF & PSQ MSF Useful marker Look at scores and comments Early evidence links scores to outcomes at MRCGP PSQ less useful Low scores more useful

33 Assessments Dip in – Are the ratings congruent with the Competence ratings? – Who has done them? Trainer/ Clinical supervisor/ OOH CS/ Peers CSR – Look at any since last ARCP – Sometimes helpful – Essential for assessing short posts

34 Learning Log & Reflection Can you tell what the trainee learned and why? Can you see how it may change their practice? Are additional learning needs identified? Is there a plan for meeting them? Is the entry simply a journalistic log of what happened? Breadth and Depth – Enough Clinical Encounters? Numbers: quality trumps quantity Numbers Rating guide

35 To find the approximate number of log entries: 1.Set the page size to 10 items 2.Click on the double >> to find the total number of pages 3.Multiply the latter by 10

36 Learning Log - rating

37 PDP Is the trainee using it? Are objectives SMART? Out of date objectives? Do the objectives seem appropriate? How has the ES commented on its quality? (P4 of ESR)

38 Educators’ Notes Rich source of information Look for sick leave dates Look for evidence of problems/ concerns Look for reminders to engage Look for praise and positive feedback

39 Overall Sense of Progress If the ES has done a good job, and you are confident that his/her judgements are sound, and the trainee is doing well, then you can just dip into these areas quickly. If you have doubts about the ES performance, then you will need to look more closely. This is also true if there are concerns about the trainee’s progress.


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