Plan This part of the presentation will: Introduce you to the rationale behind the Competency Framework Show you how to use the suggested assessments and.

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Presentation transcript:

Plan This part of the presentation will: Introduce you to the rationale behind the Competency Framework Show you how to use the suggested assessments and the glossary

One definition of curriculum: “A statement of the intended aims and objectives, content, experiences, outcomes and processes of a programme… The curriculum should set out what knowledge, skills, attitudes and behaviours the trainee will achieve.”

The Competency Framework Consists of outcomes Not: Content Experiences Processes

Purpose of reforms To ensure: acceptable standards of education Safe Equitable Transparent continual improvement Reflective In other words… ACCOUNTABILITY and DEVELOPMENT

Curriculum on paper Curriculum in action Curriculum as experienced Three types of Curriculum, after Grant (2006)

Curriculum The aim is to increase the overlap so that: Trainees know what to aim for Teachers know what to deliver Assessments can be blueprinted

Plan This part of the presentation will: Introduce you to the rationale behind the Competency Framework Show you how to use the suggested assessments and the glossary

What do we assess? Contemporary assessment systems emphasise performance What a doctor does in their day-to-day practice Traditional examinations measure things other than performance

Why assess performance? Educational impact Assessment drives learning: “People respect what you inspect”

Miller’s pyramid Does Shows how Knows how Knows Performance Competence

Miller’s pyramid and assessment Does Shows how Knows how Knows Performance Competence WE OE CE ASCE WPA MSAP DOP DBD

Glossary Explains the acronyms Describes the assessment tools Discusses selection of tools Gives some illustrative vignettes

Vignette 1 A doctor in her early years of psychiatry training wishes to demonstrate her competence in assessing the suicide risk (supporting competency ) of patients who present to hospital after an episode of self-harm To achieve this, she has asked a senior psychiatrist to observe her performing an assessment of such a patient using the mini-CEX (a form of Direct Observation of Performance, DOP). In this episode of assessment, the assessor watches the doctor taking the patient’s history and performing a mental state examination. This episode of assessment may therefore also be used as evidence for competencies 1.1.5, 1.1.6, and , 1.1.6, and Later on, the doctor has asked her supervisor to conduct a Chart-stimulated Recall (a form of Document-based Discussion, DBD) on her assessments of similar patients. In this assessment, the assessor asks the doctor to describe the interviews she performed and to explain the reasoning she used to arrive at her clinical decisions in the cases, based on what she has written in the clinical records. The episode of assessment may be used as evidence for competencies 2.1.1, and , and 7.3.2

Thank you! Any questions?

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