1. Supervised Learning Events-Trainees’ perspective
Sapna Patel
Chris O’ Dowd Booth

2. Background
Supervised Learning Events (SLEs):
CBD
Mini-CEX
DOPs
MSF

3. Method
Questionnaire to 20 trainees asking their perspective

4. Evaluation of the E portfolio Supervised Learning Events (SLE)
How do you undertake a Mini-CEX with your supervisor?
What is your understanding of a
case based discussion (CBD)?
Do the SLEs feel like an assessment?
What is your understanding of a Mini-Clinical Evaluation eXercise(CEX)?
Is it a valuable process? Why?
Who do you undertake your
Do you receive sufficient feedback on the forms?
CBD/Mini CEX with?
Do you find it easy to engage your seniors/supervisor in the supervised learning events?
Are the forms completed at the time of the exercise?
Are there any improvements or changes you would make to CBDs or Mini-Cexs?
How do you undertake a CBD with your supervisor?

5. Results

6. Discussion 40% value SLEs 50% feel as though they are being assessed
45% feel that time is a very important factor with 25% critical of time given for SLEs
40% noted significant variability between trainers
85% dissatisfaction with the feedback and only 15% received feedback during the assessment
Valuable-highlight mistakes/areas for improvement, forces you to learn on the job, learn from complex cases, help improve clinical skills and thinking process
Time consuming process hence feedback depends on how engaged the assesor is
Easier in more junior grades to get a sctructured assessment and better feedback

7. Recommendations Assessor education and training
Time on rota dedicated to SLEs
Constructive feedback-audit trainers forms filled to assess this
Education re how to undertake the sle, time spent and feedback
Formality or lack of depends on sneiors understanding of the sle

8. Thank you