1. Introduction to RCPCH Progress <<meeting name>> February 2018
This presentation explains why RCPCH has updated the curriculum, what’s changed, and how this will impact you. If you’ve got any questions then I’ll be happy to answer them at the end of the presentation.

2. The background

3. Why does it matter? Setting the standard Ensuring consistency
A curriculum is sometimes seen as a formal document that everyone knows needs to exist, but no-one really reads or engages with very much. But it’s really important that we have a curriculum that’s fit for purpose and trainees want to engage with.
A curriculum is vital because it sets the standards that everyone has to meet (*), making it clear to you and your Supervisor the level you need to reach before you can be signed off as competent and safe. It’s there to support you through training, helping you see where you’ve done well, and where the gaps in your knowledge or skills might be.
It also ensures consistency (*). The aim isn’t to make everyone identical, but we do need to make sure they are all of the same quality, with the same key features.
A published curriculum also and provides clarity and transparency (*) for external stakeholders, assuring the GMC and informing patients what their doctors have been trained in and the standards expected of them.
Images: high jump cupcakes mics
Communicating to all stakeholders

4. Why progress?
So why did RCPCH decide that the curriculum for paediatric training needed revising? We think (*) this picture sums up what trainees and trainers think of the current one.
It’s a beast of a document, hundreds of pages long. David Evans, the RCPCH Vice President for Training & Assessment, worked out that if every trainee were to print the whole curriculum, it would cover 60 rugby pitches.
Feedback was that it is unwieldy, and not easy to use. It has around 2500 bullet points listing competencies (*), every kind of procedure or disease you might ever encounter, but it doesn’t clearly articulate what it means to be a good paediatrician. Trainees and trainers sometimes say they’re not sure what the standard is that they need to meet, and how much evidence they need to show.
We know that your time is under ever increasing pressure, and so it’s important when you do have time for education and training you can spend that more valuably, not wading through mountains of paperwork trying to make sense of the curriculum.
Image: clipart papermountain1.jpg and oV2PM.png (tick boxes)

5. The curriculum

6. Introducing…the new curriculum
Over 18 months, the College worked and consulted with hundreds of trainees, consultants and young people, and the result is our new curriculum – RCPCH Progress(*).
It is far more coherent, and clear what is required of a trainee for them to progress. Feedback from the Early Adopters who have been piloting the curriculum this year is that they find it easier to understand and use, and that the content seems more relevant to their training needs.
RCPCH Progress better reflects modern day practice for trainees and consultants, and will be more flexible to reflect changing service needs in future.
The actual curriculum is just over 2 pages long, substantially shorter than the current version! You’ll find it within this main document, which sets out the purpose of the curriculum and other supporting information as well as including the curriculum content.
The curriculum is supported by a suite of syllabi(***), which give a bit more detail for you and your trainees as to what is required. There is one per level for the generic paediatric curriculum which all trainees follow.
At level 3, there is also an extra syllabus for each of the GRID sub-specialties(**), and for General Paediatrics for the non-GRID trainees.

7. Progress curriculum domains
11 generic curriculum domains:
Professional values and behaviours
Professional skills and knowledge: communication
Professional skills and knowledge: procedures
Professional skills and knowledge: patient management
Health promotion and illness prevention
Leadership and team working
Patient safety (including safe prescribing)
Quality improvement
Safeguarding
Education and Training
Research and scholarship
These are framed around the GMC’s Generic Professional Capabilities that all trainees will need to demonstrate.
The new curriculum is structured around 11 distinct themes, known as domains.
These domains have been drawn from the GMC’s Generic Professional Capabilities, which are things that all trainees in all specialties will need to demonstrate in future as they progress through and complete their training. We started with the GMC’s capabilities, and contextualised them so they are most relevant for paediatrics, leaving us with these 11 domains.

8. Progress Learning Outcomes
Domain
Level 1
Level 2
Level 3
Professional values and behaviours
In addition to the professional values and behaviours required of all doctors (Good Medical Practice), a paediatric trainee maintains confidentiality but can distinguish when disclosure may be required in relation to safeguarding.
Can summarise the specific legislation which applies to children and families.
Acts as a role model and guides junior colleagues in developing professional values and behaviours in relation to paediatrics.
Creates an open and supportive working environment.
Adheres to current legislation related to children and families e.g. adoption, safeguarding etc.
Adopts a self-regulatory approach to their behaviour and demonstrates the professional qualities required by a paediatrician undertaking independent practice.
Professional skills and knowledge (Communication)
Develops effective relationships with children and families and colleagues, demonstrating effective listening skills, cultural awareness and sensitivity.
Communicates effectively in the written form, by means of clear, legible, and accurate written and digital records.
Participates effectively in the multi- disciplinary team.
Engages with patients and families, facilitating shared decision-making.
Recognises complex discussions and when to seek assistance.
Leads multi-disciplinary teams and demonstrates effective communication skills in a range of environments and situations with children, young people and families in challenging circumstances.
Communicates effectively with external agencies, including authoring legal documents and child protection reports.
Professional skills and knowledge (Procedures)
Adapts clinical examinations to meet the needs of the child and family/carers, undertaking basic paediatric clinical procedures.
Recognises an emergency situation, knowing when and how to escalate appropriately. Initiates basic life support and able to carry out advanced life support with guidance.
Supervises and assesses junior staff when undertaking clinical procedures.
Respond to and manages emergency situations, and able to perform advanced life support.
Demonstrates competence in the full range of clinical skills relevant within paediatrics and either General Paediatrics or their chosen sub-specialty.
Utilises the skills of other health professionals when required.
And this is what we did with those domains.
For each of the 11 domains, we have a Learning Outcome, which is a statement describing the standard the trainee needs to evidence they have reached by the end of Level 1, Level 2 and Level 3.
The 60 rugby pitches worth of competences and bullet points have been replaced by this grid, which with all 11 domains is just over 2 A4 pages long.
These Learning Outcomes will be the focus of trainee evidence in ePortfolio, and the Educational Supervisor reports at the end of each year.
Their supervisors will consider the evidence they have for each Learning Outcome, and make a judgement as to whether the standard outlined has been met.

9. Progress Learning Outcomes
The generic paediatric curriculum,
for all trainees:
11 curriculum domains
33 Learning Outcomes
3 levels of training x =
As a reminder, this is for the generic curriculum, which all paediatric trainees undertake. All trainees will need to achieve all 11 Learning Outcomes at each level (one for each of the 11 domains), so that makes 33 in total throughout paediatric training.

10. Level 3 General Paediatrics
The generic paediatric curriculum,
for all trainees:
Two documents:
Generic
General Paediatric
11 curriculum domains
33 Learning Outcomes
3 levels of training x =
During level 3 training, trainees will also work towards extra Learning Outcomes specific to either their GRID specialty, or to General Paediatrics if they’re not a GRID trainee.
The number of extra Learning Outcomes at level 3 varies from sub-specialty to sub-specialty, but is typically around 5.
Essentially, this means all level 3 trainees need to consider two different parts of the curriculum – the generic Learning Outcomes and their General Paeds OR sub-specialty ones. Trainees specialising in General Paedatrics use these two documents – the level 3 generic syllabus, and the level 3 General Paediatric syllabus.

11. Level 3 GRID (e.g. paediatric neurology)
The generic paediatric curriculum,
for all trainees:
11 curriculum domains
33 Learning Outcomes
3 levels of training x =
Level 3 GRID trainees also use the generic syllabus*, but they do NOT use the General Paediatric ones*, as they won’t be expected to demonstrate General Paediatric Learning Outcomes. They will however need to demonstrate the Learning Outcomes for their chosen sub-specialty** – for example Paediatric Neurology, Neonates, or Community Child Health.

12. Introductory Statement
The syllabi
Key capabilities are mandatory to achieve the Learning Outcome and must be evidenced clearly in e-portfolio
Illustrations are examples of evidence and give the range of clinical context the trainee may use to support their achievement of the Learning Outcomes
Introductory Statement
Learning Outcome
Key Capabilities
IIlustrations
Assessment Grid
To help give some clarity as to what it means to have adequately demonstrated the Learning Outcomes, there are a set of syllabi that explain each Learning Outcome in more detail.
These will help trainees recognise which areas they’re strong in and are beginning to meet the standard required, and where their gaps are or the areas where they need to focus their development.
It will also help Supervisors to make a judgement on whether their trainee has met each Learning Outcome, and hopefully it will improve consistency across the different schools.
The key elements of the syllabi are the key capabilities and illustrations.
Key capabilities are the mandatory things that must be demonstrated in order to achieve the Learning Outcome.
Illustrations are examples of other evidence that the trainee may use to help demonstrate to their Supervisor that they have met the Learning Outcome.

13. The syllabi
To help that make more sense, this is an example page from the Level 1 syllabus. This particular page focuses on the Level 1 Learning Outcome on Leadership and Team Working.
The Learning Outcome, which is the overarching standard the Supervisor is judging the trainee against, is in the first box on the right hand side.
Below this, are two key capabilities. The trainee must have demonstrated these explicitly, otherwise they won’t be deemed to have achieved the wider Learning Outcome.
However, on its own, evidence of those key capabilities may not provide enough evidence for the supervisor to feel confident that the trainee has met the whole Learning Outcome. They pick out the most important aspects of the Learning Outcome which is why every trainee needs to demonstrate them, but they’re not meant to cover every aspect of that top-level outcome in its entirity.
The illustrations would be useful in this case, with supervisors being able to use them to guide the trainee as to what other evidence would help them demonstrate achievement of the Learning Outcome. You can use them as prompts, or goals, or add them to their PDPs.
They may also be useful for trainees who have done something interesting or challenging and they want to record it, but aren’t really sure how it relates to the curriculum. The illustrations will help them decide which area it best evidences, and it can be tagged accordingly.
Remember illustrations are only examples. Trainees are not required to do all, or even any, of the illustrations, they are just our suggestions of the other kind of evidence they may want to include.

14. Flexibility and promoting excellence
Trainees can:
use evidence from their sub-specialty post to demonstrate achievement of the generic Learning Outcomes, and vice-versa.
begin to log evidence against higher level domains before completing all Learning outcomes at their current training level.
use other evidence to demonstrate how they meet the Learning Outcomes – illustrations are just examples, and will be updated regularly.
There is flexibility in how trainees progress through the new curriculum. We recognise everyone has different strengths, and so if a trainee excels in leadership and management for example, they may well achieve the Level 1 Learning Outcome related to leadership earlier than the other Level 1 Learning Outcomes.
Where this is a case, their supervisor can agree with them that this has been achieved and then they can start recording some higher level evidence against the Level 2 Learning Outcome, if they are able to. It doesn’t matter that they haven’t yet completed all the Level 1 Learning Outcomes, but they must do so before they reach the end of the Level 1 training at the end of ST3.

15. Assessment strategy
Blueprint and assessment tools unchanged, but will be used differently – centred on the Learning Outcomes, and greater focus on reflection.
Mapping to the Generic Professional Capabilities (GPCs) and key capabilities.
Suggested assessments for all key capabilities in each syllabus document.
The assessments we use aren’t changing at this stage, although the way trainees use the assessment tools will be slightly different as they focus them more around those Learning Outcomes and what they learnt from the assessment. When a trainee adds a new assessment event to their portfolio, they’ll be asked to select which domain and Learning Outcome it relates to, from a drop down list. They can also link it to a key capability or illustration if they wish.

16. Assessment strategy
At the back of each syllabus document, you’ll find a grid where all key capabilities have been mapped to suggested assessment types, so if a trainee is unsure how to demonstrate a particular capability, this will be a useful guide.

17. ePortfolio overview

18. Progress and ePortfolio
OPTIONAL SLIDES depending on audience – either use the embeded 2 min video (also avail at on this page or the following slides are screenshots from the video. I’ve found having both is best, and if the video works I skip the next few slides, but at sites where the video is blocked the slides are a good backup.

19. Creating assessments
In “create new event” > click under “event type”
Select event type > click “create”
With RCPCH Progress, it’s much easier to record evidence against the curriculum. The most common way trainees will do this will be through an assessment, but it might also be a reflective note for example, and the process is very similar in all cases. They simply select the event they want from the list….

20. Completing assessments
Select the main domain the assessment relates to…
And then select which one of the 11 curriculum domains their assessment relates to.

21. Completing assessments
…and then the Learning Outcome for the relevant level.
Once they’ve selected a domain, they’ll see the Learning Outcomes for that domain appear underneath the list of domains, and you need to select the training level your assessment is at.
Every assessment needs to be tagged to a Learning Outcome.

22. Completing assessments
The key capabilities related to that Learning Outcome will be listed, so you can select these where appropriate.
If the evidence relates to one of the key capabilities for that Learning Outcome, trainees can easily tick these as well.
Trainees will be able to tag to more than one Outcome, but we may limit how many to make sure the evidence is focused on what you have learnt or hoped to achieve.
Reflective notes can be tagged to the curriculum in the same way, if you want to link them to a Learning Outcome. Following feedback from trainees, there will be a wider range of case notes available, helping them record a wider range of evidence, not just reflection on serious cases.
You can also select illustrations by putting a key term in the tagging ‘search’ box, if this is relevant.

23. Preparing for Progress
So now you’ve had a whistlestop tour of what RCPCH Progress is and how it works, we’re going to look at how it will be implemented, what this means for you, and what to do now to start preparing for the transition.

24. Transition plan: key dates
1st August 2018
All trainees* gain access to RCPCH Progress in their ePortfolio and should switch to this after their summer ARCP
*Except for trainees whose scheduled CCT date is BEFORE 15th September 2019
These are the two really important dates that you need to remember going away from this session. The 1st August is the date that Progress will go live in ePortfolio, and it formally becomes the official, approved curriculum for paediatric training. From this date, or after their summer ARCP if it’s not until a couple of weeks after, all trainees should start using the new curriculum to document and guide their training.
The caveat to that is that any trainee whose scheduled CCT date is before 15th September 2019 does not need to make the transition. They can continue on the old curriculum, provided their CCT date doesn’t get pushed back until after that cut-off deadline.

25. Transition plan
RCPCH Progress goes live for all trainees in August 2018, except those CCTing before 15th September 2019.
RCPCH has mapped the old to the new curriculum. Existing evidence in ePortfolio will be ‘re-filed’ under one of the new Learning Outcomes when Progress goes live.
Levels already completed do not need to be evidenced again.
Trainees should use new case notes to record any evidence they may want to use for RCPCH Progress but that doesn’t easily tag to the current curriculum.
So as nearly all trainees, except those in their final year of training, will be moved to the new RCPCH Progress curriculum in August 2018, it’s important trainees and trainers start to familiarise themselves with the new curriculum now, in preparation for the transition. The curriculum, syllabi and lots of supporting resources including transition guidance can be found on the RCPCH Progress webpage.
The College has mapped every competency in the current curriculum to one of the Learning Outcomes in the new curriculum, and will be moving any evidence tagged to the old curriculum is moved to sit under the Outcome we think it’s most likely to relate to in the new curriculum. If a trainee wants to move it to a different Learning Outcome, it’s easy for them to do so.
Level 2 and 3 trainees do not need to go back and re-evidence levels they’ve already completed.
Trainees may want to start saving some evidence this year that doesn’t easily tag to the current competences but will be useful for demonstrating how they’ve met Learning Outcomes in the new curriculum, for example in domains like professional values and behaviours, research, or quality improvement, which aren’t as explicit in the current curriculum. To do this, you can use one of the new ‘case notes’ (there are now a range of these, not just for ‘serious cases’) to store the evidence in draft.

26. Preparing for transition: trainers
Contact those most likely to be affected:
LTFT ST8 trainees
CCT dates on or shortly after 15th September 2019
OOP/maternity leave trainees
Plan how you’ll reach the wider trainee/trainer population e.g. briefings, existing scheduled meetings, newsletters etc. How will you incorporate into inductions?
Review your local training/teaching plans to see if there are any gaps. Share it with others e.g. via the RCPCH College Tutor toolkit.
Ask for help, from colleagues, trainees and the College.
One of the most urgent tasks should be identifying which trainees are most likely to be affected by the transition, and making sure those individuals have a plan in place. There are clear benefits for trainees moving to the Progress curriculum structure, as it is far easier to use and will mean they are better prepared for life a consultant and future appraisals and revalidation. But we recognise there may be some LTFT trainees about to begin their final ST year or others with a CCT date shortly after the cut off date in September 2019 who may want to bring forward their CCT date rather than to transfer to the new Progress curriculum this August.
If they want to do so, they need to be having those discussions and confirming their new CCT date with their Supervisor and you right now, and let us know at the College if they need to do the START assessment earlier than expected so we can make sure we have enough spaces to meet the demand.
Now is the time to start planning how you will reach the wider trainee and trainer population. Shockingly, we’ve discovered advertising a meeting as being about the curriculum doesn’t exactly have people beating down the doors to get in, so getting time to speak at existing scheduled meetings or events where your target audience are may be a more successful approach! Don’t forget about your new starters who will be joining you just after the transition, and think about how you can build the curriculum into your inductions.
You will probably need to review your current training and teaching plans to see if there are any RCPCH Progress curriculum domains which your trainees may find it harder to cover and so you’ll need to identify ways of addressing those gaps. If there is anything that you do that you’re happy to share to help other tutors, please do send it on to us at the College, and we’d be happy to circulate it via the College Tutor newsletter or add it to the College Tutor toolkit on our website.
And finally, remember to ask for help. The regional trainees committee reps are being asked to support the curriculum launch, and you will know who the other keen trainees and consultants are on your patch who can help with this work. The College team are here to support you too, so if you need anything from us please do get in touch.

27. Preparing for transition: trainees
Consider if you are one of those most likely to be affected:
LTFT ST8 trainees
CCT dates on or shortly after 15th September 2019
OOP/maternity leave trainees
Review the Learning Outcomes that you will need to demonstrate in future, and what evidence you might already have or will need to try to gain before the end of your training level.
Record any evidence between now and August that will be helpful in future but doesn’t tag go the old curriculum as a reflective note, saving as a draft.
Ask for help, from colleagues, supervisors and the College.
If you are one of the trainees most likely to be affected by the transition, you will need to have a plan in place. There are clear benefits for trainees moving to the Progress curriculum structure, as it is far easier to use and will mean they are better prepared for life a consultant and future appraisals and revalidation. But we recognise there may be some LTFT trainees about to begin their final ST year or others with a CCT date shortly after the cut off date in September 2019 who may want to bring forward their CCT date rather than to transfer to the new Progress curriculum this August.
If you want to do so, you need to be having those discussions and confirming their new CCT date with their Supervisor and you right now, and let the College know if they need to do the START assessment earlier than expected so they can make sure they are providing enough spaces to meet the demand.
Start to familiarise yourself with the Learning Outcomes that you’ll be working towards in Progress, and consider what evidence you already have that may help show you’re on track to meet these, where the gaps might be, and how you can use your PDP to help address this.
Remember if there’s evidence you want to save between now and August as you think it will help contribute towards one of the new Progress Learning Outcomes, but you don’t think it tags easily to the current curriculum, just save it as a draft reflective note for now, and then you can link it to one of the Progress Learning Outcomes after 1st August.
And finally, remember to ask for help. Your Supervisor, College Tutor and Head of School will be able to support you as you prepare for the transition. The College team are here to help you too, so if you need anything from us please do get in touch.

28. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
With that in mind, the College has produced a range of resources to help you over the next few months, all available via our website.
This includes…
And more to come – let us know if there is anything else that would help you in your role.

29. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
And more to come – let us know if there is anything else that would help you in your role.

30. Month-by-month countdown
Month by month countdown with suggested tasks to make sure your site is well prepared.
To help you consider:
Who needs to know what, and by when?
How can you contact them?
What are the most urgent tasks e.g. contacting trainees likely to be most affected by the cut-off date
Who can help you spread the word?
A month-by-month countdown guide for College Tutors and others who are responsible for managing the transition at their sites. Timings will of course vary from region to region, but we hope this will be a useful starting point as you plan how you will ensure the trainees and trainers at your site know what they need to know, by when, and who can help you with that work.

31. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
There is also a full slide pack which you can use and adapt, along with speakers notes and suggestions on how to customise it to meet your needs.
And more to come – let us know if there is anything else that would help you in your role.

32. Slide pack and speakers notes

33. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
There’s also a double-sided fact sheet that you can print out or share to introduce people to RCPCH Progress.
And more to come – let us know if there is anything else that would help you in your role.

34. Introduction to Progress factsheet

35. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
Transition guidance, answering the questions trainees and trainers most frequently ask about the transition and how it will affect them.
And more to come – let us know if there is anything else that would help you in your role.

36. Transition guidance
We’ve tried to capture the main questions we think people will have, and answer them. But if there are other common questions you think we’ve missed please do let us know and we can update this guidance.

37. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
To make life easier, we’ve also published an extract from the curriculum document as a separate document, so you don’t need to flick through all the pre-amble to get to the main curriculum content.
And more to come – let us know if there is anything else that would help you in your role.

38. Learning outcomes summary
This short document just contains the really important bit – the Learning Outcomes grid, which helps you and your trainees see at a glance what is require from them throughout their time in training.

39. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
We’ve added to our usual suite of short ‘how-to’ videos for ePortfolio, showing you how to record evidence for RCPCH Progress easily in ePortfolio.
And more to come – let us know if there is anything else that would help you in your role.

40. ePortfolio ‘how to’ videos
More videos will be published on the College website over the next few months.

41. Preparing for transition
Resources and guidance are provided for trainees, supervisors, tutors and ARCP panels at
Preparing for Progress: Month-by-month countdown
Slide pack and speakers notes
RCPCH Progress factsheet
Preparing for Progress: Transition guidance
Preparing for Progress: Learning Outcomes summary
ePortfolio ‘how-to’ videos
Guidance on how to judge achievement of Learning Outcomes
And finally there is some guidance for ARCP panels, that will also be helpful for Supervisors and trainees, on how to judge whether a trainee has sufficiently evidenced the Learning Outcomes required at the end of each level.
And more to come – let us know if there is anything else that would help you in your role.

42. Learning Outcome guidance

43. Where to find resources
And there are more resources being developed at the moment, that will be launched on the RCPCH website over the next few months.
You can find all the curriculum documents and most the guidance and support materials at To access the materials specifically for tutors and TPDs, there’s a link to the College Tutor Toolkit from that page.

44. College Tutor toolkit
Within the toolkit, you’ll find the month by month countdown, and the slide deck and speakers notes.

45. Any questions? www.rcpch.ac.uk/progress progress@rcpch.ac.uk
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