1. December 13 th, 2007 Winnie Wade Director of Education RCP Education Department How assessments contribute to successful training in Geriatric Medicine

2. 2 Overview PMETB Standards PMETB Standards Assessment system for Geriatric Medicine Assessment system for Geriatric Medicine Pilot of ‘new’ assessment methods Pilot of ‘new’ assessment methods

3. 3 Curricula Geriatric Medicine Specialty Curriculum Geriatric Medicine Specialty Curriculum G(I)M Acute Curriculum – Level 2 G(I)M Acute Curriculum – Level 2 Generic Curriculum Generic Curriculum

4. 4 PMETB Approval Update PMETB standards for curricula and assessment PMETB standards for curricula and assessment All curricula approved All curricula approved Assessment systems approved Assessment systems approved All PMETB standards to be met by 2009/2010 All PMETB standards to be met by 2009/2010

5. 5 PMETB Assessment Standards 1. The assessment system must be fit for a range of purposes 2. Assessment content will be based on curricula 3. Assessment methods must be valid and reliable 4. Methods used to set standards must be in the public domain

6. 6 continued 5. Assessments must provide feedback 6. Assessors will be recruited against criteria for performing the role they undertake 7. Lay input into assessment development 8. Documentation will be standardised 9. Sufficient resources to support assessment

7. 7 An Integrated Assessment System for Geriatric Medicine Geriatric Medicine Curriculum Clinical judgement/ case management Knowledge Communication skills Leadership Working in teams Audit Clinical skills

8. 8 Assessment methods for Trainees in Geriatric Medicine Specialty knowledge examination Specialty knowledge examination MRCP (UK) MRCP (UK) mini-CEX mini-CEX DOPS (Acute Medicine) DOPS (Acute Medicine) MSF MSF CbD CbD ACAT ACAT Audit Audit Patient Survey Patient Survey Teaching Observation Teaching Observation

9. 9 Piloting ‘New’ Assessment Methods To develop the new workplace-based assessment methods that have been specified by SACs in their assessment strategies agreed with PMETB. To develop the new workplace-based assessment methods that have been specified by SACs in their assessment strategies agreed with PMETB. To validate these new methods by piloting them with specialty trainees and their supervisors. To validate these new methods by piloting them with specialty trainees and their supervisors. To validate the existing Acute Care Assessment Tool by piloting with core (CMT/ACCS) and specialty trainees and their supervisors. To validate the existing Acute Care Assessment Tool by piloting with core (CMT/ACCS) and specialty trainees and their supervisors.

10. 10 The Pilot – The Methods Case-based Discussion Case-based Discussion Audit assessment Audit assessment Patient Survey Patient Survey Teaching observation Teaching observation Acute Care Assessment Tool (ACAT) Acute Care Assessment Tool (ACAT)

11. 11 The Pilot – The Approach One project: all specialties, all regions of UK One project: all specialties, all regions of UK Local co-ordinators Local co-ordinators Recruit trainees Recruit trainees Inform potential assessors Inform potential assessors Distribute the paperwork Distribute the paperwork Participation voluntary and anonymous Participation voluntary and anonymous Trainees use assessments appropriate to their specialty Trainees use assessments appropriate to their specialty Data collection and analysis at RCP Data collection and analysis at RCP

12. 12 Timescale Pilot commences early 2008 Pilot commences early 2008 Pilot – six months Pilot – six months Report findings – Autumn 2008 Report findings – Autumn 2008

13. 13 Curricula Implementation Workshops delivered Spring 2008 Workshops delivered Spring 2008 Cascade approach for regional rollout Cascade approach for regional rollout

14. 14 Contact details Winnie Wade Winnie Wade winnie.wade@rcplondon.ac.uk winnie.wade@rcplondon.ac.uk Ext. 461 Ext. 461 Joe Booth Joe Booth joe.booth@rcplondon.ac.uk joe.booth@rcplondon.ac.uk Ext. 541 Ext. 541