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  • Version 1 Slides July 2008 © JRCPTB
  • These are the broad objectives that we intend to cover in this training. The focus is mainly on the ePortfolio rather than wider issues about training and assessment (see next slide)
  • Most of the attention on the ePortfolio is as the place to record evidence that supports decisions about trainees’ progress – making sure they have got appropriate assessments and have achieved competencies. We also expect that the ePortfolio will be a valuable tool to support trainees by encouraging reflection of their learning experiences, use of personal development plans, career discussions.
  • Although the software is provided by NES, trainees and supervisors should be made aware of the role of JRCPTB as the body that defines the curriculum and assessment system for physician training. Trainees start using the ePortfolio in Foundation and continue with it to CCT as a physician with same username and password, building up a full picture of training. In time will also include other specialties.
  • ePortfolio helps to stop the curriculum just being a document gathering dust on a shelf and puts it directly into the forefront of training. Web based system means it can be accessed anywhere and any time when internet access is available. Being a single shared record means that trainees, supervisors, tutors, etc can all see at any time what has been recorded – no reliance on waiting until a trainee comes to a meeting with a large pile of paper. Facilitates advance preparation of meetings. The Gold Guide suggests that Annual Reviews of Competence Progression should be carried out as remote reviews of portfolios with trainees not present – the ePortfolio makes this feasible.
  • Can currently allocate more than one supervisor or tutor. Little practical difference at the moment in what supervisors, tutors, programme directors can do so all covered by “supervisor” in this training. Assessors do not need usernames and passwords just to record assessments and cannot see anything in the ePortfolio
  • The concept of this division of roles by trainee group is new in V2.o and may not be obvious.
  • This is to give a reminder of the of the web page for getting to the ePortfolio and showing what the login screen looks like.
  • For users who have more than one role set up when they log in they are asked which role they want to go into initially. Once logged in it is easy to switch between roles by using the menu option at the top left.
  • These are the main responsibilities of trainees. It is their portfolio and the process of maintaining it should be largely trainee-led. More details about all these items below.
  • Exact administration responsibilities may vary by deanery and trust. In some places there may be more centralised admin from deaneries, in others more delegation to trusts. Most postgraduate education centres now have people who can perform local administration functions.
  • Example of the home page as it looks when a trainee logs in, showing the layout of menu items across the top of the page.
  • Supervisors and administrators can select a trainee who they have the rights to see. Once a trainee is selected the menu on the left of the screen gives access to the ePortfolio screens that the trainee can see, in the same (or very similar) format as they appear to the trainee.
  • Exact details of assessment requirements documented on JRCPTB website for core training and by specialty. Most specialities are using some combination of the same methods as core training. Will be speciality specific versions of some forms (e.g. renal DOPS) and new methods (e.g. audit assessment) but these are not yet in the ePortfolio.
  • Example of part of the CbD assessment form
  • The assessment ticket process allows an assessor who does not otherwise have access to the trainee’s portfolio to enter an assessment, while allowing some degree of validation about who is entering the assessment.
  • The request screen for creating a ticket.
  • The ticket that is created, showing the e-mail sent to the assessor.
  • No specific requirements for number of reflections to be recorded. Private items can only be seen by the trainee, shared by anyone with supervisory access to this trainee. Must not record any identifiable patient information. Supervisors can add comments to shared reflections if they want to but are not required to countersign or “approve” reflections.
  • Example of reflective practice form
  • Initially only GIM Acute and Generic curricula. Level 1 of these curricula apply to core training. All specialty curricula to follow. Supervisors are requested to update the curriculum to record when trainees have demonstrated competence in particular areas. Ideally this should be based on evidence such as assessments and reflections on learning. One way to do this is for trainees to record where they think they have progressed and for supervisors to use this as the basis for discussion. We do not recommend trying to review the whole list of competencies at each meeting with the trainee.
  • An example of use might be that a trainee records a reflection on an audit they carried out and then uploads the audit report as evidence.
  • Can’t open files by clicking on the name in the folder structure – need to click on file name on the right hand side of the screen
  • Example of part of the mid-point appraisal form showing the ability to save a draft
  • It is possible to keep PDP entries private though we do not think there is any reason to do this. The countersignature option allows a supervisor to “sign off” an entry but we do not expect supervisors to do this and have asked for this to be removed in future.
  • The Supervisor’s Report has been developed by JRCPTB based on the report proposed in the Gold Guide and adapted to meet the needs of physician’s training programmes. It is intended to be a generic report that can apply throughout core training and in all specialties of medicine. It is designed to allow for it to be used flexibly depending on local arrangements – either to record progress during the course of a single attachment (eg a single 4 or 6 month CMT attachment) or a full year (possibly covering 2 or 3 attachments). Trainees can see the reports but cannot add or update them. We will make improvements to it to automate more features (eg numbers of assessments)
  • The Annual Review of Competence Progression (ARCP) is the review of the evidence of a trainee’s progress by a panel arranged by the Deanery. Exact arrangements for ARCPs will vary by Deanery. The ARCP process is described in the “Gold Guide” The ARCP form can also be used to record interim reviews outside the annual review cycle. Decision progress should to be informed by the relevant “ARCP Decision Aid” for the specialty / stage of training. These Decision Aids are available from www.jrcptb.org.uk

JRCPTB ePortfolio Presentation Use SHIFT ENTER to open the ... JRCPTB ePortfolio Presentation Use SHIFT ENTER to open the ... Presentation Transcript

  • The ePortfolio for Physician Training JRC PTB
  • Objectives
    • Explain the purpose of the JRCPTB ePortfolio
    • Describe the different user roles and responsibilities
    • Show how to use the ePortfolio to support the curriculum and record progress
  • Exclusions
    • This session will not cover:
    • How to conduct workplace-based assessments
    • How to perform appraisals
    • The detail of curricula
    • How to be an educational supervisor
    • How to manage trainees in difficulty
  • Purpose of ePortfolio
    • Collection of evidence to inform decisions on trainee’s progress
    • Tools to support trainee’s education and development, eg reflective practice
  • Background
    • Provided by NHS Education for Scotland to specification from Joint Royal Colleges of Physicians Training Board
    • Shared system with Foundation and other specialties
    • In use for Core Medical Training since August 2007
    • Version 2.o – August 2008
  • Why Use an ePortfolio?
    • Portfolio brings the curriculum to life
    • Accessible ‘anywhere’
    • Single shared record for supervisor and trainee
    • Supports ARCP
  • Roles
    • Trainee
    • Supervisor – Educational/Clinical
    • Tutor / Programme Director
    • Administrators – Deanery / Local
    • Assessors
  • Roles
    • Roles divided by training group, eg “foundation trainee”, “physician trainee”, “foundation supervisor”, “physician supervisor”
    • Need to switch roles to see history (eg if a current physician trainee was previously in foundation)
    • Need to switch roles to perform different tasks (eg supervising physician and foundation trainees)
  • www.nhseportfolios.org
  • Switch role here
  • Trainee Responsibilities
    • Ensure the portfolio is kept up to date
    • Arrange assessments and ensure recording
    • Prepare drafts of appraisal forms
    • Maintain PDP
    • Encouraged to record reflections on learning
    • Record progress through curriculum
  • Supervisor Responsibility
    • Use portfolio evidence to inform appraisal meetings:
      • Assessments
      • Reflections
      • PDP
    • Update the record of progress through the curriculum
    • Write End of Attachment Appraisals
    • Write Supervisor’s Reports
  • Administrator Responsibilities
    • Add new users
    • Manage users’ roles and locations
    • Manage details of posts and links between trainees and supervisors
    • Provide local support – eg reset lost passwords
  • Trainee Home Page Menu items here
  • Supervisor/Admin View Select trainee here Access trainee menu here
  • Workplace-Based Assessments
    • For Core Training: DOPS, mini-CEX, CbD, ACAT
    • For Speciality Training: some variations on this
    • Assessments can be entered by:
      • Supervisors
      • Trainees on behalf of assessors
      • Assessors, by use of “ticket” system
  •  
  • Assessment Tickets
    • Trainee (or supervisor) uses “request external assessment” to record assessor name, email (if known), post, assessment type
    • Ticket code created
    • Email request (with link) sent to assessor
    • Or
    • Print page and pass to assessor
    • Assessor follows instructions to record assessment
  •  
  •  
  • Reflective Practice
    • Trainees encouraged to reflect on learning events and record these, eg:
      • Lectures
      • Courses
      • Interesting cases
      • Posts
    • Reflections can be private or shared
    • Can be linked to curriculum competencies as evidence
  •  
  • Curriculum Progress
    • Curriculum competencies can be viewed
    • Trainee can record opinion on progress
    • Supervisor to record progress by competency
    • Not expected to review all competencies every meeting
    • In future will display only relevant curricula for specialty and stage of training
    • Full curricula on www.jrcptb.org.uk
  • Personal Library
    • Can now upload files into the ePortfolio:
      • eg abstracts, papers, certificates, presentations
    • 20MB limit at present
    • Avoid large image-heavy files
    • Shared or Private
    • Organise into folders
  • Open file here Organise in folders
  • Appraisal
    • Three appraisal forms per post:
    • Induction
    • Mid-Point (optional)
      • These can be completed in draft by trainee and confirmed by supervisor
    • End of Attachment
      • Can only be written by supervisor
  • Use this to save a draft which can be edited later
  • Personal Development Plan
    • Trainee maintains PDP
    • Agree with supervisor and review at appraisal meetings
    • Trainee ticks off items when achieved.
    • Supervisors not required to countersign
  • Supervisor’s Report
    • JRCPTB version
    • Based on Gold Guide
    • For Core and Specialty Training
    • Flexible use:
      • Single post (eg 4/6 months)
      • Whole year
      • Clinical / Educational Supervisor
    • Important input to ARCP
  • ARCP
    • Annual Review of Competence Progression
    • Process defined in Gold Guide
    • Guided by “ARCP Decision Aids”
      • Available on www.jrcptb.org.uk
    • Deanery panel records outcome in ePortfolio
    • Can use form for:
      • ARCP
      • Interim portfolio reviews