2. The Foundation Programme Curriculum 2021
• AIMS
Outcomes of the Foundation Programme
Higher Level Outcomes & Foundation Professional Capabilities
• APPROACH
Learning during the Foundation Programme
Experiential
Direct
Self development
• ASSESSMENT
Evidence to show achievement of the standard required for progression
The ePortfolio and ARCP
Content
4. The Foundation Programme is part of the continuum of medical education
Foundation
Programme
Specialist
Training
GP or
Consultant
Undergraduate
training
F1
F2
FP Certificate of Completion (FPCC)
On completion of Foundation training the
doctor can deliver safe, compassionate care
with indirect supervision.
5. Holistic care and breadth of care
• There is a focus on:
• Physical health
• Mental health
• Social health
• Across a variety of different areas:
• Community or primary care
• Acute and chronic hospital environments
• Mental health settings
• Environments that provide health promotion
6. Three outcomes of the Foundation Programme
Three Higher Level Outcomes (HLOs) of the Foundation Programme.
A professional, responsible for
their own practice and portfolio
development
HLO3: THE PROFESSIONAL
An accountable, capable and
compassionate clinician
THE CLINICIAN
HLO1: THE CLINICIAN
A valuable member of the
healthcare workforce
THE HEALTHCARE WORKER
HLO2: THE HEALTHCARE WORKER
7. The 3 HLOs are broken down into 13 professional capabilities, which form the syllabus:
Professional requirements and
expectations:
11. Ethics and Law
12. Continuing Professional
Development
13. Understanding Medicine
HLO3: THE PROFESSIONAL
Thirteen professional capabilities
Direct and indirect patient care:
1. Clinical Assessment
2. Clinical Prioritisation
3. Holistic Planning
4. Communication and Care
5. Continuity of Care
THE CLINICIAN
HLO1: THE CLINICIAN
Integrating into the healthcare
workforce:
6. Sharing the Vision
7. Fitness to Practise
8. Upholding Values
9. Quality Improvement
10. Teaching the Teacher
THE HEALTHCARE WORKER
HLO2: THE HEALTHCARE WORKER
These capabilities can be demonstrated by behaviour in the workplace during the programme
9. Learning during the foundation programme
Experiential
• Daily experience in the clinical environment with colleagues and patients.
Direct
• Core & non core learning
Self development
• Self directed learning
APPROACH
10. The experiential approach
• Most programmes are 3 x 4 month posts in each year
• Supported by
• Clinical Supervisor
• Educational Supervisor
• Placement Supervision Group
• Clinical and educational supervisor usually the same person
in Scotland
11. Guiding training
• In each placement the Foundation Doctor will have:
• Clinical & Educational Supervisor (Combined Supervisor role)
• Orientate and Combined Supervisor Induction Meeting
• Mid point review
• Guide personal & professional development, and monitors progress against the 3 HLOs / 13 FPCs
• Pastoral Support and contact for concerns
• Combined Supervisor End of Placement Report
• Support from other professionals – a few of these are selected by the Supervisor and form the
Placement Supervision Group (PSG)
12. Direct learning
Teaching/training specific to the Foundation Programme. The ’core learning’ topics are:
• Frailty
• End of life care
• High risk prescribing
• Teaching skills
• Patient safety
• Safeguarding
• Use of new technologies and the
digital agenda
Parity of mental and physical health. Significant increase in mental health topics.
Simulation in now embedded in the curriculum.
• Mental health including mental illness
• Health promotion and public health
• Simulation
• Leadership
• Quality improvement methodology
• Appraisal of evidence
• Careers guidance
• Integration of acute illness into chronic disease
management and multiple comorbidities
13. Other professional activities in the clinical environment are important learning
opportunities too and include:
• Departmental teaching sessions
• M&M and peer review meetings
• Journal clubs
• Grand rounds and Schwartz rounds
• Balint groups
• Multiprofessional meetings, including practice meetings and those with social care
Expansive list of non core learning activities on Scottish Foundation School website
• Experiential “on the job” learning is not included in non-core learning
Non-core learning
14. Self development
• FDs will develop their practice in
different ways
• Online learning, reading,
reflection, non-core teaching
• All FDs will soon be given time
for self development
16. • A record of clinical and professional behaviours
demonstrated in the workplace.
• Maintained in online TURAS portfolio – the
Foundation ePortfolio.
• Evidence recorded in portfolio - from
experiential learning, direct training and self-
development
• Should demonstrate proficiency in the 13
Foundation Professional Capabilities
Gathering Evidence: The ePortfolio
on, anger
Supervised
learning events
(SLEs)
Multisource
feedback
(MSF)
Placement
Supervision
Group (PSG)
feedback
Clinical
Supervisor
reports (CSRs)
Record of
core learning
Record of self
development
Reflection
on progress
eportfolio
17. Hierarchy of evidence
• HLO 1&2 - Performance in the
clinical environment (SLEs) should
form the majority of evidence
• HLO 3 - largely evidenced by
teaching records and reflection.
Knows
(knowledge)
Does
(observation)
Shows how
(demonstration of skills)
Knows how
(application of knowledge)
Experiential
(SLEs)
Simulation
Learning /
reflection
HLO1: An accountable, capable and
compassionate clinician
HLO2: A valuable member of the healthcare
workforce
HLO3: A professional, responsible for their
own practice and portfolio development Millers pyramid – Hierarchy of Evidence
18. Types of assessment
• Supervised Learning Events
• Placement Supervision Group
• Multisource Feedback (TAB)
• The Personal Learning Log
• The Summary Narrative
• Portfolio Evidence (Curriculum Linkage)
Formative assessment
• Combined (Clinical & Educational)
Supervisor Reports
• Prescribing Safety Assessment (F1 only)
Summative assessment
19. Supervised learning events (SLEs)
SLEs
• MiniCEX - mini clinical encounter - direct observation of a clinical interaction
• DOPS – direct observation of procedure
• CBD – case-based discussion
• LEARN – Learning encounter and reflection note – a form for recording the above and other forms of
evidence such as performance in simulation
• LEADER - for recording feedback following an event where the FD has shown leadership skills
• Developing the Clinical Teacher – feedback on delivered formal teaching session or presentation
No minimum number or mix of SLEs
20. • The 2021 curriculum requires an equity of mental and physical health evidence
• For clinical FPCs - provide SLEs that demonstrate both physical and mental health
• For example FPC2 - management of the acutely unwell patient
• Physical health - an SLE covering acute cardiovascular deterioration eg MI/ arrythmia
• Mental health - an SLE covering delirium or acute confusional state
• For FPCs 1-5 it is expected that more than 1 SLE will be required to demonstrate competence.
• Both physical and mental health should be underpinned with reflections and learning logs
Balancing physical and mental health
21. Placement supervision group (PSG)
• Feeds back to FD on a daily basis (eg. Doctor,
senior nurse, pharmacist, social worker,
dietician)
• Will feed back to CS for end of placement rpt
• At least one report each year should include a
satisfactory PSG (min 3 members)
• PSG form is generated by Supervisor at initial
meeting
• Supervisor sends tickets at appropriate time
to group members
23. Multisource feedback (MSF) / team assessment of behaviour (TAB)
• Feedback on attitudes, behaviours and
professional skills
• Minimum of 1 per year
24. Personal Learning Log: Core and non-core learning
Minimum of 30 hours of self development /
non-core learning (or extra core hours).
Minimum of 30 hours core learning per year.
Min
30 hours
30 hours
25. The summary narrative
• The main form of reflection required by FDs.
• A written reflection cataloguing journey
through the programme
• 1 per HLO – 3 per year total.
• Reflect on progress against the HLOs
• Explain the rationale for evidence selected to
demonstrate each HLO
• Should select from hierarchy of evidence
• SLEs (does)
• Simulation (shows)
• Learning (knows)
• Reflections
26. The Summary Narrative
• Training to reflect on learning and progress
• May identify HLOs requiring better evidence (eg mental health)
• Will help plan PDP for following post
• Start process of self development, train for appraisal & revalidation
• Formative assessment
• Supervisor should review each post
• Give advice and rate progress “ES progress rating”
• The FPD will review before ARCP
31. Evidence for Higher Level Outcomes
HLO 1 The Clinician
SLEs, simulation,
knowledge reflection
HLO 2 The Healthcare
Worker
TAB, PSG, DCT, LEADER
HLO 3 The Professional
Portfolio development,
core & non-core
learning, careers
32. • Review of
• PDP
• Summary narrative
• TAB &/or PSG (1 each per year)
• Evidence linked to curriculum
• Engagement with learning (SLEs, core / non core learning)
• Gather info from multidisciplinary team
• Summative assessment
• 3rd block report by 31st May to allow time for:
• FPD review, End of Year Report, ARCP
• GMC full registration and Post ARCP reviews
Combined Supervisor End of Placement Reports
33. Other specifics for assessment
Prescribing Safety Assessment
•Must have passed within the 2 years
preceding Foundation
•Or pass prior to completion of F1
34. Foundation Programme Director End of Year Report
•A summative assessment to make
recommendation to the ARCP panel.
•In 3rd post, Educational supervisor completes
Combined Supervisor End of Placement Report
•Same form as for other posts
•FPD does end of year rpt
ARCP panel
• TAB
• PSG
• Other evidence
• Curriculum coverage
• Evidence of learning
• Combined Supervisor rpts
• Summary narratives
EoYR
35. • The ARCP panel make decision based on feedback & evidence
selected by FD from the ePortfolio, put forward for summative
assessment
• ie evidence linked to their curriculum
• There is no fixed number of pieces of evidence required for each FPC,
only that the FD will provide sufficient evidence to demonstrate each.
ARCP
36. ARCP requirements
Provisional registration and a licence to practise with the GMC (F1 only)
Full registration and a licence to practise with the GMC
(F2 only)
To undertake the first year of the foundation programme, doctors must be provisionally registered with the GMC and hold a
licence to practise. In exceptional circumstances (e.g. refugees), a fully registered doctor with a licence to practise may be
appointed to the first year of a foundation programme.
To undertake the second year of the foundation programme, doctors must be fully registered with the GMC and hold a licence to
practise.
Completion of 12 months (WTE) training (taking account of allowable absence) The maximum permitted absence from training, other than annual leave, is 20 days (when the doctor would normally be at work)
within each 12 month (WTE) period of the foundation programme.
Where a doctor’s absence goes above 20 days, this will trigger a review of whether they need to have an extra period of training
(see GMC position statement on absences from training in the foundation programme – June 2013).
A satisfactory Foundation Programme Director’s End of Year Report The report should draw upon all required evidence listed below.
If the FD has not satisfactorily completed one placement but has been making good progress in other respects, it may still be
appropriate to confirm that the FD has met the requirements for progression.
Satisfactory Educational Supervisor’s End of Placement Reports An Educational Supervisor’s End of Placement Report is required for all FD placements.
Satisfactory Clinical Supervisor’s End of Placement Reports A Clinical Supervisor’s End of Placement Report is required for ALL placements. At least one CSR in each level of training must
make use of PSG feedback. All of the clinical supervisor’s end of placement reports must be completed before the doctor’s
Annual Review of Competence Progression (ARCP).
Satisfactory Combined Supervisor’s End of Placement Report A combined report can be submitted at the end of each placement when a senior Clinician holds both ES and CS roles for the FD
Satisfactory Team Assessment of Behaviour (TAB) Minimum of one per level of training
Satisfactory Placement Supervision Group report (PSG) Minimum of one per level of training
Satisfactory completion of all curriculum outcomes The FD should provide evidence that they have met the 13 foundation professional capabilities, recorded in the eportfolio.
Evidence to satisfy FPC1-5 must include direct observation of at least 5 clinical encounters in the form of SLEs and the specific
life support capabilities specified in FPC2.
Satisfactory engagement with the programme Learning log of core/non-core teaching and other learning
Reflection including summary narrative
Contemporaneously developed portfolio
Engagement with feedback on training programme
Completion of relevant probity / health declarations including Form R / SOAR or equivalent
Successful completion of the Prescribing Safety Assessment (PSA) - (F1 only) The F1 doctor must provide evidence that they have passed the PSA within two years prior to entry to the programme or on
completion of the programme.
37. Summary of changes to the 2021 FP curriculum
• New HLOs and FPCs
• More formal hierarchy of evidence
• Highlights the importance of mental health
• No minimum number of SLEs
• 1 PSG & 1 TAB mandatory
• Summary narrative mandatory
• Core Procedures removed
• ILS / ALS courses not mandated
• Specific skills still require to be evidenced (FPC2, F1 Behaviours)
38. • 3 x 4 month placements
• Supervisor initial, midpoint & final meetings
• Prescribing Safety Assessment (PSA) to complete F1
• 60 hours of learning (core & non core)
• QI requirements
..and what remains unchanged
39. • UKFPO website
• https://foundationprogramme.nhs.uk/curriculum/new-uk-foundation-
programme-curriculum-2021/
• Scottish Foundation School Website
• https://www.scotlanddeanery.nhs.scot/trainee-information/scottish-
foundation-school/current-trainees/
Further information
Editor's Notes
Curriculum rewritten to map to GMC Professional Capabilities Framework and to evolve with medical practice. All new F1s will start on New Curriculum. All starting F2 will move on to New Curriculum. Out of sync trainees will remain in current curriculum until they move into F2.
The New Curriculum has more emphasis on mental health – with significant evidence of mental health learning required.
Focus on learning in community / primary care / chronic settings. Not just acute hospital care.
Each professional capability (FPC) is further expanded on in the curriculum. There are also a list of behaviours for the FPCs that differentiate the level expected of F1 and F2. All FPCs must be evidenced appropriately by ARCP.
The best evidence is demonstrated in the workplace and recorded via SLEs. There is an expectation that FDs will have a range of evidence for the FPCs across the hierarchy of evidence. Clinical performance should not just be evidenced with learning and reflection.
Majority of assessment is formative. This feeds into supervisor’s summative assessment. PSG and summary narrative will be new to most and are discussed later.
Most of these will be familiar to you. The LEARN form can be used in place of SLEs if an event does not fit easily in to one SLE type.
LEADER form – eg leading a ward round, leading a teaching or sim session, demonstrating leadership skills in a sim session.
Big change – no minimum number of SLEs required. But all curriculum FPCs require “sufficient evidence”
PSG report mainly informs HLO1 – the clinician. Whereas a TAB mainly informs HLO2 – the healthcare worker.
This is part of the Initial Meeting form. If “Able to identify PSG members” ticked yes, a box appears to be populated with the group members email addresses. When time to send out tickets, Supervisor selects “PSG” tab from the top bar of the trainee homepage where it sits in current TURAS system. Details put in initial meeting form will have pulled through, and can be added to or altered prior to sending tickets.
Each HLO will have one summary narrative for the year, added to in each post. Up to 300 words each. Essentially they are explaining to the ES why they have selected the evidence linked and why they feel this evidence supports completion of the HLO. One summary narrative is required for each HLO hence 3 are required in total.
Layout of ES view of trainees summary narrative submission.
In each post, the ES should review and comment on the evidence currently linked to the curriculum plus the summary narrative. Give advice about what to focus on / look to evidence in the next post. Eg is more evidence required for mental health topics?
The summary narrative and ES progress rating are accessed via the curriculum tab, where they sit above the curriculum. This slide also shows the curriculum layout. The “view guidelines” tab on the Curriculum blue banner opens a screen with further information about each FPC.
Expanding the curriculum guidelines shows the suggested Behaviours for either F1 or F2 (dependent on trainee year).
Note that in FPC2 only, there are MANDATORY requirements listed for completion of F1/F2 relating to the management of deteriorating patient, management of cardiopulmonary arrest (and mental health conditions for F2).
Ideas of which pieces of evidence are likely to be best suited to which Higher Level Outcomes
FPD rpt will consider curriculum, core & non core learning (60hrs), 3 supervisor placement rpts, 3 summary narratives, at least 1 satisfactory TAB and 1 satisfactory PSG, any other meeting evidence.
The FD chooses which formative evidence that they have collated over the year to use to evidence their e portfolio. This is the evidence that they link to the curriculum.
No minimum amount of evidence – “sufficient” evidence needs to be provided.
“Evidence to satisfy FPC1-5 should include direct observation of at least 5 clinical encounters in the form of SLEs and the specific life support capabilities specified in FPC2.”
Please encourage SLEs
UKFPO page – link to curriculum document, multiple webinars on PSG, SLEs, Summary narrative, building a portfolio etc.
Scottish Foundation School page – links to ARCP requirements, tasters, non core learning topics etc