This document discusses the evolution of programmatic assessment in UK medical training over the past 30 years. It outlines how assessment has shifted from high-stakes exit exams to integrated programs that use workplace-based assessments like mini-CEX, DOPS, and CbD. Key organizations like the GMC, PMETB, and foundation program have developed principles of good assessment including assessing multiple competencies through various methods. The foundation program initially piloted four assessment tools but has since refined these to better provide feedback and identify trainees needing support. Overall, the document traces the progression towards valid programmatic assessment across medical education in the UK.
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
This slideshow was used for teacher training workshops I conducted in the fall of 2011 at the Center for English as a Second Language, University of Arizona (Tucson, USA).
Integration in Competency based medical educationKhan Amir Maroof
Presented by Dr Amir Maroof Khan and Dr Dinesh Kumar in IAPSM Preconference workshop held on 16th March 2021 - online. Focused on Community Medicine.
Workshop convener: Dr Pankaj Shah
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
This slideshow was used for teacher training workshops I conducted in the fall of 2011 at the Center for English as a Second Language, University of Arizona (Tucson, USA).
Integration in Competency based medical educationKhan Amir Maroof
Presented by Dr Amir Maroof Khan and Dr Dinesh Kumar in IAPSM Preconference workshop held on 16th March 2021 - online. Focused on Community Medicine.
Workshop convener: Dr Pankaj Shah
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
Medical education is changing to meet the demands of our evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME).
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Attitude, Ethics and Communication-skills for the Teacher and the TaughtK Raman Sethuraman
Imparting education to inculcate ethical values, professional attitude and effective inter-personal communication is much stressed in current curricula for Medical and other Health-professions. This talk stresses the need for the teachers to evolve themselves as positive role models if they wish to be effective in their mission to empower their students with values and professional identity.
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
Medical education is changing to meet the demands of our evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME).
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Attitude, Ethics and Communication-skills for the Teacher and the TaughtK Raman Sethuraman
Imparting education to inculcate ethical values, professional attitude and effective inter-personal communication is much stressed in current curricula for Medical and other Health-professions. This talk stresses the need for the teachers to evolve themselves as positive role models if they wish to be effective in their mission to empower their students with values and professional identity.
Technology to Personalize Learning for Gifted KidsBrian Housand
Brian Housand, Ph.D.
brianhousand.com
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave gifted kids to their own devices, technology can serve to depersonalize their experiences. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal and meaningful for today’s connected gifted students.
VR與AR技術於醫療領域的可能性及案例分析 (VR & AR Technologies in Medical Applications)宇軒 黃
【跨 X 創 產業小聚】#6
VR技術引爆超世代教學革新:從醫療與教育出發
VR and AR Technologies in Medical Applications
據美國研究機構報告,AR/VR的醫療健康市場到2020年將達25.4億美元,主要來自模擬訓練及康復治療。在未來的健康醫療教育融入虛擬及擴增實境應用中,又可以達到什麼境界?
Using Nursing Exam Data Effectively in Preparing Nursing AccreditationExamSoft
Presented by Ainslie Nibert, Associate Dean/Associate Professor, College of Nursing, Texas Woman's University
Faculty facing either an initial nursing accreditation, or those preparing for a re-affirmation of accreditation visit, need to amass evidence demonstrating how the program is evaluated for achievement of program outcome using reliable and valid measurements. One of the most valuable resources of this evidence is a collection of student performance data from teacher-made and standardized exams used throughout the curriculum. How can faculty demonstrate that the exams they deliver to students are both reliable and valid? The purpose of this webinar is to discuss how faculty can incorporate assessment data and related analysis into their curriculum evaluation processes; establish that the teacher-made and standardized exams administered throughout the program are reliable and valid; and include assessment findings in the accreditation self-study that demonstrate compliance with nationally-recognized education standards in nursing.
Module 7 control systems of distance educationStephen Esber
At the end of this module, you should be able to:
1. Describe/Compare and contrast the difference QA systems in DE; and
2. Discuss the issues to consider when implementing the QA system in DE
Points for discussion:
1. In what way does Quality Assurance in Distance Education help in the Standardization of a Quality Globalized Education?
2. Slide number 8 highlights the different Quality Assurance methods. Reflecting on your current position, on what method will you best help your institution towards achieving quality assurance? Explain you answer by giving evidence or sample strategies.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Actium Learning AgreementNUR590AB Version 21Sample Educ.docxnettletondevon
Actium Learning Agreement
NUR/590AB Version 2
1
Sample Educational Practicum Learning Agreement – Not Implemented
Student’s Name
Faculty
Student’s
Phone
Number
UPX
Campus
Online
Name of Practicum Site
N/A - Virtual project
Address, City, State, and Zip Code of Practicum Site
N/A – Not implemented
Mentor’s
Name and Educational
Credentials (Minimum of an RN MSN required)
Mentor’s
Agency
Mentor’s Job Title
Mentor’s
Phone
Number and Email
Practicum Goal:
1. To analyze, develop, implement, and evaluate an educational program for nursing students on the nursing process to first semester nursing students.
2. To utilize advanced nursing knowledge to assist nursing students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
Complete this column for Week One – NUR/590A
Complete this column for Week Two – NUR/590A
Complete this column for Week Two – NUR/590A
Complete Before Midpoint Review
Complete Before You Start NUR/590B
Learning Objectives
Learning Strategies
Evidence of Accomplishments
Midpoint Review
(at 30 hours of Practicum Project)
Outcome-
To Be Completed Prior to Starting NUR/590B
1.0 Analyze the educational needs of the novice nursing students related to the nursing process , critical thinking and implementation needed to deliver quality nursing care to patients.
.
1a. Conduct a review for literature review of at least 15 peer reviewed articles on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care (specifically as it relates to novice nurses)
You are not implementing your practicum project so a needs assessment is not needed.
1b.Develop a learning needs assessment for the novice nursing students related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1b. Meet with mentor to review the results of the literature review on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care (specifically as it relates to novice nurses)
This is a virtual practicum project so you cannot administer a needs assessment.
1d. Administer assessment tool to novice nursing students related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1a. Submit a minimum of a 15 item annotated bibliography of literature reviewed on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care(specifically as it relates to novice nurses)
1b.Submit copy of learning needs assessment developed for the novice nursing student related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1b. Submit summary of meeting with mentor to review results of the literature review on the nursing process, critical thinking, and the implementation needed to del.
Peeking behind the test: insights and innovations from the Medical Council of...MedCouncilCan
2015 CCME
MCC Business Session
Peeking behind the test: insights and innovations from the Medical Council of Canada. We will showcase new technological innovations such as the automated item generation, automated scoring and the MCC’s new item bank MOC5.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Moving towards programmatic
assessment
challenges and opportunities
Lesley Southgate
St Georges Medical School
University of London
2. Background
• Over the past 30 years there has been
significant change in approaches to
assessment for the UK medical
profession and wider.
• From entry to medical school through
postgraduate training and on to
established practice, regular assessment
has become a fact of life.
14/09/2014 lesley.southgate@dial.pipex.com
3. Background
• The days are gone when progress to the
next stage was determined largely by exit
examinations comprising elements that
were sometimes poorly constructed,
unrelated to the taught curriculum and
which could not be challenged.
14/09/2014 lesley.southgate@dial.pipex.com
4. Background
• During the period of change the focus
has principally been on improving the
quality of methods of assessment and
developing approaches to assessing
performance in practice
14/09/2014 lesley.southgate@dial.pipex.com
5. Background
• And more recently, it has become usual
to combine various assessment
instruments into a programme of
assessment which may support a period
of education or training over several
years
14/09/2014 lesley.southgate@dial.pipex.com
6. Principles for good assessment design
• Modern assessment programmes typically
contain a range of assessment methods
combined in a programme of assessment
developed as part of a curriculum. They are
selected in the light of the purpose and
content of the assessment
• Van der Vleuten CP, Schuwirth LW. Assessing professional
competence: from methods to programmes. Med Edu 2005
Mar;39(3):309-17.. C.vanderVleuten@educ.unimaas.nl
14/09/2014 lesley.southgate@dial.pipex.com
7. Changes have come…..
One of the cornerstones of the reform of
assessment for UK undergraduate and
postgraduate training, is the acceptance that a
student/trainee will be assessed both by
examinations, and in the workplace, within a
programme of assessment methods which,
taken together, ensures assessment of each
domain of Good Medical Practice. (UK
regulator guidance)
8. Changes have come
This enables a rich picture of the performance of
the student/trainee to be assembled and
considered in the light of the type of decision
that is to be made about career progression,
learning needs, and professional
development.
• http://www.gmc-uk.org/guidance/good_medical_practice/contents.asp
14/09/2014 lesley.southgate@dial.pipex.com
9. The purpose of assessing in the workplace
In educational settings assessment for learning should take
priority over assessment of learning.
A programme of assessment should aim at building n:n
relationships: each competency domain should be informed
from various assessment sources and each assessment source
should be used to inform about several competency domains.’
The GMC and other national bodies are currently grappling
with this issue
Programmatic assessment: From assessment of learning to assessment for learning.
Schuwirth & Van der Vleuten Medical Teacher 2011:33:478-485
10. Introduction and context
• From the beginning briefly
– The UK scene from 1995………
• GMC Good Medical Practice effective from 1995
• Latest edition 2013
– The GMC performance procedures
• A form of programmatic assessment introduced 1997
– PMETB 2005-2010
• Principles for assessment
• The UK foundation programme
11. UK GMC standards: Good Medical
Practice
• Good clinical care
• Maintaining good medical practice
• Teaching and training, appraising and
assessing
• Relationships with patients
• Working with colleagues
• Probity
• http://www.gmc-uk.org/guidance/good_medical_practice/duties_of_a_doctor.asp
12. (for example) Good medical practice
• Good clinical care must include:
– adequately assessing the patient's conditions,
taking account of the history (including the
symptoms, and psychological and social factors),
the patient's views, and where necessary
examining the patient
– providing or arranging advice, investigations or
treatment where necessary
– referring a patient to another practitioner, when
this is in the patient's best interests
13. UK GMC performance procedures
Late 1997/2004
• Assessment of poorly performing doctors
– At risk of losing licence to practice.
• Questions we asked
– What are the standards all practising physicians must
reach whether they are in training or fully registered
– What evidence must we collect to demonstrate that
the standards have been reached
– And where could we collect the evidence about
performance
14. Which standards, what evidence,
where…….
• The conclusions we reached, and the design for the
performance procedures, now well established in
law, informed thinking in the establishment of the
workplace assessments now in use in UK
postgraduate training.
Southgate, L., Cox, J., McAvoy, P., McCrorie, P.,et al. (2001)
The General Medical Council’s Performance Procedures: peer review of
performance in the workplace. Medical Education, vol.35 , Issue Supplement
s1 Pages 1–78
When enough is enough: a conceptual basis for fair and defensible practice
performance assessment. Schuwirth LW1, Southgate L, et al. Med Educ. 2002
Oct;36(10):925-30.
15. PMETB principles for assessment
A working paper from the Postgraduate Medical Education
and Training Board 14 September 2004
Lesley Southgate and Janet Grant
In this paper, an assessment system refers to an integrated set of assessments
which is in place for the entire postgraduate training programme and
which supports the curriculum. It may comprise different methods, and be
implemented either as national examinations, or as assessments in the
workplace. The balance between these two approaches principally relates
to the relationship between competence and performance. Competence
(can do) is necessary but not sufficient for performance (does do), and as
experience increases so performance based assessment in the workplace
becomes more important
http://evavalpa.org/modulos/modulo_04/principles__assessment.pdf
16. PMETB principles for assessment
• Principle 1 The assessment system must be fit for a
range of purposes
• Principle 2 The content of the assessment will be
based on curricula for postgraduate training which
themselves are referenced to all of the areas of Good
Medical Practice The blueprint from which
assessments in the workplace or national
examinations are drawn will be available to trainees
and educators in addition to assessors/examiners
• Principle 3 The methods used within the programme
will be selected in the light of the purpose and
content of that component of the assessment
framework.
17. PMETB principles for assessment
• Principle 4 The methods used to set standards for
classification of trainee’s performance/competence
must be transparent and in the public domain
• Principle 5 Assessments must provide relevant
feedback
• Principle 6 Assessors/examiners will be recruited
against criteria for performing the tasks they will
undertake
18. PMETB principles for assessment
• Principle 7
• There will be Lay input in the development of
assessment
• Lay opinion will be sought in relation to appropriate
aspects of the development, implementation and
use of assessments for classification of candidates.
• Lay people may act as assessors/examiners for areas
of competence they are capable of assessing.
• Principle 8
• Documentation will be standardised and accessible
nationally
19. PMETB principles for assessment
• Principle 9
• There will be resources sufficient to support
assessment
• Resources will be made available for the
proper training of assessors
20. Principles for good assessment design
• Modern assessment programmes typically
contain a range of assessment methods
combined in a programme of assessment
developed as part of a curriculum. They are
selected in the light of the purpose and
content of the assessment
• Van der Vleuten CP, Schuwirth LW. Assessing professional
competence: from methods to programmes. Med Edu 2005
Mar;39(3):309-17.. C.vanderVleuten@educ.unimaas.nl
14/09/2014 lesley.southgate@dial.pipex.com
21. And: the workplace
• The workplace enables the trainee to encounter
and resolve common and important clinical
problems in real time.
• The level of performance expected will depend
on stage of training and feedback about progress
• It gives an opportunity to observe a trainee
demonstrate understanding of what it means to
adopt Good Medical Practice as the basis for all
aspects of professional life.
22. From the GMC…to summarise……
One of the cornerstones of the reform of assessment for
UK postgraduate training, is the acceptance that a
trainee will be assessed both by examinations, and in
the workplace, within a programme of assessment
methods which, taken together, ensures assessment
of each domain of Good Medical Practice. This
enables a rich picture of the performance of the
trainee to be assembled and considered in the light of
the type of decision that is to be made about career
progression, learning needs, and professional
development.
• http://www.gmc-uk.org/guidance/good_medical_practice/contents.asp
23. The purpose of assessing in the
workplace
In educational settings assessment for learning should take
priority over assessment of learning.
A programme of assessment should aim at building n:n
relationships: each competency domain should be informed
from various assessment sources and each assessment source
should be used to inform about several competency domains.’
The GMC are currently grappling with this issue
Programmatic assessment: From assessment of learning to assessment for learning.
Schuwirth & Van der Vleuten Medical Teacher 2011:33:478-485
25. The UK Foundation programme
from 2007 onwards
• The Foundation Programme is a two-year
generic training programme which forms the
bridge between medical school and
specialist/general practice training.
26. Early days: Assessment in the
Programme
• Purpose
– Determine fitness to
progress to next stage of
training
– Identify trainees in
difficulty
– Provide focused feedback
consistent with CQI
– Meet needs for
accountability
• Four Methods
– mini-Clinical Evaluation
Exercise (mCEX)
– Directly Observed
Procedures (DOP)
– Case-Based Discussion
(CbD)
– Peer Assessment (mini-
PAT)
• Refined versions of
traditional measures
27. •
The toolkit for workplace assessment
9/14/2014
DOPS MiniCex CbD MSF
Prof Dame Lesley Southgate
lsouthga@sgul.ac.uk
Purpose Observation
Observe
and assess
the conduct
of a
practical
procedure
Observation
Observe
and assess
a clinical
encounter
Conversation/discussion
Discuss an outcome/
output from workplace
activity using a record
the trainees has made a
contribution to
Review by
others/colleagues
Professionalism
Interpersonal
skills/Team working
Communication
Takes
place
Process
Reviewed
and
documented
with
feedback in
the moment/
as it is
happening
Process
Reviewed
and
documented
with
feedback in
the moment/
as it is
happening
Outcome/output
Discussing, explaining,
justifying aspects of the
report/record/result.
Including aspects of
professionalism
Reflecting on
comments of others
within the
framework of
constructive
feedback
28. Assessment: early days
• Foundation Programme Year 1
– 3640 trainees had at least one of instruments
completed
– 2929 submitted at least one encounter for all four
tools
– There were 7 to 11 questions per instrument
• All used a 6-point scale where 4 is “meets expectations”
33. Early days: References
• Med Educ. 2009 Jan;43(1):74-81. doi: 10.1111/j.1365-2923.2008.03249.x.
• Initial evaluation of the first year of the Foundation Assessment Programme.
• Davies H1, Archer J, Southgate L, Norcini J.
• Adv Health Sci Educ Theory Pract. 2008 May;13(2):181-92. Epub 2006 Oct 12.
• mini-PAT (Peer Assessment Tool): a valid component of a national assessment
programme in the UK?
• Archer J1, Norcini J, Southgate L, Heard S, Davies H.
• Med Educ. 2008 Oct;42(10):1014-20. doi: 10.1111/j.1365-2923.2008.03162.x.
• Specialty-specific multi-source feedback: assuring validity, informing training.
• Davies H1, Archer J, Bateman A, Dewar S, Crossley J, Grant J, Southgate L.
34. Early warnings 1
• The FAP was implemented in a very short time-frame in
response to a central mandate and there was understandably
significant concern about feasibility and the time it would
require. Despite this, a mean of 16.6 case-focused
assessments were submitted by each F1 trainee, although
40% of these were submitted in the last 6 weeks. It is likely
that this reflects anxiety about achieving low scores early on
in the year. Although the programme explicitly states that
some scores of < 4 would be expected early in the year, this
represents a major cultural shift in assessment.
• Med Educ. 2009 Jan;43(1):74-81. doi: 10.1111/j.1365-2923.2008.03249.x.
• Initial evaluation of the first year of the Foundation Assessment Programme.
• Davies H1, Archer J, Southgate L, Norcini J.
35. Early warnings 2
• It is also important that training is directed at
all the health professionals involved in
assessments and that it includes senior
trainees and nurse specialists. In order to fully
meet the PMETB principles, not only will
assessors need to be trained, but there will
need to be systematic processes in place to
provide them with feedback on their
performance
36. Feedback, judgement and training
assessors
• ‘What was striking during these discussions was the
expectation among trainees that WPBA should be
about helping them to become better doctors and their
corresponding openness to feedback. However,
expectations are dashed by a system that is seen to be
open to bias and corruption, with assessors who are
untrained and too busy, and which is thus failing to
deliver high quality, honest feedback. In turn, the
enormous potential benefit of helping trainee doctors
learn from their performance is being lost’.
• Abigail Sabey, Centre for Learning and Workforce Research
University of the West of England, Bristol
37. The UK Foundation programme
fast forward to 2013
• Foundation year 1 (F1) enables medical graduates to
begin to take supervised responsibility for patient
care and consolidate the skills that they have learned
at medical school. Satisfactory completion of F1
allows the relevant university (or their designated
representative in a postgraduate deanery or
foundation school) to recommend to the GMC that
the foundation doctor can be granted full
registration.
• http://www.foundationprogramme.nhs.uk/pages/home/curriculum-and-assessment/
curriculum2012
38. The UK Foundation programme
2013
• Foundation year 2 (F2) doctors remain under clinical
supervision (as do all doctors in training) but take on
increasing responsibility for patient care. In particular
they begin to make management decisions as part of
their progress towards independent practice. F2
doctors further develop their core generic skills and
contribute more to the education and training of the
wider healthcare workforce e.g. nurses, medical
students and less experienced doctors.
• http://www.foundationprogramme.nhs.uk/pages/home/curriculum-and-assessment/
curriculum2012
39. The UK Foundation programme 2013
• At the end of F2 they will have begun to demonstrate
clinical effectiveness, leadership and the decision-making
responsibilities that are essential for hospital
and general practice specialty training. Satisfactory
completion of F2 will lead to the award of a
foundation achievement of competence document
(FACD) which indicates that the foundation doctor is
ready to enter a core, specialty or general practice
training programme.
• http://www.foundationprogramme.nhs.uk/pages/home/curriculum-and-assessment/
curriculum2012
40. And what happened to the workplace
assessments?
• SLEs (structured learning events) will continue to use the established set
of tools of mini-clinical evaluation exercise (mini-CEX), acute care
assessment tool (ACAT) and case-based discussion (CbD) and the forms
will focus on constructive feedback and action plans.
• Trainees may link SLEs and other evidence to curriculum competencies in
order to demonstrate engagement with and exploration of the curriculum.
The trainee has to make a judgement as to the evidence needed
• Supervisors should sample the evidence linked to competencies in the
ePortfolio. It is not necessary to examine all the competencies to
determine a trainee’s engagement with the curriculum and to make a
judgement on the trainee’s progress
• http://www.jrcptb.org.uk/assessment/Documents/STAR%20report%20fina
l%2029%20April%202014.pdf
41. A happy ending? 2014
• Supervised learning event Recommended minimum number* Direct
observation of doctor/patient interaction:
• Mini-CEX
• DOPS
• 3 or more per placement*
• (minimum of nine observations;
• at least six must be mini-CEX)
• Case-based discussion (CBD)
• 2 or more per placement*
• Developing the clinical teacher
• 1or more per year