JAG e-Portfolio 2009

Aims Single portal of an endoscopists training Data accumulated throughout career and collated from each placement Electronic performance data and assessments JAG accreditation

Guiding Principles Onus of data collection on the owner of the portfolio Simple interface to ease the access to commonly used functions Unobtrusive process

Trainees Portfolio Training scenario based data entry –Recommended actions listed –Clear and simple interface Procedure recording to provide alternative to individual portfolios To include –Courses attended (automatically populated) –Procedure Performance –DOPS Assessments –Learning Objectives –Summative assessments

Trainee Scenario Based Data Entry Guide trainee through what should be recorded for each type of training scenario. Single data entry point

Training scenarios for trainees Dedicated training list: one which is adjusted to meet the trainee’s learning needs (a trainee should expect to have one of these each week) Ad hoc training list: there is minimal or no adjustment to the list but it still provides learning potential (how training used to be done) Service list: done by trainee without direct supervision once they have been ‘signed off’ to be provisionally independent Summative assessment list: a list done for the purpose of assessing whether the trainee can be certified in that procedure

Electronic DOPS DOPS entered and recorded electronically Objectives added into trainees PDP

DOPS Progression Outputs Automatically generated DOPS progression outputs Visual representation of development and when ready of certification

Procedure Data Entry Key auditable procedures details recorded Indications, findings and therapies to be added

Portfolio Summary – Training Activity Single portal for an overview of a trainees portfolio View of training received

Portfolio Summary - Performance Analysis and summary procedure performance View performance progression

Portfolio Performance Outputs Detailed outputs of procedure performance Trend analysis key indicators

Learning Objectives Split into short term (from DOPS) objectives and medium term personal learning objectives Populated from DOPS, DOTS, courses, training sessions, appraisals

Trainee Assessment of Trainer (TAT) Evaluation of a trainer’s skills Outputs of trainee assessment added to trainer’s portfolio

Content of Trainers e-Portfolio entered by others or automatically populated –Courses attended as delegate as faculty –Training activity dedicated training lists ad hoc training lists completed DOPS –Assessments summary of trainee assessments of trainer (TAT) peer evaluations using Direct Observation of Training Skills (DOTS) entered by the trainer –Objectives –Reflective log –Self assessment (using DOTS)

Accreditation Report Automatic production of accreditation reports GRS Training Domain – Assessment / Appraisal – Level C – 20.9: There is an easily visible register within each procedure room of trainees allowed to perform specified procedures independently

Training e-portfolio outputs The training e-portfolio will directly link or be compatible with other electronic systems and portfolios: –communicate with and record achievements from the e-Endoscopy system (part of the e-Learning for Healthcare programme) –automatically produce evidence of training activity and achievement for the NHS e-appraisal system