E-portfolio PDP and Learning Log Dr Richard de Ferrars Dr Andrew Cochrane 27 th September 2013

Aims for the Session Use this as a checklist if you missed the session and are running through this by yourself 1.E-portfolio mayhem – apology & tips (quick) 2.Assessments – reminder & get started please(quick) 3.PDP – how to get a few items up & running (medium) 4.Learning log – understand “4 categories” (important) Look at some examples Be able to start writing some basic entries Aim for “2 per week”, with some catch-up

Reminder - Communication is the principal means of communication VTS website: Capital Offences: Failing to check s weekly / daily / hourly Failing to notify me/ Tracey/ KSS of a change in address

E-portfolio Mayhem Learn ways around limitations Big problem with time-outs Suggest write in Word and then cut & paste - Less time in the portfolio so less likely to time-out - Can re-do easily if does get lost We all have complaints about the upgraded e-portfolio…

Aims for the Session Use this as a checklist if you missed the session and are running through this by yourself 1.E-portfolio mayhem – apology & tips (quick) 2.Assessments – reminder & get started please(quick) 3.PDP – how to get a few items up & running (medium) 4.Learning log – understand “4 categories” (important) Look at some examples Be able to start writing some basic entries Keep at “2 per week”, some catch-up

Assessments - Context MRCGP Overview Applied Knowledge Test –200 question MCQ, Pearson VUE centres –Often taken at the end of ST2, but limited to 4 attempts –Preparation ‘seminar’ autumn (start) of ST2 year Clinical Skills Assessment –13 station simulated surgery at RCGP exam centre –Always taken in ST3 (cost about £1500) Workplace-Based Assessment –Continuous over the three years –Steps up several gears in ST3 –Recorded in your e-portfolio.

Assessments - Summary All must be in e-portfolio (say no to paper) –Generate a ticket-code –Assessor enters ticket-code & own details –Assessor address for random validation How Many & When? 6 mini-CEX - 3 before January review3 after January review 6 CBD - 3 before January review3 after January review 2 MSF - 1 before January review1 after January review 3 CSR -post 1 before January review -posts 2/3 after January review DOPS - as appropriate PSQ - ST1 or ST2 GP Post.

Assessments - Review Cycle Month 6 ES Review Month 11 ES Review (ARCP report) 1-2d Study Leave Contact ES Post 1Post 2Post 3 CbD Mini-CEX DOPS MSF CSR CbD Mini-CEX CbD Mini-CEX DOPS MSF (PSQ) CSR CbD Mini-CEX Mini-CEX CSR DOPS AugSepOctNovDecJanFebMarAprMayJunJul

Aims for the Session Use this as a checklist if you missed the session and are running through this by yourself 1.E-portfolio mayhem – apology & tips (quick) 2.Assessments – reminder & get started please(quick) 3.PDP – how to get a few items up & running (medium) 4.Learning log – understand “4 categories” (important) Look at some examples Be able to start writing some basic entries Keep at “2 per week”, some catch-up

What’s Your PDP Like? “A PDP is a document that reflects your current direction of travel and may be modified in the light of developments during the year. It is not the sum total of the education for the year but a series of milestones that reflect your journey towards work as an independent GP”

What’s Your PDP Like? “The greatest work of fiction since vows of fidelity were included in the French marriage service.”

What’s Your PDP Like? How can your PDP evolve from a “Baldrick creation” into something “fit for RCGP”? Probably an impossible task but… Don’t set yourself up to fail.

E-Portfolio PDP – Why? KSS - Make your mind up… –Longer-term goals? –Short-term “to-do” list? (based on cases seen) Started just “longer-term” Then swung to just short-term Now they want a bit of both Aim for 6-8 entries per post: 3-4 Long-term 3-4 Short-term

E-Portfolio PDP – Why? Long-term Write these close to start of post 3-4 aims for the post Short-term Write these as you see & learn Usually can come from learning log Demonstrate “learning from work” Simple example: I saw an interesting patient with ‘xyz’ that I did not know much about so I went and read ‘abc’ and did learning module ‘def’.

PDP – Longer Term Goals STATE THE OBVIOUS People rack their brains to come up with things that ‘sound good’ Don’t..... Why not list what you know you are going to be doing? Start of post (CS meeting), 2-3 post-specific goals into PDP.

PDP – Longer Term Goals (Where to look for ideas) The Condensed Curriculum Guide Useful Guide RCGP Website/ bookshop GP Curriculum Map (handbook) Summary of each Curriculum chapter - where could it be covered? - mapped to InnovAIT and e-modules GP Specialty Training Handbook/ Curriculum KSS GP website, trainee’s section Post-specific, more detailed The Curriculum in Hospital & General Practice (handbook) Simple guide of what to aim to cover in each hospital post

Creating a “Good PDP Entry” The standard layout for e-portfolio PDP entry: 1.Learning Objective 2.Action Plan 3.How will you know achieved? 4.What was the outcome? In pairs (2 minutes): Think about your current post(s) Try and come up with one good idea to put in a PDP Jot down something under

Creating a “Good PDP Entry” SMART  Specific  I will learn all about Cardiology in this job GP Curriculum - I should be able to understand & utilise 12-lead ECG  Measurable (outcome)  I will feel more confident when I next look at an ECG I will write up a case where I used new ECG skills  Attainable  I will look at every possible ECG in the next 4 months I will complete at least 1 on-line ECG interpretation module  Relevant  I have found an interesting 2-day “Angiography Update” course GP Curriculum - I should be able to understand & utilise 12-lead ECG..  Time-bound..

What is a “Good PDP Entry”? The standard layout for e-portfolio PDP entry: 1.Learning Objective Specific Relevant 2.Action Plan Attainable Time-bound 3.How will you know achieved? Measurable 4.What was the outcome? Reflection Have a quick look back at your entry How SMART was it? Spend 1 minute re-jigging to make it SMART.

E-Portfolio PDP Longer-term goals Using the curriculum to set objectives for the post Shorter-term “To-Do list” Using the learning log to export “tasks” to your PDP Brings us to the learning log....

Aims for the Session Use this as a checklist if you missed the session and are running through this by yourself 1.E-portfolio mayhem – apology & tips (quick) 2.Assessments – reminder & get started please(quick) 3.PDP – how to get a few items up & running (medium) 4.Learning log – understand “4 categories” (important) Look at some examples Be able to start writing some basic entries Aim for “2 per week”, with some catch-up

E-portfolio & Learning Logs Does your ES know what they are talking about?

E-portfolio & Learning Logs We are your friendly sat nav

E-portfolio & Learning Logs The usual response (ST & Trainer) to the mention of the learning log....

E-portfolio & Learning Logs In an ideal world: You regularly create “gems of creative writing” Your ES reads them within minutes and gives you wonderfully useful feedback In reality: You get a stream of abusive s from your ES demanding more entries You write a handful every few weeks and your ES ignores them You release a huge batch 48 hours before your ES review and your ES has a hissy-fit.

Using Your Learning Log Points to consider: Why bother? Who looks at it? How many log entries should I make? Categories (types) of log entries I can’t do reflection – how can I write good entries?

Why Bother – Who Looks? You should: –Useful place to store “nuggets” –Ongoing record of educational activity Your Trainer/ ES –Point of contact in hospital posts –Feedback & ideas for reading etc. –Used extensively for WPBA 6-month reviews Deanery/ RCGP –Always looked at during end-of-year ARCPs

How Many Entries? TWO APPROPRIATE & SHARED entries per week per year by June (ARCP dates) Paged view (25 per page) makes counting simple Not “shared”?- only you can view it - does not exist for ES/ Deanery

Categories of Log Entries How should Trainees use the learning log? 1. Simple list of useful information from teaching: CURB scoring Causes of amenorrhoea 2. Recording of a “required event” Leave takenChild protection OOH session GMC Survey Audit project Leadership 3. Genuine educational activity Tutorials, VTS sessions Interesting cases, followed by reading up 4. “Domains of competence” event Written from a competency, not a clinical, perspective

Categories of Log Entries How should Trainees use the learning log? 1. Simple list of useful information from teaching: CURB scoring Causes of amenorrhoea Fine to do this but…. - do not share - do not expect ES comment if shared

Categories of Log Entries How should Trainees use the learning log? 2. Recording of a “required event” Statement of leave takenChild protection GMC Survey OOH session Audit projectLeadership project Mandatory requirements: ST1/2/3 Statement of leave taken every 4 months ST1/2/3Level 2 Child Protection annually ST1/2/3Annual GMC Survey ST1/2 GP1.5 OOH session per month in GP Post ST3Audit project, leadership project “Course/ Certificate” entry if no other obvious choice Must be shared but may or may not get a comment.

Categories of Log Entries How should Trainees use the learning log? 3. Genuine educational activity Teaching sessions Interesting cases, followed by reading up Mainstay of the “2 per week” section One could be record of teaching One should be a clinical case Possibly linked to PDP for further educational activity Must be shared Many should attract ES comment.

Categories of Log Entries How should Trainees use the learning log? 4. “Domains of competence” event (2 per month) Written from competency perspective, not clinical perspective Domains of Competence? –More in December (preparing for ES Review) –Marking template for WPBA Collection of the communication skills, attitudes, behaviours, & awareness that RCGP expects to find in competent GPs Arranged into 12 headings (Domains)

Categories of Log Entries How should Trainees use the learning log? 4. “Domains of competence” event (2 per month) Written from competency perspective, not clinical perspective By the final ES review, you must have plenty of evidence that you are “competent for licensing” - part will be from assessments - part will be from log entries Log entries about the non-clinical perspective of problems Must share Most should attract ES comment.

Categories of Log Entries How should Trainees use the learning log? 1. Simple list of useful information from teaching: CURB scoring Causes of amenorrhoea 2. Recording of a “required event” Leave takenChild protection OOH session GMC Survey Audit project Leadership 3. Genuine educational activity Tutorials, VTS sessions Interesting cases, followed by reading up 4. “Domains of competence” event Written from a competency, not a clinical, perspective

E-Portfolio Learning Log Standard layout for “Clinical Encounter” entry: 1.What happened? 2.What (if anything) happened subsequently? 3.What did you learn? 4.What will you do differently in the future? 5.What further learning needs did you identify? 6.How and when will you address these? 3 minutes: Recent clinical encounter that revealed a learning need. (Category three entry) Make some brief notes under these headings

How To Create Useful Entries 1. Writing reflective entries 2. Exporting into PDP What do you understand by reflection?

What is Reflective Practice? Reflection is not ‘clever magic’ Reflection is ‘thinking for a purpose’ Terry Borton : 1) What happened? 2) So what? 3) What next? Donald Schön: Reflection-in-action (thinking on your feet) Reflection-on-action (thinking later - what happened?)

What is Reflective Practice? Writing a reflective log entry simply means that, after the event, you have thought about it. Borton’s “So What” and “What Next?” Schön’s Reflection-on-action (thinking later - what happened?) Reflection is not ‘clever magic’ Reflection is ‘thinking for a purpose’

E-Portfolio Learning Log It is OK to leave boxes blank, especially boxes 2 and 4 1.What happened? 2.What (if anything) happened subsequently? 3.What did you learn? 4.What will you do differently in the future? 5.What further learning needs did you identify? 6.How and when will you address these? Complete steps 5 & 6, can “export to PDP” option (after shared) What further learning needs did you identify?= Learning Objective How and when will you address these?= Action plan What? So What? What Next?

I Can’t Do Reflection… Reflective writing: Don’t overcomplicate Do not need 5-page essays Simply think about what happened Teaching session – Why was it useful? Some complex, long, in-depth entries are needed Category 4 entries, 1-2 per month

I Can’t Do Reflection… Standard layout for learning log “Clinical Encounter” entry: –What happened? –What (if anything) happened subsequently? –What did you learn? –What will you do differently in the future? –What further learning needs did you identify? –How and when will you address these? EASY HARD

I Can’t Do Reflection… Start in the bottom half 4.What will you do differently in the future? 5.What further learning needs did you identify? 6.How and when will you address these? Top half - brief background info Should have a “PDP-able” and “share-able” entry Only completed the top half? – Sounds like a “Category 1” entry – Don’t share. Oh yes you can…

Learning Log – Messages So Far… Standard layout for learning log “Clinical Encounter” entry: 1.What happened? 2.What (if anything) happened subsequently? 3.What did you learn? 4.What will you do differently in the future? 5.What further learning needs did you identify? 6.How and when will you address these? Think about completing the “bottom half” first Can you get 1-2 per month into your PDP? You can then export from the log to your PDP In pairs, look back at your entry.

Using Your Learning Log Look at some example entries 1. Simple list of useful information 2. Record of a required event 3. Genuine educational activity 4. Complex “domains of competence event” What type of entry (1-4)? - would you “share” this entry? Top vs. bottom half split? Would the bottom half work well in a PDP?

What type of entry (1-4)? Top vs. Bottom split? Would it work in a PDP? Category 1 entry Do not share Rude ES comments

What type of entry (1-4)? Top vs. Bottom split? Would it work in a PDP? Category 3 entry (Learning event) Not very inspiring Top half only No good for PDP Making up numbers? Could share Risk rude ES comments

What type of entry (1-4)? Top vs. Bottom split? Would it work in a PDP? Category 3 entry (Learning event) More interesting Good top vs. bottom Good for PDP Better use of box 5/6 Share Useful ES comments

What type of entry (1-4)? Top vs. Bottom split? Would it work in a PDP? Category 4 entry (D of C event) Useful for ES review Very interesting PDP irrelevant Share ES praise!

What type of entry (1-4)? Top vs. Bottom split? Would it work in a PDP? Category 2 entry Share No ES comments

What type of entry (1-4)? Top vs. Bottom split? Would it work in a PDP? Category 3 entry (Learning event) More interesting Good top vs. bottom Good for PDP Better use of box 5/6 Share Useful ES comments

What type of entry (1-4)? Top vs. Bottom split? Would it work in a PDP? Category 1 entry Do not share Rude ES comments

E-Portfolio

To-do List - September Start coming to the Friday lunchtime meetings at FPH wherever possible Make sure that you start using your e- portfolio learning log Make sure that you start getting assessments recorded

To-do List - October Ensure you get your GP attachment sorted Look at log entries with your ES Make sure you start using your e-portfolio learning log (2 entries per week) Transfer relevant log entries into your PDP Make sure that you start getting assessments recorded (2 CbD and 2 mini-CEX per post) First LFG meeting is November: –ST1 year rep James Thambyrajah –We review all e-portfolios & progress.

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