Work Place Based Assessment: A deeper understanding of competency assessment John Kedward, Associate Dean.

Slides:



Advertisements
Similar presentations
ProgressBook User Start-Up
Advertisements

Educational Supervision & Find Your Way Around in the E-portfolio Dr Jane Mamelok RCGP WPBA Clinical Lead.
With thanks to Dr J Foulkes Wessex Deanery. Headline Changes Updated look and feel New functionality Educational Supervisors Review(ESR) Revalidation.
Academic Quality How do you measure up? Rubrics. Levels Basic Effective Exemplary.
WebLessons E-learning System Teacher Training. Getting Started Sign In Teacher Home.
Pre-registration training website The pre-registration portfolio is completed in an online capacity. This e- presentation will guide you though a series.
Guidance notes Getting started… Go to the LNT website: Click.
E-Portfolio July2014 Managing Multi-source Feedback.
Performing an educational supervisor report. Step by Step guide By Dr Kim Emerson January 2013.
EvalS Application User Guide version September 17, 2011.
IQSM Intelligent Quality Security Management Demonstration of features.
Biller Direct Getting Started
Introduction to the eportfolio and the nMRCGP HEKSS, KSS Deanery GP Specialty School 2013 Dr Susan Bodgener Associate Dean for Assessment.
General Practice Introduction to the eportfolio and the MRCGP KSS Deanery 2014 Dr Susan Bodgener Associate Dean for Assessment KSS Deanery.
Ian Whitehead TPD ARCP.  Structured postgraduate medical training is dependent on :  having curricula which clearly set out the standards and competences.
Reading and Newbury VTS 2014 Dr K Emerson Health Education Thames Valley.
Clinical Examination and Procedural Skills The assessment of psychomotor skills in WPBA for the MRCGP examination.
1 of 4 This document is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EXPRESS OR IMPLIED, IN THIS DOCUMENT. © 2007 Microsoft Corporation.
E | W | E | W | NHS e-Referral Service Referring Roles Issued: 3 June.
E | W | E | W | NHS e-Referral Service Provider Roles Issued: 3 rd.
 Journal entries are comments or notes that can be left on an employee ANYTIME throughout the year.  The purpose of the journal entries is to help reviewers.
Self-paced study guide for Online Performance Evaluations – Detailed steps for Employee Self-evaluation.
School of Psychology Online Ethics Guide No. 1 Submitting an application for ethical review. JRC/13/10/2014.
Create / Edit Competence Assessment Role: Employee.
Training for Public Health Trainers.  Prof. John Collins’ report ‘Foundation for Excellence’ highlighted many positive aspects of the Curriculum but.
0 eCPIC User Training: Resource Library These training materials are owned by the Federal Government. They can be used or modified only by FESCOM member.
ARCP PANELS: WHAT HAPPENS? KATE WISHART SEPTEMBER 2015.
Continuing Professional Development Navigating the RCOphth e- portfolio.
A guide to take the GEO & DBSP’s Entrepreneurial Assessment Tests Go to
Guide to the ESR By Carol and Barry. Why is the ESR important? An Educational Supervisors Review (ESR) is conducted every six calendar months for all.
Dr. Sarbjit Saini TPD – Sandwell VTS. What we will be covering When to complete ESR Creating a review period What is contained in an ESR Collecting.
“NFD- Below expectations”.  To explore the tricky area of trainees with borderline performance  To explore the use of IUP’s to help identify and address.
General Practice Introduction to the eportfolio and the MRCGP HEKSS 2015 Dr Susan Bodgener Associate Dean for Assessment, HEKSS.
Health and Work Development Unit How to use the online data collection tool If you require any further assistance, please contact the HWDU audit helpdesk.
TTI Performance Evaluation Training. Agenda F Brief Introduction of Performance Management Model F TTI Annual Performance Review Online Module.
Planning your three years Dr Morooj Mohammad GP/ Commissioning Fellow.
Electronic Annual Review Files A Guide for Faculty Members.
Part 1 Slide 1 4 Steps to Conducting a Complete MarcoPolo Field Training 4 Steps to Conducting a Complete MarcoPolo Field Training A Field Trainer’s Guide.
Planning the next 3 years Dr Nisha Ehamparanathan GP / Clinical Skills Lecturer.
Supervisor Guide. Logging in Click this button to be sent to the single sign on page. DO NOT use the local account log in below.
3M Partners and Suppliers Click to edit Master title style USER GUIDE Supplier eInvoicing USER GUIDE The 3M beX environment: Day-to-day use.
Introduction to the eportfolio and the MRCGP HEEKSS 2015 Dr Susan Bodgener Associate Dean of Assessment, HEEKSS.
How to embed a Learning Journal from an online resource using Penzu into an ePortfolio Journal in Mahara.
Click to edit Master title style Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 1 Click to edit Master title.
5 In the Survey Options section, click an option to determine whether users' names will appear in survey results, and then whether users can respond to.
Annual Performance Management Cycle Management Training Tutorial
5 In the Survey Options section, click an option to determine whether users' names will appear in survey results, and then whether users can respond to.
Student SOLE Page – Living Page
Performance Review Tool Updates College of Engineering
(Clinical Examination and Procedural Skills)
Conducting the performance appraisal
5 In the Survey Options section, click an option to determine whether users' names will appear in survey results, and then whether users can respond to.
Conducting the performance appraisal
Quick Reference Guide: Skills Profiler – Employee
Quick Reference Guide: Development Directory
By Claire, Sally and Barry
Loyola’s Performance Management Process For Employees
An overview of the online edition
The ePortfolio – who cares?
PDPs ...a bit of a muddle.
Carrying out a HSE competence assessment in SAPphire: Guidance for Supervisors This guidance has been prepared to assist the supervisors of staff holding.
Loyola’s Performance Management Process For Employees
Assessment Needs Analysis
Performance Achievement a quick reference guide to
Trainee ePortfolio Revision 2013
PDPs ...a bit of a muddle.
Maximising your progress on your professional placements
PDPs for everyone Trainees Trainers Educational Supervisors Everyone!
ePortfolio developments for IMT
Presentation transcript:

Work Place Based Assessment: A deeper understanding of competency assessment John Kedward, Associate Dean

Work Place Based Assessment To support new and existing supervisors achieve quicker, smarter, high quality Educational Supervisions, with a focus on the competency assessment. - Agreeing interpretation of Excellent, Competent, NFD (above, at, below expectations) -How to evidence in a specific, appropriate way, -Supporting trainee improve their own assessment and evidence collection

Your Educational Supervision issues?

Competency scoring Discussion in groups: How do we make decisions on scoring as: – Excellent – Competent for Licensing – Needs Further Development Above Expectations – Needs Further Development Meets Expectations – Needs Further Development Below Expectations For each of the 13 competencies? What guidance can we use? How does the stage of training affect how we score trainees?

Evidence for competency assessment Discussion: What type of evidence would we like trainees to provide to support competency assessment? – Evidence that is helpful – Evidence that is less helpful

Issues for panels Scenario 1: Understanding meaning of competency ratings ST3 final ESR – what are the options for scoring if the trainee has not achieved competency?

Issues for panels Scenario 2: ST1 self rating – trainee scores Excellent or competent in all areas. Evidence does not support this (not yet done GP post, not had any observed consultations). How do you handle this?

Issues for panels Scenario 3: Lack of evidence. Trainee statements in self assessments do not link to any significant evidence. Supervisor also does not link much additional evidence to support ratings given.

RCGP ESR FEEDBACK AcceptableNeeds Further Development 1.Judgements are generally referenced to a range of relevant evidence selected by trainees and/or ES* 2.Judgements appear to be justifiable and include a description of how the evidence supports the ES’s decision 3.Suggestions for trainee development are routinely made by the ES and appear to be appropriate 1. The Educational Supervisor (ES) has not based their judgement on appropriate evidence selected by trainee and/or the ES 2. When making their judgement, the ES has not explained how the evidence supports their decision 3. The ES has not provided appropriate action plans for future trainee development, including in the final review of GP Training

TIPS FOR EDUCATIONAL SUPERVISORS Gold Guide description of the ESR “is a synthesis of the evidence in the trainee’s learning portfolio which summarises the trainee’s workplace assessments, experience and additional activities which contribute to the training process. The report and the discussion which should ensue following its compilation must be evidence based, timely, open and honest.” [Gold Guide, fourth edition, paragraph 7.35]

TIPS FOR EDUCATIONAL SUPERVISORS Recognise the time and effort involved in the process of completing an ESR. Ensure your practice/ partners are also aware of the time commitment and give you the time

TIPS FOR EDUCATIONAL SUPERVISORS Make use of the descriptions in the ‘Word pictures’ for the competencies. In many supervisions these are ignored, and only an element of the competency has actually been considered. Get a deeper understanding of the competencies e.g. Amar Rughani, ‘Becoming a GP’

TIPS FOR EDUCATIONAL SUPERVISORS Use multiple internet browser tabs. Most internet browsers allow you to have multiple web pages open at the same time, which can make it much easier to switch quickly between different pieces of information, and copy and paste. Just use one tab for writing.

TIPS FOR EDUCATIONAL SUPERVISORS Do the work on a continual basis – you should engage with the trainee’s ePortfolio all year round, and not just toward the end of the review period. This should include: – a. Removing inappropriate links between a log entry and curriculum heading (you can do this anytime). – b. Linking log entries to the professional competences (you can do this at any time). help clarify your reasons for making the link, both for yourself in future, and for your trainee, you may wish to add an explanatory comment to the log entry. – c. Commenting on log entries (this can be done at any time). Commenting on a log entry can be a good way to increase its prominence.

TIPS FOR EDUCATIONAL SUPERVISORS To see only the log entries that have been commented on (by the trainee/yourself/other trainers), in the learning log, click “Has Comment” on the far right column in order to display only the entries with comments.

TIPS FOR EDUCATIONAL SUPERVISORS Use the trainee’s competence self-rating. Encourage your trainee to flag in their competence self-rating any particular pieces of evidence which they believe illustrate progress in the competence in question. The more specific they are, the more likely you are to be able to find and consider the evidence easily. Make sure you reference a range of ePortfolio evidence in your comments, and provide interpretation of the evidence, even if the trainee does not. Encourage your trainee to complete their self-ratings in a timely fashion, to make sure you have their ratings to consider as evidence when writing your report.

TIPS FOR EDUCATIONAL SUPERVISORS Use the competence table. This is displayed for you when you click the “Competence Areas – Ed Sup” section of the review, or is accessible through “Competence Areas” in the left-hand navigation menu. This table is a summary of the evidence that has been linked to the competences to date, either automatically or by you. The trainee cannot link evidence to the competences. Keeping this resource ‘up to date’ on a continual basis means you will not have to trawl through the entire learning log for pertinent entries when you come to write the ESR.

TIPS FOR EDUCATIONAL SUPERVISORS You can see a list of all the evidence that has been linked to a competence by clicking on the number in the table. You can then read each particular piece of evidence (except for MSFs) by clicking on the hyperlink. You may wish to have one tab open containing the competence rating you are in the process of writing, and another tab contain the competence summary table, to be able to refer to this more easily Using two screens can also make it much easier to visualise.

TIPS FOR EDUCATIONAL SUPERVISORS Use your last ESR. Being familiar with your last ESR may make it easier to gauge your trainee’s progress. There is also a question in the curriculum section of the ESR that asks specifically about progress made since the last review. You may wish to open your last ESR in a separate internet browser tab. You may wish to download or print your last ESR, by selecting it from the “Download” section of the left- hand navigation menu.