1. Trainee induction guidance
Joint Royal Colleges of Physicians Training Board (JRCPTB) Changes to specialty trainee assessment
Trainee induction guidance

2. Revised system for assessment
Change to how ePortfolio evidence is used to determine trainee progress
Aims to enhance learning through effective feedback and action plans
Applies to all core and higher medical trainees from 6 August 2014
ARCP decision aids set out the requirements for each stage of training

3. Work place based assessment
CbD, mini-CEX and ACAT tools to be used for supervised learning events (SLEs)
Trainees should actively seek feedback from assessors immediately following an SLE
Trainees and supervisors should formulate action plans and arrange follow-up
DOPS, MSF, teaching observations and audit assessments will continue in current format

4. Summary of WPBAs Assessments Key points CbD mini-CEX ACAT
Collectively to be known as supervised learning events (SLEs)
Emphasis on self-reflection, feedback and action plans
Demonstrate longitudinal progression during training period
Global ratings provide trainees with a clear indication of their current attainment and development
Curriculum links limited to 8 for ACAT, 2 for CbD/mini-CEX
Refer to revised ARCP decision aid for specialty requirements
DOPS
MSF
Teaching observation
Audit assessment / QIPAT
Continue in current format
Quality Improvement Project Assessment tool (QIPAT) can be used in place of audit assessment in CMT. Other trainees can use on a voluntary basis

5. Linking evidence in ePortfolio
ePortfolio evidence should be linked to competencies to show learning and engagement with the curriculum
One piece of evidence is sufficient if it demonstrates a competency has been properly explored
ePortfolio linkages of SLEs should be limited to 8 for ACAT and 2 for mini-CEX and CbD

6. Linking evidence in ePortfolio (2)
You should self-assess and assign indicative ratings from the drop-down box for each competency you have explored
Ten of the common competencies will not require linked evidence in the ePortfolio unless concerns are raised

7. Sampling of competencies
Your supervisor should regularly sample and discuss your linked evidence, ratings and statements in the ePortfolio
It is not necessary to examine all evidence and competencies to determine progress
We recommend competencies are sampled per training year. More will be required if evidence is considered inadequate

8. Educational supervisor report
The educational supervisor’s report is pivotal to the ARCP process and includes a summary of multiple consultant reports (MCRs) and multi-source feedback (MSF)
Your supervisor will report on your engagement with the curriculum determined by sampling of evidence and competencies

9. Guidance
The following resources are available on the JRCPTB website
Guidance for trainees
Guidance for supervisors
ARCP decision aids
Assessment methods
Specialty placement checklists for CMT/AIM

10.
The JRCPTB is part of the Federation of the Royal Colleges of Physicians of the United Kingdom