1. Changes in Training and Assessment

2. Training – a goal orientated activity

3. PMETB requirements
‘Effective systems are in place to assess whether individual doctors are progressing through training and have satisfactorily completed training’
‘Throughout training, all assessments are appropriate, valid and reliable’

4. Previous system Educational supervisor ‘signs up’ trainee as competent
Assessment evidence not always clear
Not always clear how assessments are performed

5. Definition of Assessment
‘A systematic procedure for measuring a trainee’s progress or level of achievement against defined criteria to make a judgement about a trainee’

6. Principles of good assessment
Objective, not subjective
Summative and formative
Valid, reliable and practical
Multiple assessments
Many assessors
Judgements made at the time of encounter

7. ‘Miller’s Triangle’ Does Performance Shows how Competence
Knows how Knowledge
Knows

8. Performance vs Competence
Performance-based assessment measures what doctors do in their professional practice
Competence-based assessment measures what doctors can do in controlled representations of professional practice

9. Areas for assessment Knowledge Skills Attitudes MCQ’s CbDs Mini CEX
ACAT
Attitudes
Multi Source Feedback
Patient/Carer survey

10. Multi Source Feedback Areas assessed Attitude to staff
Attitude to patients
Reliability & punctuality
Communication with patients & families
Communication with healthcare professionals
Honesty & integrity (scored Y/N)
Team player skills
Leadership skills
Overall professional competence

11. Patient Survey 10 questions Communication & respect 20 patients
Same as used for consultants

12. Acute Care Assessment Tool
Structured educational supervisor’s report
Performance based
Clinical
Assessment, Record keeping, Investigations, Critically ill management
Take management
Teamworking, Leadership, Handover

13. Planned assessments

14. ST3 MRCP(UK) part 2 & PACES ALS up to date 6 acute Mini-CEXs
6 acute CbDs
1 ACAT
Educational supervisor’s report

15. ST3 – RITA decision points
MRCP(UK) part 2 & PACES, ALS
absent = D
Mini-CEXs, CbDs, ACAT
Inadequate = D
None = E
Educational supervisor’s report
Poor = D
Very poor = E

16. ST4 6 Mini-CEXs 6 CbDs 1 MSF 1 ACAT Patient/Carer Survey Acute Audit
Educational supervisor’s report
Research methods course certificate

17. ST4 – RITA decision points
As for ST3 plus
MSF
Poor = D
None or very poor = E
ALS
None for 2 years = E
Acute Audit
None or poor = D

18. ST5 Knowledge based specialty exam 6 Mini-CEXs 6 CbDs 1 ACAT
Educational supervisor’s report
1 Rehab/Discharge Audit
Assessed teaching presentation
Teaching course certificate

19. ST5 – RITA decision points
As for ST3 plus
Knowledge based specialty exam
Not passed = D
Audit
None or very poor = E

20. ST6 6 Mini-CEXs 6 CbDs 1 Patient/Carer Survey
Educational supervisor’s report + PYA
1 Community/Intermediate care Audit
Research presentation

21. PYA Educational supervisors reports satisfactory
Curricular objectives met & recorded
Time keeping/absences
Communication
Research & Audit, Teaching & Management
Participated in formulating guideline/pathway
CPD online registration

22. ST6 – RITA decision points
As for ST3 plus
PYA
Poor = D, very poor = E
KBA
Not passed = E
MSF
Audit
No cycle = E
Teaching & Research methodology course & presentation & publication
Absent = D

23. ST7 1 Mini-CEX 2 CbDs 1 ACAT Educational supervisor’s report
1 Publication
Management course certificate

24. ST7 – RITA decision points All = E
Unsatisfactory Mini-CEX, CbDs, ACAT
No Research, Teaching, Management courses
Unsatisfactory clinical governance portfolio
Very poor supervisor’s report
Not met mandatory PYA goals

25. And now with your CCT…

26. …you are ready to become a consultant