1. Training the Assessor 19 October 2007 Putting pathology into the context of the new framework Joanne Brinklow Training and Educational Standards Manager

2. Aims Understand the roles and responsibilities of RCPath, MMC and PMETB What the new framework means for pathology training Outline of new curricula framework Integrating the new framework with the old What it means for trainees, educational supervisors, assessors and programme directors

3. Role and responsibilities MMC Reform of postgraduate medical training e.g. foundation training, run-through training PMETB Regulatory body responsible for postgraduate medical education and training e.g. quality assurance of training programmes, sets standards for and approves curricula and assessment RCPath Implements reform and standards for training for the pathology specialties

4. Implementation and timeframes Challenging deadlines for implementation, e.g. for: introduction of run-through training pilot for histopathology curricula and assessment submissions but curricula and assessment systems introduced in context of new training framework opportunities for pathology (e.g. estimated 300 pathology placements in foundation)

5. Pathology training in the new framework New curricula approved by PMETB Assessment systems blueprinted to the curriculum Trainee registration a requirement for: StRs appointed to a run-through programme FTSTAs LATs

6. The new pathology curricula Applies to all ST1 and ST3 pathology trainees appointed on or after 1 August 2007 (including run- through, FTSTAs and LATs) any existing SpRs who ‘switch’ to the StR grade Four stages of training (A – D) Trainees must complete requirements of each stage of training in order to progress to the next stage

7. The new pathology curricula Requires StRs to undertake Year 1 Assessment WBA MRCPath examination MRCPath Parts 1 and 2 required for completion of stages B and C respectively

8. Key curricula elements (i) Introduction Entry criteria, minimum duration of training Subspecialty training (where relevant) Guidelines for flexible training, research and overseas training Rationale Purpose of the curriculum Curriculum development Stages of training

9. Key curricula elements (ii) Content of learning Methods of assessment Evidence of competence Model of learning Learning experience Supervision and feedback Managing curriculum implementation Equality and diversity

10. Key curricula elements (iii) Pathology Good Medical Practice Year 1/Stage A specialist curriculum Years 2 – 5/Stages B – D specialist curriculum All curricula presented as knowledge skills and knowledge application attitudes

11. Illustrative example

12. Illustrative timetable of run- through training

13. Integrating old and new frameworks SpRsStRs Continue under the regulations laid out in the ‘Orange Guide’ (A Guide to Specialist Registrar Training) except where PMETB regulations have superceded them Train under the ‘Gold Guide’ (A Guide to Postgraduate Specialty Training in the UK) – including ‘old’ SpRs who ‘switch’ to the StR grade Minimum training period generally = One to two years SHO Four and a half years SpR Minimum training period = Five years as an StR (except medical microbiology and virology and infectious diseases trainees) Will not be required to undertake WBA (although may choose to do so) Must undertake WBA and provide appropriate evidence in preparation for the ARCP Will continue to undertake RITAWill undertake ARCP PMETB regulations apply to all trainees

14. Key features and changes In order to be eligible for the award of the CCT, all training must be prospectively approved by PMETB Any trainee wishing to count training that has not been prospectively approved by PMETB can either choose not count this training and continue in their programme until the award of the CCT, or apply to PMETB for the award of the CESR

15. Key features and changes SpRs and StRs going out of programme to undertake research (OOPR) or clinical training (OOPT) undertaking a supernumerary flexible training programme must have this approved prospectively by the deanery, RCPath and PMETB.

16. What the new pathology framework means for trainees Clearer idea of the expectations of each stage of training Ongoing constructive feedback on progress through WBA Confirmation of progress through Year 1 Assessment and MRCPath Hopefully, no surprises at the ARCP Taking responsibility for progress

17. What the new pathology framework means for educational supervisors Clearer idea of the expectations of each stage of training Ensuring they are appropriately trained, up-to- date and working towards requirements laid out in curriculum and Gold Guide Commitment to undertaking WBA as required and providing constructive feedback to trainees on their progress Flagging up concerns about a trainee early

18. What the new pathology framework means for assessors Must be familiar with workplace-based assessment tools and any training required to be an assessor Must be familiar with the curriculum in order that they can assess the trainee according to their stage of training Opportunity to formally participate in feeding back to the trainee about their progress in training

19. What the new pathology framework means for programme directors Participate in the local management of pathology training Working with RCPath to ensure local delivery of the curriculum Contributing to the RITA/ARCP processes Providing appropriate support for clinical and educational supervisors and trainees

20. MMC Inquiry Aspiring to Excellence – the Tooke Report 45 recommendations http://www.consultationfinder.com/econsult/u ploaddocs/Consult1/MMC_InquiryReport.pdf http://www.consultationfinder.com/econsult/u ploaddocs/Consult1/MMC_InquiryReport.pdf out for consultation until 20 November final results published 21 December

21. Inquiry recommendations Proposed training F1 (pre-registration doctor) 3 years Core Specialty Training (registered doctor) Higher Specialist Training (Specialist Registrar) Entry to training 3 times a year Merging of PMETB and GMC

22. RCPath Guidance for the ARCP Autopsy-optional training Infection training Continuation of work to meet all 9 PMETB Standards for Assessment by 2010 Collection of evidence about WBA to ensure reliability and validity Implementation of the outcome of the MMC Inquiry

23. Training the Assessor 19 October 2007 Putting pathology into the context of the new framework Joanne Brinklow Training and Educational Standards Manager