» Plan of the e-Portfolio
» How the Tools Work
» Collecting Evidence
» Professional Competence Areas for Workplace-Based Assessment
Education Log
Learning Log Entries
Clinical encounters, tutorials, reading, lectures, seminars,
professional conversations and more.
Personal Development Plan
A dynamic record of training needs
Evidence
Progress to Certification
Information on CCT, chart summarizing progress, declarations and
more.
Applied Knowledge Test (AKT)
Information on AKT, how to book a test and record of result.
Clinical Skills Assessment (CSA)
Information on CSA, online application and record of result.
Workplace-based Assessment (WPBA)
Information on WPBA, professional competencies, DOPS, CbD, MSF, PSQ,
CSR, mini-CEX, COT.
Reviews
6 month, 12m, 18m, 24m, 30m and final review, Deanery Panel Reviews.
Skills Log
Record of skills.
Resources
Curriculum
‘Being a GP’ linked to RCGP curriculum.
Resources
RCGP resources, ITI, external resources, e-learning links, podcasts
and library resources.
Courses
National and local courses from RCGP.
Personal Library
Record of literature and sources used, including search facility.
Mail box
SMS, Email and reminders
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How the tools work
Each tool, be it COT, CbD or mini-CEX, is a device for gathering
evidence.
This evidence is collected by the trainee in their portfolio, and at
the 6 month reviews conducted by the educational supervisor, is used
to inform decision made about the trainee’sprogress.
It is important then to note that there is no pass/fail standard to
any of these workplace-based assessments. The tools simply serve to
harvest information and provide the supervisor with material for
feedback, identification of learning needs and possible
recommendations for change for the trainee.
Across the 12 professional competence areas in workplace-based
assessment, progression towards expertise is described in terms of
insufficient evidence, needs further development, competent and
excellent. The competent level reflects the standard for independent
practice. By the end of the training period, a level of competent is
expected across all of the areas and it is entirely likely that some
trainees in ST1 and ST2 will have developmental needs within some
areas and conversely, may achieve excellence in others.
A minimum amount of evidence to be collected prior to each review
has been advised, but it is perfectly acceptable, and indeed
expected, for more assessments to be performed, or evidence
recorded, in order to build up a richer picture of the trainee.
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Collecting Evidence
In order for the trainer or educational supervisor to be in a
position to monitor the progress of their GP trainee in the twelve
professional competence areas, information relating to their
performance needs to be collected throughout the training period
using these tools:
Case-based Discussion (CbD)
Minimums of 6 in ST1, 6 in ST2 and 12 in ST3
Consultation Observation (COT) in primary care
or Mini-CEX in secondary care
Minimums of 6 in ST1, 6 in ST2 and 12 in ST3
Direct Observation of Procedural Skills (DOPS)
Until mandatory section of log complete
Evidence recorded through direct observation of the trainee by the trainer in primary care and Clinical Supervisors’ Reports (CSR) when in secondary care.
Multi-Source Feedback (MSF)
Two cycles in both ST1 (clinicians only) and ST3 (clinicians and non-clinicians)
Patient Satisfaction Questionnaire (PSQ)
One cycle in ST1 or ST2, when in primary care, and one in ST3
Results for the MSF and PSQ will be entered on-line with results
appearing later in the e-Portfolio. The other tools will be
completed by the trainer, clinical or educational supervisor and
will contribute to the e-Portfolio which is then used, in its
totality, to support judgments made at the interim and final
reviews.
Each tool (form) once completed will be filed in the
e-Portfolio. It will be automatically tagged under the
appropriate competence area headings so that the results and
free text comments are brought up during the interim and final
reviews. In addition, the trainer or supervisor will also have
the opportunity to file items under a content heading as well.
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Professional Competence Areas for Workplace-Based Assessment
WPBA addresses the majority of the curriculum, assessing those
parts that are best tested in the workplace. Twelve areas of
professional competence have been extracted from the core
curriculum statement ‘Being a General Practitioner’.
Detailed
descriptors of each of the competence areas show the level of
achievement required.
Communication and Consultation Skills
Communication with patients and the use of recognised
consultation techniques.
Practising Holistically
The ability to operate in physical, psychological,
socio-economic and cultural dimensions, taking into account
feelings as well as thoughts.
Data Gathering and Interpretation
Gathering and use of data for clinical judgement, the choice
of examination and investigations, and their interpretation.
Making a Diagnosis/Making Decisions
A conscious, structured approach to decision-making.
Clinical Management
The recognition and management of common medical conditions.
Managing Medical Complexity
Aspects of care beyond managing straightforward problems,
including the management of co-morbidity, uncertainty and risk,
and the approach to health rather than just illness.
Primary Care Administration and Information Management and
Technology
The appropriate use of primary care administration
systems, effective record keeping and information technology for
the benefit of patient care.
Working with Colleagues and in Teams
Working effectively with
other professionals to ensure patient care, including the
sharing of information with colleagues.
Community Orientation
The management of the health and social care of the practice
population and local community.
Maintaining Performance, Learning and Teaching
Maintaining the
performance and effective continuing professional development of
oneself and others.
Maintaining an Ethical Approach to Practise
Practising
ethically with integrity and respect for diversity.
Fitness to Practise
The doctor’s awareness of how their own
performance, conduct or health, or that of others, might put
patients at risk and the action taken to protect patients.
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