Important documents 1 FPH Mapping 2010 to 2015

Important documents 1. FPH Mapping 2010 to 2015 learning outcomes http: //www. fph. org. uk/uploads/Mapping%20 of%20 learning%20 outcomes%202010%20 to%202015. pdf

Important documents 2. FPH ‘automatic’ mapping http: //www. fph. org. uk/curriculum_2015

Important documents 3. Wessex mapping spreadsheet Saved in Wessex Trainees dropbox folder ‘New Curriculum 2015’ Key Area 1: Use of public health intelligence to survey and assess a population’s health and wellbeing Learning outcome 2015 1. 1 Address a public health question using data and intelligence by refining the problem to an answerable question or set of questions, determining the appropriate approach and applying that approach. Example: addressing a local issue such as high use of A&E services or high concentration of cancers in a local area. Undertake a health needs assessment. Undertake a health inequalities audit. My examples Level of Achievement Minimal Partial Learning outcome 2010 Does not have evidence of addressing 1. 1 Show awareness of available data to describe this competence. health status and determinants of a local population and compare with other populations using appropriate statistical and standardisation Has contributed to a section of a larger techniques and identify localities or groups with poor report health. Has undertaken analysis of a small scale, well defined issue. 1. 2 Undertake a brief health needs assessment for a Phase 1 Phase 2 Phase 3 1. 1 defined population for a specific purpose using appropriate qualitative or quantitative methods and make recommendations for action. Full Has effectively used public health intelligence in the development, implementation or evaluation of policies and strategies. 1. 3 Use a range of methods of assessing morbidity and burden of disease within and between populations, both as ad hoc analysis and as part of systematic health surveillance. 1. 8 Undertake an assessment of the health impact of a policy or project for a defined population and demonstrate that this work has been considered at a high level in a relevant organisation. 8. 1 Formulate and articulate problems so they can be addressed by using public health intelligence. 1. 2 1. 3 1. 8 8. 1 8. 6 Present and communicate population health intelligence in effective ways in order to develop local and national policy. 8. 6

Important documents 4. Wessex learning outcome status 2015 curriculum Saved in Wessex Trainees dropbox folder New Curriculum 2015Forms for ARCP 2016 Learning Outcome Visualisation Sheet for FPH 2015 Curriculum PHASE 1 & 2 OF NEW 2015 CURRICULUM ¹ refers to LO that must be achieved in phase 1 and ² refers to learning outcomes that must be achieved in phase 2 KA 1 KA 2 KA 3 KA 4 KA 5 KA 6 KA 7 KA 8 TOTALS KA 9 KA 10 1. 1 No evidence 2. 1 No evidence 3. 1¹ No evidence 4. 1 No evidence 5. 1 No evidence 6. 1¹ No evidence 7. 1¹ No evidence 8. 1¹ No evidence 9. 1 No evidence 10. 1 No evidence No Evidence 1. 2 No evidence 2. 2 No evidence 3. 2¹ No evidence 4. 2 No evidence 5. 2 No evidence 6. 2¹ No evidence 7. 2 No evidence 8. 2 No evidence 9. 2 No evidence 10. 2 No evidence Some Evidence 0 1. 3 No evidence 2. 3 No evidence 3. 3¹ No evidence 4. 3 No evidence 5. 3 No evidence 6. 3¹ No evidence 7. 3 No evidence 8. 3¹ No evidence 9. 3 No evidence 10. 3 No evidence Minimal sign off 0 1. 4 No evidence 2. 4 No evidence 3. 4 No evidence 4. 4 No evidence 5. 4 No evidence 6. 4¹ No evidence 7. 4 No evidence 8. 4 No evidence 9. 4 No evidence 10. 4 No evidence Partial sign off 0 1. 5 No evidence 2. 5 No evidence 3. 5 No evidence 4. 5 No evidence 5. 5 No evidence 6. 5¹ No evidence 7. 5 No evidence 8. 5 No evidence 9. 5 No evidence 10. 5 No evidence Full sign off in new portfolio 0 1. 6 No evidence 2. 6 No evidence 3. 6 No evidence 4. 6 No evidence 5. 6 No evidence 6. 6¹ No evidence 7. 6 No evidence 8. 6 No evidence 9. 6 No evidence 10. 6 No evidence Signed off in transition 0 1. 7 No evidence 2. 7 No evidence 3. 7 No evidence 4. 7 No evidence 5. 7 No evidence 6. 7 No evidence 7. 7 No evidence 8. 7 No evidence 9. 7 No evidence 10. 7 No evidence Signed off on old portfolio 0 1. 8 No evidence 4. 8 No evidence 6. 7 No evidence 7. 8 No evidence 8. 8 No evidence 9. 8 No evidence 10. 8 No evidence 4. 9 No evidence 6. 8² No evidence 8. 9 No evidence 9. 9 No evidence 10. 9 No evidence 4. 10 No evidence 6. 9² No evidence 9. 10 No evidence 10. 10 No evidence 4. 11 No evidence 9. 11 No evidence 10. 12 No evidence ARCP Declaration As Registrar and Educational Supervisor, we confirm that we have discussed the mapping of work completed under the 2010 curriculum and this mapping exercise and summary overview is an accurate reflection of (Registrars name) progress against the 2015 curriculum. Signature of Registrar Date Signature of Educational Supervisor Date 90

Worked example From FPH ‘automatic mapping’ document:

Worked example Enter your existing 2010 sign-offs on Wessex spreadsheet :

Worked example Enter your examples of work on Wessex spreadsheet :

Worked example Decide what you believe is appropriate level of sign-off on 2015 curriculum criteria and shade box in appropriate colour (from key). Discuss with your ES at mapping meeting and confirm level of sign-off. Learning outcome 2015 1. 1 My examples Level of Achievement Address a public health question using data and Minimal intelligence by refining the problem to an answerable MFPH part A and part B question or set of questions, determining the Health Needs Assessment - psychological support at appropriate approach and applying that approach. the end of life - Wiltshire 2010 Partial Health Needs Assessment Preventable sight loss Example: Dorset 2013 addressing a local issue such as high use of A&E services Diabetic retinopathy screening review - Wiltshire 2011 or high concentration of cancers in a local area. MPH Dissertation - marriage and mortality - Cardiff Undertake a health needs assessment. 2011 Undertake a health inequalities audit. No Evidence Some Evidence Minimal sign off Full Does not have evidence of addressing this competence. Learning outcome 2010 1. 1 Show awareness of available data to describe the health status and determinants of a local population and compare with other populations using appropriate statistical and standardisation techniques and identify localities or groups with poor health. Phase 1 Phase 2 Phase 3 1. 1 Has contributed to a section of a larger report 1. 2 Undertake a brief health needs assessment for a defined population for a Has undertaken analysis of a small specific purpose using appropriate qualitative or quantitative methods and make scale, well defined issue. recommendations for action. 1. 3 Use a range of methods of assessing morbidity and burden of disease within and between populations, both as ad hoc analysis and as part of systematic health surveillance. Has effectively used public health intelligence in the development, 1. 8 Undertake an assessment of the health impact of a policy or project for a implementation or evaluation of policies defined population and demonstrate that this work has been considered at a high and strategies. level in a relevant organisation. 8. 1 Formulate and articulate problems so they can be addressed by using public health intelligence. 8. 6 Present and communicate population health intelligence in effective ways in order to develop local and national policy. 1. 2 1. 3 1. 8 8. 1 Partial sign off Full sign off in new portfolio Signed off in transition Signed off on old portfolio 8. 6

Worked example When you have agreed status of all 2015 LOs with your ES, fill in the ‘Wessex learning outcome status 2015 curriculum’ spreadsheet and both sign the declaration. This should be updated and signed after mapping and before each annual ARCP. Learning Outcome Visualisation Sheet for FPH 2015 Curriculum PHASE 1 & 2 OF NEW 2015 CURRICULUM ¹ refers to LO that must be achieved in phase 1 and ² refers to learning outcomes that must be achieved in phase 2 KA 1 KA 2 KA 3 KA 4 KA 5 KA 6 KA 7 KA 8 TOTALS KA 9 KA 10 1. 1 Partial sign off 2. 1 No evidence 3. 1¹ No evidence 4. 1 No evidence 5. 1 No evidence 6. 1¹ No evidence 7. 1¹ No evidence 8. 1¹ No evidence 9. 1 No evidence 10. 1 No evidence No Evidence 1. 2 Partial sign off 2. 2 No evidence 3. 2¹ No evidence 4. 2 No evidence 5. 2 No evidence 6. 2¹ No evidence 7. 2 No evidence 8. 2 No evidence 9. 2 No evidence 10. 2 No evidence Some Evidence 0 1. 3 Partial sign off 2. 3 No evidence 3. 3¹ No evidence 4. 3 No evidence 5. 3 No evidence 6. 3¹ No evidence 7. 3 No evidence 8. 3¹ No evidence 9. 3 No evidence 10. 3 No evidence Minimal sign off 1 1. 4 Signed off in transition 2. 4 No evidence 3. 4 No evidence 4. 4 No evidence 5. 4 No evidence 6. 4¹ No evidence 7. 4 No evidence 8. 4 No evidence 9. 4 No evidence 10. 4 No evidence Partial sign off 3 1. 5 Signed off in transition 2. 5 No evidence 3. 5 No evidence 4. 5 No evidence 5. 5 No evidence 6. 5¹ No evidence 7. 5 No evidence 8. 5 No evidence 9. 5 No evidence 10. 5 No evidence Full sign off in new portfolio 0 1. 6 Signed off on old portfolio 2. 6 No evidence 3. 6 No evidence 4. 6 No evidence 5. 6 No evidence 6. 6¹ No evidence 7. 6 No evidence 8. 6 No evidence 9. 6 No evidence 10. 6 No evidence Signed off in transition 2 1. 7 No evidence 2. 7 No evidence 3. 7 No evidence 4. 7 No evidence 5. 7 No evidence 6. 7 No evidence 7. 7 No evidence 8. 7 No evidence 9. 7 No evidence 10. 7 No evidence Signed off on old portfolio 1 1. 8 Minimal sign off 4. 8 No evidence 6. 7 No evidence 7. 8 No evidence 8. 8 No evidence 9. 8 No evidence 10. 8 No evidence 4. 9 No evidence 6. 8² No evidence 8. 9 No evidence 9. 9 No evidence 10. 9 No evidence 4. 10 No evidence 6. 9² No evidence 9. 10 No evidence 10. 10 No evidence 4. 11 No evidence 9. 11 No evidence 10. 12 No evidence ARCP Declaration As Registrar and Educational Supervisor, we confirm that we have discussed the mapping of work completed under the 2010 curriculum and this mapping exercise and summary overview is an accurate reflection of (Registrars name) progress against the 2015 curriculum. Signature of Registrar Date Signature of Educational Supervisor Date 83