Joint Royal Colleges of Physicians Training Board JRCPTB

Joint Royal Colleges of Physicians Training Board (JRCPTB) Changes to specialty trainee assessment and review August 2014 Guidance for Supervisors

Revised system for assessment • Change to how e. Portfolio 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

Work place based assessment • Cb. D, 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

Summary of WPBAs Assessments Key points Cb. D mini-CEX ACAT DOPS MSF Teaching observation Audit assessment / QIPAT 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 Cb. D/mini-CEX Refer to revised ARCP decision aid for specialty requirements 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 Refer to revised ARCP decision aid for specialty requirements

Linking evidence in e. Portfolio • e. Portfolio 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 • e. Portfolio linkages of SLEs should be limited to 8 for ACAT and 2 for mini-CEX and Cb. D

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

Sampling of competencies • You should regularly sample and discuss with the trainee their linked evidence, ratings and statements in the e. Portfolio • If the trainee’s reporting is appropriate you do not need to examine all competencies to determine satisfactory progress is being made • We recommend 10 -12 competencies are sampled per training year. More will be required if evidence is considered inadequate

Educational supervisor report • The educational supervisor’s report is pivotal to the ARCP process and should include a summary of multiple consultant reports (MCRs) and multi-source feedback (MSF) • Educational supervisors should report on engagement with the curriculum determined by sampling of evidence and competencies

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

End of presentation The JRCPTB is part of the Federation of the Royal Colleges of Physicians of the United Kingdom