Tips and tools for helping you deliver all the components of MRCGP

 

 

To paraphrase Aristotle "The road to happiness belongs to the self-sufficient"  and  this could be extended to those Trainers with access to our downloads that simplify MRCGP and the e-portfolio and provide useful tools for Training!

 

 

 

Downloads...

 

 

WPBA & e-portfolio

The Royal College Guide to Workplace Based assessment (click) - an overview

 

The screen shot by screen shot guide to the e-portfolio  Vs 6 (click) -from the Trainer's  & Educational Supervisor's perspective - It's a big file but well worth the wait! - 2011

 

Educators' Notes - how to use them (click) - guidance on how to use Educators' Notes within the e-portfolio

 

DOPs, COTs etc - entries by someone who is not the Trainee's Trainer (click) - A simple guide for GPs or nursing staff who are not the Trainee's Trainer as to how they can make e-portfolio entries to confirm demonstrated competencies or perform and complete MRCGP assessments e.g. DOPS or COTs.

 

The curriculum and curriculum matching  (click) - 2009

Utilising the broad principles of the GMC’s Good Medical Practice the curriculum defines the core knowledge, skills and attitudes that a GP Trainee have to attain by the end of their training in order to become a competent GP. It also allows you to assess whether your curriculum matching is valid. Just open the document and click on the statement headings and explore the domains of the 'statement' to find out what it means and how you might achieve it.

 

Validating competency from e-portfolio entries  (click) This download can be of great use when validating log entries, e-portfolio based RCA and during CBDs. It also can help you think of ways in which the Trainee might have acted to reach the competent category, which is very useful when debriefing the Trainee afterwards and gives them more insight into potential "blind spots" in their consultation and case management skills

 

Case Based Discussion

Case Based Discussion explained (click)

 

Preparing for Case Based Discussion (click)

 

CBD competency mapping (click) - a useful tool for Trainers and Registrars

 

CBD question planner (click) – From the journal Ed for Primary Care Vol 16, Nos 4, July 2008 419-421

 

CBD question planner (click) - An excellent one from the Bradford team.

 

Case Based Discussion question generating crib sheet (click) The best yet (In our opinion!!) from the Pennine TPDs

 

What do we mean by competent? (click) This can be of great use when validating log entries, e-portfolio based RCA and during CBDs. 

 

 

COT

Consultation Observation Tool explained (click)

 

COT scoring sheet (click) - to be used by Trainers while watching the videoed consultation

 

COT competency mapping (click) - a useful tool for Trainers and Registrars

 

Useful phrases your Trainee can use to help attain COT competencies (click) - a useful crib sheet of phrases which can help your Trainee achieve the COT competencies

 

 

MSF & PSQ

Multi-Source Feedback explained (click)

 

MSF getting a ticket number (click)

 

PSQ explained (click)

 

Patient Satisfaction Questionnaires - how your admin team upload the PSQ forms

 

 

 

Deadlines and ARCP

The deadlines for assessment (click)

 

ARCP review explained (click)

 

e-portfolio guidelines for panel members 2008 (click)

 

An assessment tool for ARCP panel members (click)

 

An assessment tool for Trainers & GPSTs prior to panel review (click) - a useful tool to employ after the supplementary formative Educational Supervision meeting in March, as it ensures that there is enough time for remedial action prior to the local ARCP panels in June.

 

 

ARCP Panel Review - Reflections of a panel member from the last round of panels

 

Some of the important recurring questions by panel members were:

• Have they logged enough good quality entries (2 entries per week in hospital posts and 3 per week in GP, as a rough guide)?
• Are they of significant breadth and depth (multiple entries in ALL of the domains e.g. SEA, audit/project, clinical encounters etc)?
• Have they been mapped to the curriculum (on average 2 or more per log entry) and is the mapping valid?
• Is there good curriculum coverage?
• Have they completed the minimum numbers of workplace based assessments (CBDs, COTS etc)
• Enough DOPs (DOPs on manikins in isolation don't count!) and OOH sessions? 
• Are they using their PDP?
• What does the ES report say (clear statements by the ES are very helpful)?
• What does the CSR reveal (especially if they were from a GP Trainer)?
• What do the MSFs say about the Registrar?
• What does the PSQ reveal about their practice (NB MSF was found to be a more important discriminator)?

ARCP panel feedback

 

Reflections of an ARCP panel member June 2009 (click)

 

 

 

 

Other useful resources

Improving Training (click) - see our helpful web page

 

Intending Trainers  (click) - see our helpful web page