Home » Trainers » Tips and Tools for WBPA

WPBA & e-portfolio

Tips for WBPAThe Royal College Guide to Workplace Based assessment  - an overview
The GP Specialty Trainee's (GPST) guide to the e-portfolio - March  2016
Trainer & Educational Supervisor guide to the e-portfolio - March 2016

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

Examples of log comments relating to inappropriately matched curriculum entries

DOPs CEPs, COTs etc - entries by someone who is not the Trainee's Trainer - 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  - 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  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
Preparing for Case Based Discussion
CBD mapping using their NOE workbook,which they start afresh every ST year 

GPSTs should be mapping their competencies in their NOE workbook, enabling them  to identify the types of cases they need to select for future CBDs to ensure that they are on track for the MRCGP - a useful tool for Trainers and Registrars and required for Educational Supervisor Reviews.

You and your trainer should ensure that your ePortfolio reflects a balance of cases, including:

  • children
  • mental health
  • cancer and palliative care

CBD question planner ­ From the journal Ed for Primary Care Vol 16, Nos 4, July 2008 419-421
CBD question planner - An excellent one from the Bradford team.
Case Based Discussion question generating crib sheet  The best yet (In our opinion!!) from the Pennine TPDs
CBD -  clarification of competency a tool for Trainnes & Trainers

How to establish if the different competencies have been achieved by the Trainee or if there is evidence of potential underperformance
CBD mapping

 
COT

Consultation Observation Tool explained 
COT scoring sheet - to be used by Trainers while watching the videoed consultation
COT mapping using their NOE workbook,which they start afresh every ST year 

Consultations should be drawn from your entire period of GP training, reflecting a range of patient contexts. You can include consultations in different contexts – for example, a home visit.
You should include at least one case from involving:

  • children (a child aged 10 or under)
  • older adults (an adult aged more than 75 years old)
  • mental health
  • Audio COTs in ST3

The Audio-COT that has been developed would be expected to be used for at least one COT in ST3, and further ones would be encouraged. A total of three Audio-COTs can contribute towards the overall total of COTs required in ST3. Audio COT scoring sheet for Trainers.

Audio-COT would not be expected as part of the minimum numbers of COTs in ST1/2. The AudioCOT is encouraged in ST1/2 whilst in a GP placement but it will not count towards the overall total number of COTs in these training years.

GPSTs should be mapping their competencies in their NOE workbook, enabling them  to identify the types of cases they need to select for future COTs to ensure that they are on track for the MRCGP - a useful tool for Trainers and Registrars and required for Educational Supervisor Reviews.

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

MSF & PSQ

Multi-Source Feedback explained 
MSF getting a ticket number 
PSQ explained 
Patient Satisfaction Questionnaires - how your admin team upload the PSQ forms

Deadlines and ARCP

The deadlines for assessment 
ARCP review explained 
e-portfolio guidelines for panel members 2016

An assessment tool for ARCP panel members 

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 CEPs (CEPs 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)?
  • Have they completed a form R. Does it raise any issues.
  • Have they uploaded their certificate of completion for this years GMC survey?

ARCP panel feedback
Reflections of an ARCP panel member June 2009 

Other useful resources

Improving Training - see our helpful web page

Intending Trainers - see our helpful web page

Powered by Intergage