WPBA & e-portfolio
The 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
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
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:
- 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
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
Deadlines and ARCP
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