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WPBA & e-portfolio

Tips for WBPAFrom August 2020 WBPA has changed siginificantly with additional MSFs, introduction of CATS and changes to COT and CbD rquirements

A new 14 FISH e-portfolio is being launched and all entries from the old RCGP e-portfolio will migrate across.

The new e-portfolio from August 2020 (click)

What WBPA 'must they do by when' from August 2020 (click)

Non WBPA suggested criteria to be achieved prior to the end of the ST year

ST1
At least 36 case reiews per year (i.e. enough to demonstrate competency progression in the 13 key areas for Educational Supervisor Review AND develop breadth and depth in curriculum matching) and 8 SMART PDP entries (Developed from ESR reports and discussions with Clinical Supervisor)

Reflections on post and SEA if it is one in which they played a key role and which resulted in them making changes to the way you do things or changes in the organisation you work for). Safeguarding Training completed (HDR, CHS course or emodule)?

ST2
At least 36 case reiews per year (i.e. enough to demonstrate competency progression in the 13 key areas for Educational Supervisor Review AND develop breadth and depth in curriculum matching) and 8 SMART PDP entries (Developed from ESR reports and discussions with Clinical Supervisor)

Reflections on post and SEA if it is one in which they played a key role and which resulted in them making changes to the way you do things or changes in the organisation you work for). Safeguarding Training completed (HDR, CHS course or emodule)?

ST3
At least 36 case reiews per year (i.e. enough to demonstrate competency progression in the 13 key areas for Educational Supervisor Review AND develop breadth and depth in curriculum matching) and 8 SMART PDP entries (Developed from ESR reports and discussions with Clinical Supervisor)

Reflections on post and SEA if it is one in which they played a key role and which resulted in them making changes to the way you do things or changes in the organisation you work for).

 ST3s must have safeguarding Training completed in their ST3 year (HDR, CHS course or emodule). Also level 3 safeguarding certification within the last 3 years and AED/BLS certification.


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

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. CEPs or COTs.

The curriculum in brief - 2019
Curriculum topic guides in detail - 2019
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 & CATs (click)

COTs (click)

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 post August 2020 (click)

Important changes to MSF requirements post August 2020

 

Other useful resources

Improving Training - see our helpful web page

Intending Trainers - see our helpful web page

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