E-portfolio

Claire WilliamsOctober 2012

Our current traineesOur current trainees

( ) ll l b k• SpRs (entry pre‐2007) – still use paper logbook

• StRs – entry 2007‐2010 on 2007 curriculum – e‐portfolioStRs  entry 2007 2010, on 2007 curriculum  e portfolio

• StRs – entry post 2010, on 2010 curriculum – e‐portfolio

E portfolioE‐portfolio

l d l b k• Replaced paper logbook in 2009

• Web based tool for trainees to record all evidence of their trainingWeb based tool for trainees to record all evidence of their training

• Access granted to trainees once enrolled with JRCPTB

• Educational supervisors and TPDs have access once linked to trainee

The Trainee’s roleThe Trainee s role

l f dCompletes majority of data entry:

• Declarations and agreementsDeclarations and agreements

• Self assessment

• Personal development plans

• Initial appraisal meeting with ES

• Mid point appraisal

P l fl i i• Personal reflective practice

• Maintain procedural logbook (anonymised but trackable)

• Should arrange WBAs and ensure they are completed

The Educational Supervisor’s roleThe Educational Supervisor s role

• Provided Deanery records are up to date will be ‘linked’ to your traineey p y

• This provides access to the e‐portfolio relevant to that post 

• Maintain record of curriculum competences achieved during an attachmentattachment

• Use e‐portfolio evidence to inform appraisal meetings

• Provides appraisals and ES report

I NOT d id ll WBA f h i i• Is NOT expected to provide all WBAs for their trainee

• Still quite a lot of workStill quite a lot of work…..

WBA

ProgressionEducational Supervisor’s ARCP

Appraisal ProgressionSupervisor s 

ReportARCP

meetings

ClinicalClinical supervision

How to access the e portfolioHow to access the e‐portfolio

h f l• www.nhseportfolio.org

Induction appraisalInduction appraisal

• Review progress so farp g

• Agree learning objectives

• Identify ‘learning opportunities’

• Review (modify) and agree trainee’s PDP for this post

Mid point reviewMid point review

• Not mandatory but useful to avoid mammoth final reviewy

• Review PDP

• Review WBAs

• Review curriculum progress

End of post appraisalEnd of post appraisal

• Review PDP

• Review curriculum progress and other achievements 

• Review report from clinical supervisor

• Identify areas requiring further work

• Differs from Educational Supervisor’s report

The CurriculumThe Curriculum 

d d /• Varies according to trainee start date – pre/post 2010

• If pre‐2010 trainees will be expected to complete:If pre 2010, trainees will be expected to complete:

1. Physician Generic Curriculum2 Ph i i C di l C 20072. Physician Cardiology Core 20073. Cardiology Advanced Subspeciality Modules 2007

Plus a GIM curriculum if planning to dual accreditPlus a GIM curriculum if planning to dual accredit

The Curriculum – post 2010The Curriculum – post 2010

f ll b d l• If post‐2010, trainees will be expected to complete:

1 Physician Generic Curriculum1. Physician Generic Curriculum2. Physician Cardiology 2012 (incorporates advanced modules)

Plus a GIM curriculum if planning to dual accreditPlus a GIM curriculum if planning to dual accredit

The Generic CurriculumThe Generic Curriculum

d ‘ d d l ’• Based on GMCs ‘Good Medical Practice’

• Required by physicians in all medical specialitiesRequired by physicians in all medical specialities

• Will be picked up on at PYA…..

Completing the CurriculumCompleting the Curriculum

h ld d l d f h l d• Trainee should produce relevant evidence of having completed a curriculum point – linking to WBAs etc

• ES then ‘signs off’ that point as having been achieved

Workplace Based AssessmentsWorkplace Based Assessments

• DOPS: practical competencep p

• MSF: generic skills – leadership, team working, reliability etc.

• Mini‐CEX: competence in skills essential for good clinical care

• CbD: patient management, clinical reasoning, decision making, applying medical knowledge

• ACAT: performance during acute medical intake (GIM)ACAT: performance during acute medical intake (GIM)

• (also teaching observation, patients survey and audit assessement)

• All used as evidence of completion of curriculum points

• Any appropriate trainer can complete WBAs

Which WBA?Which WBA?

Core ProceduresCore Procedures

Curriculum requirementsCurriculum requirements

St3 St4 St5

DOPS ECHO >2 from 2 assessors

>2 from 2 assessors

>6 from 2(level 3)

DOPS ANGIO >2 from 2 >2 from 2 >6 from 2DOPS ANGIO >2 from 2 >2 from 2 >6 from 2(level 3)

DOPS p’centesis All All All

DOPS DCCV All All All (level 3)

DOPS TPW All All All (level 3)

DOPS PPM ‐ >2 from 2 >6 from 2DOPS PPM >2 from 2 >6 from 2 (level 2)

ACAT >3 (if applic.) >3 (if applic.) >3 (if applic.)

i fMSF ‐ Satisfactory ‐

Teaching obs. 1 ‐ 1

Patient survey ‐ ‐ 1Patient survey 1

Audit assessment ‐ ‐ 1

St3 St4 St5

DOPS ECHO >2 from 2 >2 from 2 >6 from 2(level 3)

DOPS ANGIO >2 from 2 >2 from 2 >6 from 2DOPS ANGIO >2 from 2 >2 from 2 >6 from 2(level 3)

DOPS p’centesis All All All

DOPS DCCV All All All (level 3)

DOPS TPW All All All (level 3)

DOPS PPM >2 from 2 >6 from 2DOPS PPM ‐ >2 from 2 >6 from 2 (level 2)

ACAT >3 (if applic.) >3 (if applic.) >3 (if applic.)

MSF ‐ Satisfactory ‐

Teaching obs. 1 ‐ 1

Patient survey ‐ ‐ 1Patient survey ‐ ‐ 1

Audit assessment ‐ ‐ 1

The Educational Supervisor’s ReportThe Educational Supervisor s Report

h ld fl l l d b l• Should reflect initial learning agreement and objectives set at initial meeting with trainee

• Supporting evidence from WBA planned in learning agreementpp g p g g

• Curriculum review ‐ ?appropriate progress

• Review of progression according to ‘ARCP Decision Aid’

• Opinion regarding progress 

• Must be discussed with trainee and any concerns voiced to them

• Should be completed via e‐portfolio not typedp p yp

WBA

ProgressionEducational Supervisor’s ARCP

Appraisal ProgressionSupervisor s 

ReportARCP

meetings

ClinicalClinical supervision

The ARCPThe ARCP

• Formal process of reviewing progressp g p g

• ES report should inform ARCP re: curriculum/WBAs etc

• Consider adequacy of documentation/evidence

• Judgement as to whether trainee suitable for progression

• Appraisal, assessment and annual planning

• Assessment formally defined to assess rate of progression• Assessment formally defined to assess rate of progression

• Discuss career aims and alternatives

• Progress reviewed against curriculum and ARCP Decision Aid

• Outcome 1 – Satisfactory Progress is goal

• Most common reason for not achieving outcome 1 is failure to keep e‐portfolio up to dateportfolio up to date