J. Grifka

Regulatory Implications of

Orthopädische Klinik für die Universität Regensburg im Asklepios Klinikum Bad Abbach

Direktor: Prof. Dr. med. Dr. h.c. J. Grifka

Introduction p 2

• today: wide variation of assessments

• therefore EFORT developed minimal requirements across Europe “The goal is to develop a European Curriculum for Orthopaedics and Traumatology acceptable to all European Nations, including a unified process of assessment and verification”

Introduction p 2

• harmonisation of training in Orthopaedics “In terms of assessment, it also makes sense that residents throughout Europe should have the same kind of evaluation during, and at the end of, training.”

Background p 8

“Both, UEMS and EFORT, feel that the quality of the health care system is directly linked to the level of education provided to each professional, and improving education will improve the Healthcare System.”

→ Chapter 6

General Consideration p 10

• basic clinical education: routine tasks

• core training in O & T: whole spectrum

defined modules

rotation other depart. essential

Financial structure p 14

public funding is necessary

Syllabus p 15

• modular

• professional behaviour

• joint orientation

Assessment p 41 – 45

• defined level of clinical competence

• supplemented by workplace-based assessments of practical and operative skills and situational practice

• trainee’s training portfolio describing their experience and in-training assessments

• - during training: reviewed at intervals / annual appraisal

• - There needs to be a system of external oversight or regulation of programmes,…

• - Trainees should have a formal appraisal at least once a year

• 1. Training objectives-requirements of the syllabus / curriculum

• 2. Trainee’s logbook – electronic record of operative practice

• 3. Workplace based assessments – courses, conferences, education

• 4. Structured report from Trainers

• 5. Workplace assessments

• 6. Qualify improvement (audit), research activities

• - appaisal needs to offer a system of grading

• - unsatisfactory→ repeat a whole year of training

• - opportunity to remove unsatisfactory trainees

• - interim examinations

• - annual MCQ exam include the AAOS OTTE and the UKITE in UK

• - facilitate the improvement of the quality of orthopaedic training in Europe

• - MCQ questions will continue tob e in English

• - workplace assessments

• - regular view throughout the training period

• - assessments of

• practical skills

• operative skills

• professional behaviour

• clinical decision making

• - summative assessments

• - final exam – written MCQ, separate oval, professional behaviour, clinical exam

• - 6?

Assessment p 41 – 45

• during training: reviewed at intervals / annual appraisal

• “There needs to be a system of external oversight or regulation of programmes”

• 1. Training objectives-requirements of the syllabus / curriculum

• 2. Trainee’s logbook – electronic record of operative practice

• 3. Workplace based assessments – courses, conferences, education

• 4. Structured report from Trainers

• 5. Workplace assessments

• 6. Qualify improvement (audit), research activities

• - appaisal needs to offer a system of grading

• - unsatisfactory→ repeat a whole year of training

• - opportunity to remove unsatisfactory trainees

• - interim examinations

• - annual MCQ exam include the AAOS OTTE and the UKITE in UK

• - facilitate the improvement of the quality of orthopaedic training in Europe

• - MCQ questions will continue tob e in English

• - workplace assessments

• - regular view throughout the training period

• - assessments of

• practical skills

• operative skills

• professional behaviour

• clinical decision making

• - summative assessments

• - final exam – written MCQ, separate oval, professional behaviour, clinical exam

• - 6?

Assessment p 41 – 45

• Trainees should have a formal appraisal at least once a year 1. Training objectives – requirements of the

syllabus / curriculum

2. Trainee’s logbook – electronic record of operative practice

3. Workplace based assessments – courses, conferences, education

4. Structured report from trainers

5. Workplace assessments

6. Quality improvement (audit), research activities

• - appaisal needs to offer a system of grading

• - unsatisfactory→ repeat a whole year of training

• - opportunity to remove unsatisfactory trainees

• - interim examinations

• - annual MCQ exam include the AAOS OTTE and the UKITE in UK

• - facilitate the improvement of the quality of orthopaedic training in Europe

• - MCQ questions will continue tob e in English

• - workplace assessments

• - regular view throughout the training period

• - assessments of

• practical skills

• operative skills

• professional behaviour

• clinical decision making

• - summative assessments

• - final exam – written MCQ, separate oval, professional behaviour, clinical exam

• - 6?

Assessment p 41 – 45

• appraisal needs to offer a system of grading

unsatisfactory → repeat a whole year of training

opportunity to remove unsatisfactory trainees

• - interim examinations

• - annual MCQ exam include the AAOS OTTE and the UKITE in UK

• - facilitate the improvement of the quality of orthopaedic training in Europe

• - MCQ questions will continue tob e in English

• - workplace assessments

• - regular view throughout the training period

• - assessments of

• practical skills

• operative skills

• professional behaviour

• clinical decision making

• - summative assessments

• - final exam – written MCQ, separate oval, professional behaviour, clinical exam

• - 6?

Assessment p 41 – 45

• interim examinations

annual MCQ exam include the AAOS OTTE and the UKITE in UK

facilitate the improvement of the quality of orthopaedic training in Europe

MCQ questions will continue to be in English

• - workplace assessments

• - regular view throughout the training period

• - assessments of

• practical skills

• operative skills

• professional behaviour

• clinical decision making

• - summative assessments

• - final exam – written MCQ, separate oval, professional behaviour, clinical exam

• - 6?

Assessment p 41 – 45

• workplace based assessments

regular view throughout the training period

assessments of

practical skills

operative skills

professional behaviour

clinical decision making

• - summative assessments

• - final exam – written MCQ, separate oval, professional behaviour, clinical exam

• - 6?

Assessment p 41 – 45

• summative assessments

final exam – written MCQ, separate oral, professional behaviour, clinical exam

• It is therefore important to recognise that successful completion of the EBOT examination is not the sole determinant of clinical competence and must be associated with a rigorous appraisal system before a trainee is recognised as a Specialist.

• doctors without these qualifications would not be able to be employed as Certified Specialists.

Assessment p 41 – 45

• “It is therefore important to recognise that successful completion of the EBOT examination is not the sole determinant of clinical competence and must be associated with a rigorous appraisal system before a trainee is recognised as a Specialist.”

•

• doctors without these qualifications would not be able to be employed as Certified Specialists.

Assessment p 41 – 45

• “…doctors without these qualifications would not be able to be employed as Certified Specialists.”

Thank you for your attention!