Competencies in practice. A curriculum for internal medicine
|
|
- Melvin Cobb
- 5 years ago
- Views:
Transcription
1 Competencies in practice A curriculum for internal medicine
2 Drivers for Change Shape of Training Increased generalism Changing demography etc Published 2013 Generic Professional Capabilities (GMC) To be embedded in all curricula from domains Enhancing (General) Internal Medicine Burden of assessment
3 Internal Medicine Curriculum
4 The ultimate goal The aim of medical training is to prepare learners for unsupervised practice As level of performance increases, level of supervision decreases
5 Swinging pendulum Between Old view we just know that this a good trainee and are happy that they are fully competent Atomised, individual tick-box competencies» this trainee can look after a patient with fever and a rash» this trainee can look after a patient with fever and diarrhoea
6 Assessment the challenges Ticks in all the boxes but everyone knows they are weak Not integrated into routine practice Too many assessments We have to assess everything No feedback given Some domains are difficult to assess
7 Priority Assessment strategy needs to drive learning and provide reassurance BUT needs to be practical and feasible for: Trainers Trainees Patients Service delivery
8 Competencies in Practice (CiPs) a unit of professional practice identified as a task or responsibility to be entrusted to a learner to execute unsupervised once sufficient competence has been demonstrated AKA Entrustable Professional Activities (EPAs)
9 Levels of trust Presumptive trust based entirely on qualifications/state of training Initial trust Swift/thin trust. Based on first impressions. Obvious limitations Grounded trust Based on prolonged experience with trainee and specific assessment data (exams, WBAs etc)
10 CiPs Focus on what happens in clinical practice Translate competencies into clinical practice Requires demonstration of multiple competencies simultaneously and specific knowledge, skills, attitudes and behaviours Acquired through training Observable and measurable Are being developed in The Netherlands, Canada, US, Australia, New Zealand, UK
11 Competencies or CiPs what s the difference? Competencies Descriptors of physicians Knowledge, skills, attitudes, values Content expertise Communication ability Management ability CiPs Descriptors of tasks Essential parts of professional practice Discharge patients Design treatment plans Manage patients in an outpatient clinic
12 Role of the supervisor Clinical supervisor Familiar with day to day practice of the trainee. Observing them and interacting with them on a regular basis. Providing feedback and making informal entrustment decisions within context on a regular basis. Will make advisory/formative CiP recommendations.
13 Role of the supervisor Educational supervisor May have personal clinical experience of trainee but has overall supervision of programme and will receive feedback from clinical supervisors and others that are integrated into a summative CiP recommendation
14 Trainee attributes that support entrustment Competence Integrity/honesty Conscientiousness/reliability Insight (aware of limitations)
15 Information/evidence to inform and support an entrustment decision Personal knowledge of/experience with trainee Informal intelligence from medical and non-medical colleagues Workplace based assessments ACAT, DOPS, mini-cex, CbD, MSF, TO, QIPAT, Patient survey etc. Specific courses/qualifications MRCP, SCE, ALS, etc Specific feedback/reports CS Report
16 CiP example
17 CiPs There are 14 CiPs split into two categories: Clinical Non-clinical
18 CiPs - Clinical 1. Managing an acute unselected take 2. Managing an acute specialty-related take 3. Providing continuity of care to medical in-patients, including management of comorbidities and cognitive impairment 4. Managing patients in an outpatient clinic, ambulatory or community setting, including management of long term conditions 5. Managing medical problems in patients in other specialties and special cases 6. Managing a multi-disciplinary team including effective discharge planning 7. Delivering effective resuscitation and managing the acutely deteriorating patient 8. Managing end of life and palliative care skills 9. Achieving procedural skills
19 Entrustment level descriptors, Clinical Level 1: Observations of the activity no execution Level 2: Trusted to act with close supervision Level 3: Trusted to act with supervision available quickly Level 4: Trusted to act unsupervised (with clinical oversight within training)
20 CiPs Non-Clinical 10. Is focused on patient safety and delivers effective quality improvement in patient care 11. Carrying out research and managing data appropriately 12. Acting as a clinical teacher and clinical supervisor 13. Dealing with ethical and legal issues related to specialty clinical practice 14. The ability to successfully function within NHS organisational and management systems
21 Entrustment level descriptors, non-clinical Level 1: No or limited knowledge or experience Level 2: Knowledge but limited experience, trusted to act with close supervision Level 3: Knowledge and experience, trusted to act with guidance available Level 4: Experienced and trusted to level of independent practice
22 What is expected of you in the CiP study? Trainee Clinical Supervisor Educational Supervisor
23 Trainee Ensure your clinical supervisor has completed an assessment of your performance using the CiP Study Clinical Supervisor Report by Friday 15 July Consider what evidence you need to provide to inform the decisions made about your performance at each CiP You will need to complete a self-assessment of all 14 CiPs on the e-portfolio before the meeting with your educational supervisor Complete an evaluation questionnaire
24 Clinical Supervisor Review the trainee s e-portfolio and consider your personal experience of the trainee Complete a CiP Study Clinical Supervisor Report to indicate what level the trainee is performing for each CiP by Friday 15 July Complete an evaluation questionnaire
25 Educational Supervisor Review your trainee s e-portfolio and consider the Clinical Supervisor Report(s) and trainee self assessment report Meet with your trainee to discuss progress and performance and agree and document a level of performance for each CiP on the CiP Study Educational Supervisor Report by Friday 29 July Complete an evaluation questionnaire
26 Accessing the documentation through the eportfolio Trainees have been assigned new programme and post location: CiP Study Programme/Hospital CiP Ensure you are logged on in correct role (CS, ES) Supervisor reports for the study can be accessed via the Progression tab Trainee self-assessment form accessed via Assessment - Generic
27 Guidance and support Webpage Participant guide eportfolio user guides Webinar
28 Summary, evaluation and close
Curriculum for Internal Medicine Stage 1 Training
Curriculum for Internal Medicine Stage 1 Training Implementation August 2019 Contents 1. Introduction 3 2. Purpose 3 2.1 Purpose statement 3 2.2 Rationale 4 2.3 Development 7 2.4 Training Pathway 7 2.5
More informationCore Medical Training (CMT) ARCP Decision Aid revised November 2014
Core Medical Training (CMT) ARCP Decision Aid revised November 2014 The table that follows includes a column for each training year within core medical training, documenting the targets that have to be
More informationGeneral Internal Medicine (GIM) ARCP Decision Aid AUGUST 2017
General Internal Medicine (GIM) ARCP Decision Aid AUGUST 2017 The ARCP decision aid documents the targets to be achieved for a satisfactory ARCP outcome at the end of each training level. This document
More informationWorkplace Based Assessments (WBA) e-portfolio
Workplace Based Assessments (WBA) e-portfolio Types of Assessments Direct Observation of Procedural Skills (DOPS) Anaesthesia Clinical Evaluation Exercise (A-CEX) Anaesthesia List Management Assessment
More informationPalliative Medicine ARCP Decision Aid REVISED SEPTEMBER 2015
Palliative Medicine ARCP Decision Aid REVISED SEPTEMBER 2015 The guidance below documents the targets that have to be achieved for a satisfactory ARCP outcome at the end of each training year. This decision
More informationMEDICAL OPHTHALMOLOGY ST3
ENTRY CRITERIA MEDICAL OPHTHALMOLOGY ST3 ESSENTIAL CRITERIA Applicants must have: Qualifications MBBS or equivalent medical qualification, and one of the following pathways Medical training MRCP (UK) Part
More informationPAEDIATRIC CARDIOLOGY ST4
ENTRY CRITERIA PAEDIATRIC CARDIOLOGY ST4 ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification Qualifications MRCPCH full diploma or on GMC specialist register for paediatrics
More informationSTROKE MEDICINE SUB SPECIALTY TRAINING
STROKE MEDICINE SUB SPECIALTY TRAINING ENTRY CRITERIA ESSENTIAL CRITERIA Qualifications Applicants must have: MBBS or equivalent medical qualification MRCP (UK) full diploma or EEA eligibility ii at time
More informationCARDIOLOGY ST3 ESSENTIAL CRITERIA
ENTRY CRITERIA CARDIOLOGY ST3 ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification Qualifications MRCP (UK) Part 1 or EEA eligibility ii at time of application MRCP (UK) full
More informationRHEUMATOLOGY ST3 ESSENTIAL CRITERIA
ENTRY CRITERIA RHEUMATOLOGY ST3 ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification Qualifications MRCP (UK) Part 1 or EEA eligibility ii at time of application MRCP (UK)
More informationPAEDIATRIC CARDIOLOGY ST4
ENTRY CRITERIA PAEDIATRIC CARDIOLOGY ST4 ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification Qualifications MRCPCH full diploma or on GMC specialist register for paediatrics
More informationHAEMATOLOGY ST3 ESSENTIAL CRITERIA
ENTRY CRITERIA HAEMATOLOGY ST3 ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification Qualifications MRCP (UK) Part 1 or MRCPCH Part 1 A and B or EEA eligibility ii at time of
More informationMental Health training in Foundation Programmes
Mental Health training in Foundation Programmes Paul Baker Deputy Postgraduate Dean Health Education North West Overview What is foundation training? National and regional context Role of clinical supervisor
More informationCLINICAL RADIOLOGY - ST1
ENTRY CRITERIA CLINICAL RADIOLOGY - ST1 ESSENTIAL CRITERIA WHEN EVALUATED i Qualifications Applicants must have: MBBS or equivalent medical qualification Applicants must: Eligibility Be eligible for full
More informationCLINICAL RADIOLOGY - ST1
ENTRY CRITERIA CLINICAL RADIOLOGY - ST1 ESSENTIAL CRITERIA WHEN EVALUATED i Applicants must have: Qualifications MBBS or equivalent medical qualification Applicants must: Eligibility Be eligible for full
More informationTRAUMA AND ORTHOPAEDIC SURGERY ST3
TRAUMA AND ORTHOPAEDIC SURGERY ST3 ENTRY CRITERIA ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification Qualifications Successful completion of MRCS by time of interview Applicants
More informationBroad Based Training Programme
Broad Based Training Programme Broad Based Training (BBT) Curriculum BBT is a two-year structured programme for doctors providing six-month placements in four specialties to allow broader experience before
More informationIntensive Care Medicine (ST3)
Intensive Care Medicine (ST3) Entry Criteria Qualifications Eligibility Essential Criteria When Evaluated 1 AND MBBS or equivalent medical qualification Anaesthetics via CAT or ACCS (Anaesthetics) or equivalent:
More informationReproduced with kind permission from the Joint Programmes Board
Multi-Source Feedback (MSF) The description and documentation described below is applicable to workplace based assessment. Self mini-pat (Peer Assessment Tool) for General Level Pharmacists Purpose Self
More informationINTENSIVE CARE MEDICINE ST3
INTENSIVE CARE MEDICINE ST3 ENTRY CRITERIA ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification Qualifications WHEN EVALUATED i Applicants from an Anaesthetics training background,
More informationCCT in Anaesthetics. Annex A Professionalism in Medical Practice. Edition 2 August 2010 Version 1.8
CCT in Anaesthetics Annex A Professionalism in Medical Practice Edition 2 August 2010 Version 1.8 Table of Contents Assessment method decode 3 Good Medical Practice decode 3 Professional and common competencies
More informationEquivalence Guidance for GMP Domain 1
Equivalence Guidance for GMP Domain 1 From 1 st August 2011 the new GMC approved curriculum in Intensive Care Medicine (ICM) came into effect. As a result of this new curriculum, all equivalence applications
More informationIN-TRAINING ASSESSMENT REPORT (ITAR)
Trainee Name: Rotation: Neonatology Trainee Level: Start Date: End Date: Block(s): Goals & Objectives: Considering the present level of training and, on review of training milestones, assess the resident
More informationx x x x x x x x x x x x Good Medical Practice domains WPBA CSA AKT Curriculum Areas of Competence CbD COT CEX DOPs PSQ MSF CSR
Good Medical Practice domains Domain 3: Communication, partnership and teamwork Curriculum Areas of Competence Area of Competence 1: Primary care management 1.1 Manage primary contact with patients and
More informationRESPIRATORY REGISTRAR TRAINEE INDUCTION PACK
Page1 RESPIRATORY REGISTRAR TRAINEE INDUCTION PACK The British Thoracic Society (BTS) and its Specialist Trainees Advisory Group (STAG) feel it is very important to have high quality induction packs for
More informationDiploma in Higher Education Nursing Associate. Programme Specification. 1. Programme title Diploma in Higher Education Nursing Associate
Diploma in Higher Education Nursing Programme Specification 1. Programme title Diploma in Higher Education Nursing 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationEMERGENCY MEDICINE ST4
EMERGENCY MEDICINE ST4 ENTRY CRITERIA ESSENTIAL CRITERIA WHEN EVALUATED i Qualifications Applicants must have: MBBS or equivalent medical qualification MRCEM by time of appointment iv Applicants must:
More informationProgramme Specification
Diploma in Higher Education Nursing Associate Programme Specification 1. Programme title Diploma in Higher Education Nursing Associate 2. Awarding institution Middlesex University 3. Teaching institution
More informationRheumatology. Opportunities in UK
Rheumatology Training Opportunities in UK Dr S Venkatachalam Consultant Rheumatologist, Cannock, UK Vice Chair Rheumatology Speciality Advisory Committee, UK Chair Rheumatology Speciality Training Committee,
More informationContents. Foundation Programme Reference Guide 2016
Reference Guide May 2016 Contents 1. Introduction and background... 5 2. Foundation Programme: policy and organisation... 6 THE UK FOUNDATION PROGRAMME OFFICE (UKFPO)... 6 UK HEALTH DEPARTMENTS... 6 HEALTH
More informationMulti-Professional Deanery
Multi-Professional Deanery SCHOOL VISIT REPORT Visiting School Date visited Medicine April 18 th 2013 Local Education Provider (LEP) visited Princess Alexandra Hospital NHS Trust Visiting team Ian Barton,
More informationCurriculum for Specialty Training in Medical Virology
Curriculum for Specialty Training in Medical Virology Incorporating Combined Infection Training, developed in conjunction with the JRCPTB Approved 6 May 204 Contents INTRODUCTION... 3. RATIONALE... 3 2.
More informationWESSEX DEANERY OUT OF HOURS GUIDELINES (Aug 2013)
WESSEX DEANERY OUT OF HOURS GUIDELINES (Aug 2013) Introduction 1. Emergency and unscheduled work remains an essential part of Primary Health Care services and all General Practice Trainees must gain experience
More informationPaediatric Allergy Immunology and Infectious Diseases Further Assessment Guidance for Level 3 Trainees (ST6-8)
Page 1 of 6 Paediatric Allergy Immunology and Infectious Diseases Further Assessment Guidance for Level 3 Trainees (ST6-8) At level 3 the trainee is learning to work independently within their team and
More informationThe Trainee Doctor. Foundation and specialty, including GP training
Foundation and specialty, including GP training The duties of a doctor registered with the General Medical Council Patients must be able to trust doctors with their lives and health. To justify that trust
More informationBriefing note 3 Annex C Generic and demographic final questionnaire for clinical and educational supervisors.
Briefing note 3 Annex C Generic and demographic final questionnaire for clinical and educational supervisors. Question TOPNQ06 How many trainees do you currently act as named supervisor for? 0 1 2 3 4
More informationStatement on the core values and attributes needed to study medicine
Ceri Nursaw - Accessing Work Experience in Health and Care HEPP CPD conference 24 March 2015 Statement on the core values and attributes needed to study medicine Introduction This statement sets out the
More informationCertificate of Eligibility of Specialist Registration (CESR) Portfolio. Name: GMC Number:
Certificate of Eligibility of Specialist Registration (CESR) Portfolio Name: GMC Number: Contents: Glossary Introduction Background Format of CESR Application Domain 1 Knowledge, Skills and Performance
More informationCurriculum for Training for Advanced Critical Care Practitioners
Edition 1 2015 Curriculum for Training for Advanced Critical Care Practitioners The Faculty of Intensive Care Medicine The Faculty of Intensive Care Medicine. This guidance may be reproduced for training
More informationCompetencies, Milestones & EPAs: What Does It All Mean?
Competencies, Milestones & EPAs: What Does It All Mean? Susan B. Promes, MD, FACEP Professor and Program Director Department of Emergency Medicine Director, Curricular Affairs Office of GME Historical
More informationSupporting information for appraisal and revalidation: guidance for psychiatry
Supporting information for appraisal and revalidation: guidance for psychiatry Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction The purpose of revalidation
More informationThe Foundation Programme in General Practice
The Foundation Programme in General Practice Handbook The Dr Reg Reg Odbert Odbert Wessex Deanery Foundation School Updated Updated August July 2011 2009 Section CONTENT A Introduction and Background to
More informationHIGHER SPECIALIST TRAINING IN GENERAL PAEDIATRICS. Royal College of Physicians of Ireland,
HIGHER SPECIALIST TRAINING IN GENERAL PAEDIATRICS Royal College of Physicians of Ireland, 2017 1 This curriculum of training in General Paediatrics was developed in 2010 and undergoes an annual review
More informationGUIDANCE ON SUPPORTING INFORMATION FOR REVALIDATION FOR SURGERY
ON SUPPORTING INFORMATION FOR REVALIDATION FOR SURGERY Based on the Academy of Medical Royal Colleges and Faculties Core Guidance for all doctors GENERAL INTRODUCTION JUNE 2012 The purpose of revalidation
More informationPUBLIC HEALTH MEDICINE
HIGHER SPECIALIST TRAINING IN PUBLIC HEALTH MEDICINE Royal College of Physicians of Ireland, 2017 1 This curriculum of training in Public Health M edicine was developed in 2010 and undergoes an annual
More informationSuper-Condensed GP Curriculum Guide CSR CS/Trainee meetings action planning Curriculum Guide Confidence Rating Scale
Super-Condensed GP Curriculum Guide ENT, Oral and Facial Problems CSR CS/Trainee meetings action planning Curriculum Guide Confidence Rating Scale Super-Condensed GP Curriculum Guide ENT, Oral and Facial
More informationGuide to the Foundation Annual Review of Competence Progression (ARCP) Process
Guide to the Foundation Annual Review of Competence Progression (ARCP) Process Page 1 of 35 Guide to the foundation ARCP processes Title Page Introduction 3 Overview of foundation ARCP (principles and
More informationWork Schedule. Employing organisation: Anyplace Acute NHS Trust (Lead Employing Trust for GPST)
Work Schedule Trainee Name: Dr Motors Training Programme: General Practice Specialty placement: General Practice Grade: ST3 Length of placement: 1 year Employing organisation: Anyplace Acute NHS Trust
More informationCurriculum for Specialty Training in Infectious Diseases
Curriculum for Specialty Training in Infectious Diseases Incorporating Combined Infection Training, developed in conjunction with the Royal College of Pathologists Approved 6 May 204 Table of Contents
More informationSupporting information for appraisal and revalidation: guidance for pharmaceutical medicine
Supporting information for appraisal and revalidation: guidance for pharmaceutical medicine Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction The purpose
More informationSupporting information for appraisal and revalidation: guidance for Occupational Medicine, April 2013
Supporting information for appraisal and revalidation: guidance for Occupational Medicine, April 2013 Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction
More informationSPECIALTY TRAINING CURRICULUM FOR NUCLEAR MEDICINE AUGUST 2010
SPECIALTY TRAINING CURRICULUM FOR NUCLEAR MEDICINE AUGUST 200 Joint Royal Colleges of Physicians Training Board 5 St Andrews Place Regent s Park London NW 4LB Telephone: (020) 793574 Facsimile: (020)7486
More informationBond University Medical Program. Oncology Rotation Clinician Guide
Bond University Medical Program Oncology Rotation Clinician Guide YEAR 5 2018 Introduction Students in the final year of the Bond University Medical Program have 6 rotations to train in a broad array of
More informationSupporting information for appraisal and revalidation: guidance for Occupational Medicine, June 2014
Supporting information for appraisal and revalidation: guidance for Occupational Medicine, June 2014 Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction
More informationGENERAL INTERNAL MEDICINE
HIGHER SPECIALIST TRAINING IN GENERAL INTERNAL MEDICINE Royal College of Physicians of Ireland, 2016 1 This curriculum of training in General Internal Medicine was developed in 2010 and undergoes an annual
More informationWales Foundation School
Wales Foundation School A guide for Foundation Doctors commencing August 2017 Contents: Welcome and contact details Assessments & e-portfolio TAB guidance Progression and sign off ARCP Absence from Training
More informationCurriculum for Specialty Training for General Practice. The Learning and Teaching Guide
Curriculum for Specialty Training for General Practice The Learning and Teaching Guide About this guide This guide is derived from the RCGP core curriculum statement Being a General Practitioner (principal
More informationAn Overview for F2 Doctors of Foundation Programme attachments to General Practice
An Overview for F2 Doctors of Foundation Programme attachments to General Practice July 2011 Contents Page GP Placements 2 Guidance on Educational Agreements 4 Key facts about F2 Placements 6 The Foundation
More informationMaltese Paediatric Association
Maltese Paediatric Association FINAL DRAFT 4 th July 2008 SPECIALIST TRAINING PROGRAMME IN PAEDIATRICS IN MALTA The Maltese Paediatric Association (MPA) shall be the competent body to determine and monitor,
More informationDIAGNOSTIC NEUROPATHOLOGY ST3
DIAGNOSTIC NEUROPATHOLOGY ST3 ENTRY CRITERIA ESSENTIAL CRITERIA WHEN EVALUATED i Applicants must have: Qualifications MBBS or equivalent medical qualification Applicants must: Eligibility Be eligible for
More informationSPECIALTY TRAINING CURRICULUM FOR NUCLEAR MEDICINE
SPECIALTY TRAINING CURRICULUM FOR NUCLEAR MEDICINE Approved 3 August 204 (updated October 206) To be implemented August 205 Joint Royal Colleges of Physicians Training Board 5 St Andrews Place Regent s
More informationP R I V A T E and C O N F I D E N T I A L
Insert Hospital Logo P R I V A T E and C O N F I D E N T I A L NATIONAL PGY1/2 END OF TERM ASSESSMENT REVIEW FORM Guiding Principles This form is to provide information about the performance of Junior
More informationPart II. The CCT in. Intensive Care Medicine. Assessment System. The Faculty of. Intensive Care Medicine
Part II The CCT in Intensive Care Medicine Assessment System The Faculty of Intensive Care Medicine Contents 1. Principles of Assessment... 3 1.1 Training Stage Records... 3 1.2 How many workplace-based
More informationHEALTH EDUCATION NORTH WEST ANNUAL ASSESSMENT VISIT
Health Education North West HEALTH EDUCATION NORTH WEST ANNUAL ASSESSMENT VISIT VISITORS:- Postgraduate Dean: Professor David Graham PUBLIC HEALTH ith 9" October 2013 Associate Director of Postgraduate
More informationLevel 3 Generic Syllabus. Version 1 (September 2017)
Level 3 Generic Syllabus Version 1 (September 2017) Introduction This syllabus supports the completion of the RCPCH Progress curriculum, and should be used in conjunction with the curriculum document.
More informationSupporting information for appraisal and revalidation: guidance for Supporting information for appraisal and revalidation: guidance for ophthalmology
FOREWORD As part of revalidation, doctors will need to collect and bring to their appraisal six types of supporting information to show how they are keeping up to date and fit to practise. The GMC has
More informationHIGHER SPECIALIST TRAINING IN CHEMICAL PATHOLOGY. Royal College of Physicians of Ireland,
HIGHER SPECIALIST TRAINING IN CHEMICAL PATHOLOGY Royal College of Physicians of Ireland, 2016 1 This curriculum of training in Chemical Pathology w as developed in 2012 and undergoes an annual review by
More informationSecondaryCare4PrimaryCare
SecondaryCare4PrimaryCare Super-Condensed GP Curriculum Courtesy of South East Scotland 2013 CSR CS/Trainee meetings action planning Learning Opportunities Confidence Rating Scale Introduction Rationale
More informationBond University Medical Program. Haematology Rotation Clinician Guide
Bond University Medical Program Haematology Rotation Clinician Guide YEAR 5 2018 Introduction Students in the final year of the Bond University Medical Program have 6 rotations to train in a broad array
More informationMinimum Requirements for Assessments and Assessors of Foundation Doctors
Minimum Requirements for Assessments and Assessors of Foundation Doctors Author: Foundation Programme Unit/Quality & Committee Services Version number: FP 01/03 Applicable to: All Foundation Schools and
More informationIN-TRAINING ASSESSMENT REPORT (ITAR)
Trainee Name: Rotation: Mental Health Trainee Level: Start Date: End Date: Block(s): Goals & Objectives: Considering the present level of training and, on review of training milestones, assess the resident
More informationMcGill University. Academic Pediatrics Fellowship Program. Program Description And Learning Objectives
McGill University Academic Pediatrics Fellowship Program Program Description And Learning Objectives Updated May 2018 Introduction: The Pediatrics Residency Program of McGill University offers advanced
More informationBritish Cardiovascular Society. Revalidation of cardiologists: Standards and Content of a portfolio for revalidation
Page 1 of 8 British Cardiovascular Society Revalidation of cardiologists: Standards and Content of a portfolio for revalidation David Hackett Vice-President, Clinical Standards Division August 2009 Introduction:
More informationProfessional Support for Doctors in Training
Professional Support for Doctors in Training Guidance and support for trainees and trainers Professional Support for Doctors in Training 1. Introduction Almost all medical and dental trainees will complete
More informationBond University Medical Program. Surgery Rotation Clinician Guide
Bond University Medical Program Surgery Rotation Clinician Guide YEAR 5 2018 Introduction Students in the final year of the Bond University Medical Program have 6 rotations to train in a broad array of
More informationSupporting revalidation: methods and evidence
PROFESSIONAL ISSUES Supporting revalidation: methods and evidence Kirstyn Shaw and Mary Armitage Kirstyn Shaw BSc PhD, Clinical Standards Project Manager, Clinical Effectiveness and Evaluation Unit, Royal
More informationA Career in Palliative Medicine in the West Midlands
A Career in Palliative Medicine in the West Midlands What is Palliative Medicine? Palliative medicine is the active holistic care of patients with advanced life limiting illness. The job involves symptom
More informationCLINICAL RADIOLOGY ST3
CLINICAL RADIOLOGY ST3 ENTRY CRITERIA ESSENTIAL CRITERIA Applicants must have: MBBS or equivalent medical qualification FRCR Part 1 (or equivalent) Qualifications 2 modules of Final FRCR Part A (or equivalent)
More informationMODERNISING SCIENTIFIC CAREERS. Scientist Training Programme Work Based Training. Learning Guide CARDIAC, VASCULAR, RESPIRATORY AND SLEEP SCIENCES
MODERNISING SCIENTIFIC CAREERS Scientist Training Programme Work Based Training Learning Guide CARDIAC, VASCULAR, RESPIRATORY AND SLEEP SCIENCES 2012/13 Page 1 STP WORK BASED PROGRAMME IN CARDIAC, VASCULAR,
More informationA SUPERVISORS SIMPLE GUIDE TO FY2 TRAINING IN GENERAL PRACTICE
A SUPERVISORS SIMPLE GUIDE TO FY2 TRAINING IN GENERAL PRACTICE 2014/15 Author Richard Mumford Introduction This Simple Guide to Foundation Programme Training in General Practice is intended to be exactly
More informationContinuing Professional Development Supporting the Delivery of Quality Healthcare
714 CPD Supporting Delivery of Quality Healthcare I Starke & W Wade Continuing Professional Development Supporting the Delivery of Quality Healthcare I Starke, 1 MD, MSc, FRCP, W Wade, 2 BSc (Hons), MA
More informationQuality Management in Medical Foundation Training: Lessons for Pharmacy
Pharmacy Education, 2013; 13 (1): 75-81 Quality Management in Medical Foundation Training: Lessons for Pharmacy ELIZABETH MILLS 1*, ALISON BLENKINSOPP 2, PATRICIA BLACK 3 1 Postgraduate Academic Course
More informationSPECIALIST TRAINING CURRICULUM FOR OCCUPATIONAL MEDICINE
SPECIALIST TRAINING CURRICULUM FOR OCCUPATIONAL MEDICINE 3 January 2017 CONTENTS HOW TO USE THIS CURRICULUM... 3 Section 1 Rationale... 3 Section 2 Content of Learning... 3 Section 3 The Learning Process...
More informationFOUNDATION DEGREE IN HEALTHCARE PRACTICE (NURSING ASSOCIATE)
FOUNDATION DEGREE IN HEALTHCARE PRACTICE (NURSING ASSOCIATE) PRACTICE ASSESSOR S HANDBOOK 2018 (Updated December 2017) Name of Student: Name of Personal Tutor: Contact Number Email Contents The Nursing
More informationVisit Report on Circle Nottingham NHS Treatment Centre
East Midlands regional review 2016 Visit Report on Circle Nottingham NHS Treatment Centre This visit is part of the East Midlands regional review. Our visits check that organisations are complying with
More informationGuidance on supporting information for revalidation
Guidance on supporting information for revalidation Including specialty-specific information for medical examiners (of the cause of death) General introduction The purpose of revalidation is to assure
More informationCOMPETENCY BASED CURRICULUM FOR SPECIALIST TRAINING IN PSYCHIATRY. Dr V M Aziz- Old Age Psychiatry Conference Bristol March 2017
COMPETENCY BASED CURRICULUM FOR SPECIALIST TRAINING IN PSYCHIATRY Dr V M Aziz- Old Age Psychiatry Conference Bristol March 2017 AIM To improve recruitment and workforce in old age psychiatry it is important
More informationCurrent status of training: Is it good enough?
Current status of training: Is it good enough? Alison Waghorn Head of School of Surgery for the North West Is good enough, good enough??.excellence Nigel Standfield, 23 Nov The Guardian 2011 Does UK surgical
More informationHIGHER SPECIALIST TRAINING IN. Nephrology. Royal College of Physicians of Ireland,
HIGHER SPECIALIST TRAINING IN Nephrology Royal College of Physicians of Ireland, 2017 0 This curriculum of training in Nephrology was developed in 2012 and undergoes an annual review by Dr. Conall O Seaghdha
More informationAppendix 1. Emergency Medicine Work-Place Based Assessment System
Appendix 1 Emergency Medicine Work-Place Based Assessment System RCEM 2015 1 Appendix 1 Summary The 2015 WPBA schedule builds on the current 2010 iteration, and is informed by lessons learnt from its use.
More informationSTIFIntegrated Competency Trainer Guide
vers JULY 2016 STIFIntegrated Competency Trainer Guide Contents Introduction... 2 The STIFIntegrated Competency training package... 3 Who is STIFIntegrated Competency training for?... 3 Which competencies
More informationThe Intercollegiate Surgical Curriculum
The Intercollegiate Surgical Curriculum Educating the surgeons of the future Core Surgery 07 Page of 99 Approved 6 May 07, for implementation August 07 Core Surgical Training CONTENTS BACKGROUND and RATIONALE...
More informationReturning to work after a period of absence
Introduction Doctors may be away from their normal working environment for many reasons and these periods can extend from months to years. This guidance is directed at anaesthetists returning to anaesthesia
More informationDEVELOPING WORLD-CLASS PERFORMANCE IN HEALTHCARE SCIENCE
DEVELOPING WORLD-CLASS PERFORMANCE IN HEALTHCARE SCIENCE A LEARNING GUIDE FOR HEALTHCARE SCIENTISTS Theme Clinical Engineering Pathway Device Risk Management and Governance CONTENTS PAGE 1. Introduction
More informationSupervision of Trainee Doctors
Appendix 13 Supervision of Trainee Doctors Good Medical Practice Supervision of Trainee Doctors Teaching, training, appraising and assessing doctors and students are important for the care of patients
More information1.1 Title 1.2 First name(s) 1.3 Last name. 1.4 Address and postcode 1.5 Telephone number (home)
FELLOWSHIP OF THE FACULTY OF PAIN MEDICINE (FFPMRCA) BY EXAMINATION AND ASSESSMENT This application form is ONLY for use by doctors who are Fellows of the Royal College of Anaesthetists in good standing
More informationProfessional Practice Framework. Professional Standards
Professional Practice Framework Professional Standards Professional Practice Framework 2 Professional Standards The Professional Standards are broad statements of expected competencies to be attained by
More informationCLINICAL MICROBIOLOGY
HIGHER SPECIALIST TRAINING IN CLINICAL MICROBIOLOGY Royal College of Physicians of Ireland, 2017 1 This curriculum of training in Clinical Microbiology was developed in 2010 and undergoes an annual review
More informationEast of England ACCS Programme Core Training Handbook
2015/ 2016 East of England ACCS Programme Core Training Handbook Trainee s Name GMC number ACCS parent specialty College training number Base Hospital Overall educational supervisor Module 1 including
More informationContents... 2 ADR Introduction... 3 Postgraduate Training Quality Governance Framework... 4 ADR Process and Documentation... 6 GMC Standards for
Annual Deanery Report Guidance Version 1: 2010 Contents Contents... 2 ADR Introduction... 3 Postgraduate Training Quality Governance Framework... 4 ADR Process and Documentation... 6 GMC Standards for
More information