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Work place based assessment
Workplace based assessments
Welcome to the RCEM workplace based assessment web site. The College has developed an assessment process that will provide non trainees (SAS doctors) and trainees (ST1 through to ST6) with a number of formative and summative assessment tools. Trainees should note that the WPBA completed within the ED are intended to be formative. With time the emphasis on different methods of assessment will change and evolve, but the system that we currently propose will produce an EM practitioner ‘fit for purpose’ to staff a modern Emergency Department.
The content of the assessments are mapped to the curriculum and is divided into the three stages of training – ACCS, ST3, and ST4-6. Although the tools remain the same, the clinical cases which are used for assessment reflect the competences to be acquired at each stage.
Formative assessment consists of a number of WBPAs, using tools which will be familiar to trainees who have completed Foundation programme training (mini CEX, DOPS, CbD, Multisource feedback). Trainees will need to produce a specified number of WPBA’s using each of these tools for all 3 stages of training. The topics suggested for the assessments have been adapted to reflect the competencies required for each training period and become increasingly complex as the trainee progresses through the training programme. Assessment topics can be selected from a list provided for that particular stage of training.
The College uses the NHS e-portfolio for recording of assessment documentation although hard copies of forms are available in each section.
Trainee will encounter three types of supervisor –
Clinical supervisor (CS) – who is the person who looks after the trainee on the shop floor and does the assessments. There may be lots of these per attachment.
Educational supervisor (ES) - the person who does the appraisal and the structured training reports (STR). They may also do some assessments and will do the CbD in most cases.
Clinical Tutor (CT) – the person who looks after a trainee during a section of training when the trainee may not have direct contact with their Educational Supervisor.
Trainees will be expected to meet with their ESs at the beginning, middle and end of each training period. During this time educational objectives will be set and these will be used to assess the trainee’s progress. Evidence of achievement of these objectives, together with the results of the WPBAs will inform the content of the structure training report (STR). This report, and the ePortfolio, will be reviewed by the ARCP panel before the trainee is allowed to proceed to the next level of training.
Structured training reports (STR) need to be submitted at least a month before the ARCP panel meet so that any problems are identified. Trainees will be requested to attend the ARCP if there are any concerns. The Trainee should be fully aware of the content of the STR before it is submitted.
The completion of the WPBA’s and STRs is the trainee's responsibility, if no documentation is produced for the ARCP it is very likely that the trainee will fail to progress.
Evidence of successful progression through the training programme will also involve completion of a number of summative assessments. At LETB/deanery level, trainees will be expected to pass a test of knowledge appropriate to their level of training. This will take the form of an RCEM ‘mock exam’ which will be quality controlled by the Education and Exam committee of the RCEM. The frequency of this type of assessment will depend on individual EM schools and LETBs/deaneries.
At a national level trainees must have obtained the MCEM prior to entry to ST4 and the FCEM prior to being awarded a CCT or CESR-CP.
In addition, trainees will be expected to complete the three life support courses – ALS, ATLS, and APLS before ST4.