|KSS Deanery assessment policy.pdf||242.27 KB|
|London Deanery assessment policy.pdf||203.84 KB|
The Foundation Programme requires that all foundation doctors complete supervised learning events (SLEs) and formal assessments as evidence of their professional development. Different tools are used for SLEs and assessments.
A brief overview is provided below and full details are available on p.55 of the FP 2012 Curriculum available at http://www.foundationprogramme.nhs.uk/download.asp?file=FP_Curriculum_2012_WEB_FINAL.PDF
Completion of SLEs and assessments will be monitored via the foundation ePortfolio – Please see the STFS dedicated ePortfolio page for further information.
Supervised Learning Events (SLE)
Supervised learning events represent an important opportunity for learning and improvement in practice, and are a crucial component of the Curriculum. It is the duty of the foundation doctor to demonstrate engagement with this process. This means undertaking an appropriate range and number of SLEs and documenting them in the ePortfolio. The clinical supervisor’s end of placement report will draw on the evidence of the foundation doctor’s engagement in the SLE process. Participation in this process, coupled with reflective practice, is a way for the foundation doctor to evaluate how they are progressing towards the outcomes expected of the programme which are specified in the Curriculum.
Purpose of the SLE
The purpose of the SLE is to:
- highlight achievements and areas of excellence
- provide immediate feedback and suggest areas for further development
- demonstrate engagement in the educational process
SLEs use the following tools:
- Mini-clinical evaluation exercise (mini-CEX)
- Direct observation of procedural skills (DOPS)
- Case based discussion (CBD)
- Developing the clinical teacher
|Supervised learning event||Recommended minimum number|
Direct observation of doctor/patient interaction:
3 or more per placement*
(minimum of nine observations per year; at least six must be mini-CEX)
|Case-based discussion (CBD)||2 or more per placement*|
|Developing the clinical teacher||1 or more per year|
*based on a clinical placement of four month duration
Foundation doctors are expected to demonstrate achievement in each outcome described in the Curriculum. They are not expected to demonstrate achievement of every single competence. The assessment process is not designed to rank the performance of foundation doctors.
Several forms of assessment will be used:
- Core procedures
- Team assessment of behaviour
- End of placement reports
a.clinical supervisor’s end of placement report
b.educational supervisor’s end of placement report
- Educational supervisor’s end of year report
|Core procedures||Throughout F1|
|Team assessment of behaviour (TAB)||Once in first placement in both F1 and F2, optional repetition|
|Clinical supervisor end of placement report||Once per placement|
|Educational supervisor end of placement report||Once per placement|
|Educational Supervisor’s End of Year Report||Once per year|
Please note that it will be necessary for foundation doctors to have completed all required SLEs/assessments in advance of foundation ARCP panels being held. These will take place in June 2014 (full details of ARCP arrangements will be circulated nearer the time).