Download pptx - Work Place Based Assessment: A deeper understanding of competency assessment John Kedward, Associate Dean

Work Place Based Assessment:

A deeper understanding of competency assessment

John Kedward, Associate Dean

Work Place Based Assessment

• To support new and existing supervisors achieve quicker, smarter, high quality Educational Supervisions, with a focus on the competency assessment .

- Agreeing interpretation of Excellent, Competent, NFD (above, at, below expectations)

- How to evidence in a specific, appropriate way,- Supporting trainee improve their own assessment

and evidence collection

Your Educational Supervision issues?

Competency scoring• Discussion in groups:• How do we make decisions on scoring as:– Excellent– Competent for Licensing– Needs Further Development Above Expectations– Needs Further Development Meets Expectations– Needs Further Development Below Expectations

• For each of the 13 competencies?• What guidance can we use?• How does the stage of training affect how we score

trainees?

Evidence for competency assessment

• Discussion: What type of evidence would we like trainees to provide to support competency assessment?– Evidence that is helpful– Evidence that is less helpful

Issues for panels

• Scenario 1: Understanding meaning of competency ratings

• ST3 final ESR – what are the options for scoring if the trainee has not achieved competency?

Issues for panels

• Scenario 2: ST1 self rating – trainee scores Excellent or competent in all areas. Evidence does not support this (not yet done GP post, not had any observed consultations). How do you handle this?

Issues for panels

• Scenario 3: Lack of evidence.• Trainee statements in self assessments do not

link to any significant evidence. • Supervisor also does not link much additional

evidence to support ratings given.

RCGP ESR FEEDBACKAcceptable Needs Further Development

1. Judgements are generally referenced to a range of relevant evidence selected by trainees and/or ES*

2. Judgements appear to be justifiable and include a description of how the evidence supports the ES’s decision

3. Suggestions for trainee development are routinely made by the ES and appear to be appropriate

1. The Educational Supervisor (ES) has not based their judgement on appropriate evidence selected by trainee and/or the ES 2. When making their judgement, the ES has not explained how the evidence supports their decision 3. The ES has not provided appropriate action plans for future trainee development, including in the final review of GP Training

TIPS FOR EDUCATIONAL SUPERVISORS

Gold Guide description of the ESR

• “is a synthesis of the evidence in the trainee’s learning portfolio which summarises the trainee’s workplace assessments, experience and additional activities which contribute to the training process. The report and the discussion which should ensue following its compilation must be evidence based, timely, open and honest.” [Gold Guide, fourth edition, paragraph 7.35]


• Recognise the time and effort involved in the process of completing an ESR.

• Ensure your practice/ partners are also aware of the time commitment and give you the time


• Make use of the descriptions in the ‘Word pictures’ for the competencies. In many supervisions these are ignored, and only an element of the competency has actually been considered.

• Get a deeper understanding of the competencies e.g. Amar Rughani, ‘Becoming a GP’


• Use multiple internet browser tabs. Most internet browsers allow you to have multiple web pages open at the same time, which can make it much easier to switch quickly between different pieces of information, and copy and paste. Just use one tab for writing.

TIPS FOR EDUCATIONAL SUPERVISORS• Do the work on a continual basis – you should

engage with the trainee’s ePortfolio all year round, and not just toward the end of the review period.

• This should include: – a. Removing inappropriate links between a log entry and

curriculum heading (you can do this anytime). – b. Linking log entries to the professional competences (you

can do this at any time). help clarify your reasons for making the link, both for yourself in future, and for your trainee, you may wish to add an explanatory comment to the log entry.

– c. Commenting on log entries (this can be done at any time). Commenting on a log entry can be a good way to increase its prominence.

TIPS FOR EDUCATIONAL SUPERVISORS• To see only the log entries that have been

commented on (by the trainee/yourself/other trainers), in the learning log, click “Has Comment” on the far right column in order to display only the entries with comments.

TIPS FOR EDUCATIONAL SUPERVISORS• Use the trainee’s competence self-rating. Encourage

your trainee to flag in their competence self-rating any particular pieces of evidence which they believe illustrate progress in the competence in question. The more specific they are, the more likely you are to be able to find and consider the evidence easily.

• Make sure you reference a range of ePortfolio evidence in your comments, and provide interpretation of the evidence, even if the trainee does not.

• Encourage your trainee to complete their self-ratings in a timely fashion, to make sure you have their ratings to consider as evidence when writing your report.

TIPS FOR EDUCATIONAL SUPERVISORS• Use the competence table. This is displayed for you

when you click the “Competence Areas – Ed Sup” section of the review, or is accessible through “Competence Areas” in the left-hand navigation menu. This table is a summary of the evidence that has been linked to the competences to date, either automatically or by you.

• The trainee cannot link evidence to the competences. Keeping this resource ‘up to date’ on a continual basis means you will not have to trawl through the entire learning log for pertinent entries when you come to write the ESR.

•

TIPS FOR EDUCATIONAL SUPERVISORS• You can see a list of all the evidence that has been

linked to a competence by clicking on the number in the table. You can then read each particular piece of evidence (except for MSFs) by clicking on the hyperlink.

• You may wish to have one tab open containing the competence rating you are in the process of writing, and another tab contain the competence summary table, to be able to refer to this more easily

• Using two screens can also make it much easier to visualise.

TIPS FOR EDUCATIONAL SUPERVISORS• Use your last ESR. Being familiar with your last ESR may

make it easier to gauge your trainee’s progress. There is also a question in the curriculum section of the ESR that asks specifically about progress made since the last review.

• You may wish to open your last ESR in a separate internet browser tab.

• You may wish to download or print your last ESR, by selecting it from the “Download” section of the left-hand navigation menu.