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WBAs: the Northern Ireland School of Surgery Experience

WBAs: the Northern Ireland School of Surgery Experience. Richard Mayes 1 Robert Gilliland 1, 2 Jeffrey Campbell 1, 2 Helen Holscher 3 Department of Surgery, Ulster Hospital Dundonald , Northern Ireland 1

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WBAs: the Northern Ireland School of Surgery Experience

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  1. WBAs: the Northern Ireland School of Surgery Experience Richard Mayes1 Robert Gilliland1, 2 Jeffrey Campbell1, 2 Helen Holscher3 Department of Surgery, Ulster Hospital Dundonald, Northern Ireland1 School of Surgery, Northern Ireland Medical & Dental Training Agency2,Royal College of Surgeons of England3. The Royal College of Surgeons of England Regional Representatives Meeting Wednesday 10th November 2010

  2. Introduction of a Curriculum • Web based curricula • Workplace Based Assessments (WBAs) • Valid and reliable • Formative and summative • Clear indicators of professional progress GMC April 2010

  3. Aims To determine if WBAs: • Differentiate between trainees of different abilities (summative) • Demonstrate progression towards competence (summative) • Are completed at regular intervals through training (formative)

  4. Methods • Core Surgical trainees appointed Aug 2008 • Trainees not completing 24 months excluded • Trainees were ranked according to interview score (Q1, Q2, Q3 and Q4) • 4 x 6 month placements (P1, P2, P3 and P4) • Median (range): ANOVA

  5. Methods • CBDs, DOPS, Mini-CEXs – score 1-6 • 1-2 - Below expectations • 3 - Borderline • 4 - Meets expectations • 5-6 - Above expectations • PBAs – score 0-4 • Level 0 – Insufficient evidence to support judgement • Level 1 – Unable to perform procedure • Level 2 – Able to perform procedure, or part under supervision • Level 3 – Minimum supervision • Level 4 – Unsupervised, able to deal with complications

  6. Results • 39 trainees • 12 excluded • n=27 trainees • 1,256 assessments • 381 CBDs • 408 DOPS • 346 Mini-CEXs • 121 PBAs

  7. p=0.39

  8. Can WBAs differentiate between trainees of different abilities?

  9. Can WBAs differentiate between trainees of different abilities? Trainees from Q1 would out perform trainees from Q4 number of assessments performed scores obtained

  10. Can WBAs demonstrate progression towards competence?

  11. Can WBAs demonstrate progression towards competence? Scores should show improvement over 4 placements

  12. CBD p=0.47, DOPS p=0.19, Mini-CEX p=0.96

  13. Are WBAs being used in formative assessment?

  14. Are WBAs being used in formative assessment? WBAs should be completed at regular intervals through training placements

  15. Summary • No inter-quartile differences with regards to the numbers of WBAs performed or scores obtained • CBD, DOPS, Mini-CEX scores do not improve with time • PBAs scores improve with time • WBAs are clustered immediately prior to appraisal

  16. Conclusions • WBAs do not fulfil GMC requirements • Need modification • Assessors require to be more robust in their evaluations

  17. Is one assessor type more robust than the other?

  18. ANOVA p=0.42

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