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Training the Assessor 19 October 2007. Putting pathology into the context of the new framework Joanne Brinklow Training and Educational Standards Manager. Aims. Understand the roles and responsibilities of RCPath, MMC and PMETB What the new framework means for pathology training

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training the assessor 19 october 2007

Training the Assessor19 October 2007

Putting pathology into the context of the new framework

Joanne Brinklow

Training and Educational Standards Manager

slide2
Aims
  • Understand the roles and responsibilities of RCPath, MMC and PMETB
  • What the new framework means for pathology training
  • Outline of new curricula framework
  • Integrating the new framework with the old
  • What it means for trainees, educational supervisors, assessors and programme directors
role and responsibilities
Role and responsibilities
  • MMC
    • Reform of postgraduate medical training e.g. foundation training, run-through training
  • PMETB
    • Regulatory body responsible for postgraduate medical education and training e.g. quality assurance of training programmes, sets standards for and approves curricula and assessment
  • RCPath
    • Implements reform and standards for training for the pathology specialties
implementation and timeframes
Implementation and timeframes
  • Challenging deadlines for implementation, e.g. for:
    • introduction of run-through training pilot for histopathology
    • curricula and assessment submissions

but

  • curricula and assessment systems introduced in context of new training framework
  • opportunities for pathology (e.g. estimated 300 pathology placements in foundation)
pathology training in the new framework
Pathology training in the new framework
  • New curricula approved by PMETB
  • Assessment systems blueprinted to the curriculum
  • Trainee registration a requirement for:
    • StRs appointed to a run-through programme
    • FTSTAs
    • LATs
the new pathology curricula
The new pathology curricula
  • Applies to
    • all ST1 and ST3 pathology trainees appointed on or after 1 August 2007 (including run-through, FTSTAs and LATs)
    • any existing SpRs who ‘switch’ to the StR grade
  • Four stages of training (A – D)
  • Trainees must complete requirements of each stage of training in order to progress to the next stage
the new pathology curricula1
The new pathology curricula
  • Requires StRs to undertake
    • Year 1 Assessment
    • WBA
    • MRCPath examination
  • MRCPath Parts 1 and 2 required for completion of stages B and C respectively
key curricula elements i
Key curricula elements (i)
  • Introduction
    • Entry criteria, minimum duration of training
    • Subspecialty training (where relevant)
    • Guidelines for flexible training, research and overseas training
  • Rationale
    • Purpose of the curriculum
    • Curriculum development
    • Stages of training
key curricula elements ii
Key curricula elements (ii)
  • Content of learning
    • Methods of assessment
    • Evidence of competence
  • Model of learning
  • Learning experience
  • Supervision and feedback
  • Managing curriculum implementation
  • Equality and diversity
key curricula elements iii
Key curricula elements (iii)
  • Pathology Good Medical Practice
  • Year 1/Stage A specialist curriculum
  • Years 2 – 5/Stages B – D specialist curriculum
  • All curricula presented as
    • knowledge
    • skills and knowledge application
    • attitudes
key features and changes
Key features and changes
  • In order to be eligible for the award of the CCT, all training must be prospectively approved by PMETB
  • Any trainee wishing to count training that has not been prospectively approved by PMETB can either
    • choose not count this training and continue in their programme until the award of the CCT, or
    • apply to PMETB for the award of the CESR
key features and changes1
Key features and changes
  • SpRs and StRs
    • going out of programme to undertake research (OOPR) or clinical training (OOPT)
    • undertaking a supernumerary flexible training programme

must have this approved prospectively by the deanery, RCPath and PMETB.

what the new pathology framework means for trainees
What the new pathology framework means for trainees
  • Clearer idea of the expectations of each stage of training
  • Ongoing constructive feedback on progress through WBA
  • Confirmation of progress through Year 1 Assessment and MRCPath
  • Hopefully, no surprises at the ARCP
  • Taking responsibility for progress
what the new pathology framework means for educational supervisors
What the new pathology framework means for educational supervisors
  • Clearer idea of the expectations of each stage of training
  • Ensuring they are appropriately trained, up-to-date and working towards requirements laid out in curriculum and Gold Guide
  • Commitment to undertaking WBA as required and providing constructive feedback to trainees on their progress
  • Flagging up concerns about a trainee early
what the new pathology framework means for assessors
What the new pathology framework means for assessors
  • Must be familiar with workplace-based assessment tools and any training required to be an assessor
  • Must be familiar with the curriculum in order that they can assess the trainee according to their stage of training
  • Opportunity to formally participate in feeding back to the trainee about their progress in training
what the new pathology framework means for programme directors
What the new pathology framework means for programme directors
  • Participate in the local management of pathology training
  • Working with RCPath to ensure local delivery of the curriculum
  • Contributing to the RITA/ARCP processes
  • Providing appropriate support for clinical and educational supervisors and trainees
mmc inquiry
MMC Inquiry
  • Aspiring to Excellence – the Tooke Report
    • 45 recommendations
    • http://www.consultationfinder.com/econsult/uploaddocs/Consult1/MMC_InquiryReport.pdf
    • out for consultation until 20 November
    • final results published 21 December
inquiry recommendations
Inquiry recommendations
  • Proposed training
    • F1 (pre-registration doctor)
    • 3 years Core Specialty Training (registered doctor)
    • Higher Specialist Training (Specialist Registrar)
  • Entry to training 3 times a year
  • Merging of PMETB and GMC
rcpath
RCPath
  • Guidance for the ARCP
  • Autopsy-optional training
  • Infection training
  • Continuation of work to meet all 9 PMETB Standards for Assessment by 2010
  • Collection of evidence about WBA to ensure reliability and validity
  • Implementation of the outcome of the MMC Inquiry
training the assessor 19 october 20071

Training the Assessor19 October 2007

Putting pathology into the context of the new framework

Joanne Brinklow

Training and Educational Standards Manager