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ARCP: an educated RITA

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ARCP may miss identifying under-performing trainees because we fail to ask for ... 2. Curriculum Vitae. 3. Education Plans for this post ... – PowerPoint PPT presentation

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Title: ARCP: an educated RITA


1
ARCP an educated RITA?
  • Experience of RITA panels over 2 years in SYSH
  • Hugh McCullough

2
Overview
  • ARCP may miss identifying under-performing
    trainees because we fail to ask for important
    evidence.
  •  
  • The evidence that we are neglecting is the
    so-called Naturally occurring evidence (RCGP)
    or Records of Experience (Gold Guide)
  • The important elements that we have found are
  • Reflection on Learning and Significant Event
    Analysis
  • (and to a lesser extent) evidence of audit, case
    reviews and presentations.

3
Description of RITA process in SYSH
Description of RITA process in SYSH
  • Local RITA panels held in VT schemes every 6
    months
  • Trainee submitted a prescribed folder of
    evidence
  • Folder examined by panel member in advance
    of meeting and then presented to panel
  • Folder of evidence assessed against set of
    descriptors
  •      

4
Description of RITA process in SYSH
Description of RITA process in SYSH
  • If folder satisfactory then Panel awarded
    satisfactory progress RITA C
  • If folder not satisfactory then referred to
    Deanery panel and trainee interviewed (Jan 07)
  • Deanery panel awarded either RITA C or D or E
     

5
RITA FOLDER list of prescribed evidence
  • 1. Previous RITA Panel assessment sheets
  • 2. Curriculum Vitae

  • 3. Education Plans for this post
  • 4. Interim (Education) Review Records first,
    mid point final
  • 5. GP eSPRAT

  • 6. Case Based Discussion (4) (GP)
  • 6a. Reflection on Key learning points SHO)

  • 7. Significant event analysis (3)

  • 8. Consultation Observation Tool (4) (GP)
  • 8a. Evidence of project, case presentation,
    literature review (SHO)
  • 9. Patient Satisfaction Questionnaire e.g CFEP
    reflection on it (GP)
  • 10. Evidence of Appraisal

  • 11. Statement of Sick / Maternity/ Paternity /
    Study Leave etc
  • 12. Attendance record at VTS teaching
  • 13.Feedback from VTS tutors -if discussion of
    progress needed in last 6 months

6
Outcomes from the RITA panels 2006-7
7
RITA E candidates problems with areas of
competence
8
RITA D candidates problems with areas of
competence
9
How well do assessment tools pick out failing
competencies RITA D
10
How well do assessment tools pick out failing
competencies RITA E
11
RITA D or ARCP outcome 2
  • Very important group (3 of our sample) because
  • Remediable
  • Respond well to intensive intervention in our
    experience
  • So need to be identified early in training ST1
  • If missed
  • May need extended programme if picked up in ST3
    /lateST2
  • Problems in future career..
  • ARCP is about identifying this group for targeted
    training

12
RITA D or ARCP outcome 2
  • But may not be readily identifiable with current
    WPBAs
  • Failing competencies were (mainly) around
    maintaining their performance, learning
    development - not readily apparent to others.
  • (though VT administrators know these trainees
    wont hand in feedback forms/ answer emails/
    questionnaires/ late with everything /-
    attitude)
  • Picked up because they failed to carry out tasks
    required of them or failed to carry them out to
    an adequate standard.
  • SO we should require trainees to offer evidence

13
RITA E or ARCP outcome 3
  • are well known to their colleagues
  • failings are often obvious because they are
    predominantly in the diagnostic domain
  • Ask colleagues and record (MSF/CSR/COT/CbD)

14
Conclusion
  • Gold Guide specifies evidence for ARCP as
  • WPBAs Records of Experience or (Naturally
    Occurring Evidence)
  • (audit, logs, research,presentations
    etc)
  • Version 3 of e-portfolio specifies the evidence
    considered by the ARCP panel as the ESR and the
    e-portfolio only

15
Suggestion
  • Specify the NOE required for ST1 and ST2
  • Set criteria and write descriptors for each piece
    of NOE
  • Locate the NOE within the e-portfolio
  • Describe a clear pathway for monitoring and
    managing the under-performers right through the
    programme and beyond?
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