Conducting workplace based assessments - PowerPoint PPT Presentation

Loading...

PPT – Conducting workplace based assessments PowerPoint presentation | free to download - id: 6eb03d-YzBlZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Conducting workplace based assessments

Description:

Title: Slide 1 Author: PDaC Last modified by: Sandra Dewar Created Date: 10/10/2007 6:13:39 AM Document presentation format: On-screen Show Company – PowerPoint PPT presentation

Number of Views:10
Avg rating:3.0/5.0
Slides: 39
Provided by: PDa80
Learn more at: http://www.rcpath.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Conducting workplace based assessments


1
Conducting workplace based assessments
  • Philip DaCosta
  • Consultant Histopathologist
  • Member, RCPath WBA Working Group

2
Outline
  • Motivating trainers and trainees
  • Organising the assessment process
  • Conducting an assessment
  • Providing feedback
  • Workplace-based assessment as a formative process

3
Its not all alien
  • Build on existing structures
  • Day-to-day clinical work/encounters
  • Supervisory staff (medical, scientific and BMS)
  • Use existing opportunities to train and assess
  • WBA formalises existing supervision and improves
    feedback

4
Motivation
  • Clarity
  • about process and method of assessment
  • about number of assessments
  • about trainees role
  • about the assessors role
  • about documentation and evidence
  • Expectation
  • monitoring arrangements
  • linkage to the ARCP
  • broad coverage of professional activities

5
Organisation
  • Cohort of assessors (appropriate to the relevant
    tasks)
  • Training and familiarity with assessment tools
  • Pacing of assessment process
  • planner for year
  • linkage to other processes (portfolio reviews,
    ESR, ARCP)
  • remedial processes

6
The mechanics
7
Mini-PAT
CBD
Action
DOES
ECE
Mini-CEX
Performance
SHOWS
DOPS
Competence
KNOWS HOW
Knowledge
KNOWS
Millers pyramid of clinical competence
8
Consider the focus of the assessment
CbD
Real time - HOW people do their work
Reflective - WHY they did what they did
9
CbD
Reflective - WHY they did what they did
Real time - HOW people do their work
Multi-source feedback - global and team-based
assessment
10
Number of WBAs during training
ePATH-SPRAT (MSF) Direct Observation of Practical Skills (DOPS) Case-based Discussion (CbD) Evaluation of Clinical Events (ECE) Mini-Clinical Evaluation Exercise (Mini-CEX)
Chemical Pathology 3 during training Minimum 6 per year for first 2 years Minimum 6 per year Minimum 6 per year Minimum 6 per year
Histopathology 3 during training Minimum 6 per year up to end of stage C Minimum 6 per year Minimum 6 per year -
Medical Microbiology Virology 3 during training Minimum 6 per year Minimum 6 per year - -
11
Undertaking assessments
Opportunities and scenarios
Assessment process
Feedback
Guidance notes for assessors and
trainees Curriculum Schedules of scenario
complexity
Assessment form feedback guidance Personal
Development Plan Portfolio
Assessment form Standards for Assessment
12
Overview of WBA document
  • Customised for each specialty
  • Similar content
  • Introduction to WBA
  • Outline of WBA tools
  • Who can be an assessor?
  • Standards for assessment
  • Record keeping
  • Examples of scenarios
  • Hyperlinks to relevant guidance notes and forms

13
Guidance note for each WBA tool
  • Aimed at assessors and trainees
  • Customised for each specialty and each tool
  • Content
  • Explanation of the WBA tool
  • Suitable cases
  • Who can be an assessor
  • How the assessment works
  • Standards for assessment
  • Outcome of assessment
  • Feedback
  • Record keeping

14
Opportunities scenarios
Opportunities and scenarios
Assessment process
Feedback
Guidance notes for assessors and
trainees Curriculum Schedules of scenario
complexity
Assessment form feedback guidance Personal
Development Plan Portfolio
Assessment form Standards for Assessment
15
Opportunities - examples of DOPS
  • Direct observation of practical skills (DOPS) -
    Chem Path
  • use of pipette
  • use of balance
  • preparation of buffer
  • measurement of glucose using meter
  • urinalysis using dipstick
  • use of blood gas machine
  • manual (specify), e.g. osmometry
  • use of bilirubinometer
  • performance of sweat test
  • insertion of long line
  • supervision of dynamic function tests

16
Opportunities - examples of DOPS
  • Direct observation of practical skills (DOPS) -
    Histopathology
  • Specimen cut up (e.g. a cancer resection, a group
    of skin biopsies)
  • Autopsy procedures (e.g. initial evisceration,
    dissection of heart or other system, taking
    samples for toxicology)
  • Set up and use of microscope
  • Use of camera and specimen photography
  • Handling and reporting of frozen section
  • Systematic microscopic assessment of
    biopsy/cytology specimen
  • Practical reporting procedures (e.g. completion
    of proformas, notification of case for MDT
    discussion, diagnostic coding, ensuring copies
    are sent to relevant individuals)
  • Taking a fine needle aspirate

17
Opportunities - examples of DOPS
  • Direct observation of practical skills (DOPS) -
    Microbiology
  • sample handling and preparation (including safe
    laboratory practice)
  • safe disposal
  • microscopy and staining
  • identification presumptive or definitive
  • use of selective media
  • ability to distinguish between significant and
    non-significant pathogens and normal commensal
    flora
  • ability to spot and separate mixtures of
    organisms, obtaining pure culture
  • antimicrobial sensitivity testing setting up,
    reading and interpretation
  • practical aspects of therapeutic drug monitoring
  • serology
  • molecular methodologies

18
Opportunities - examples of ECE
  • Evaluation of clinical/management events (ECE) -
    Chem Path
  • Presenting audit findings and leading discussion
    on the action required
  • Observation of a trainee led teaching event
  • Demonstration and presentation of cases at MDT
  • Presentation at grand round
  • Referring a case for a specialist opinion
  • Providing clinical biochemistry advice in
    response to enquiry (primary and secondary care)
    by letter, by phone
  • Use of critical incident/non-conformity reporting
    procedures
  • Presenting findings and leading discussion on the
    action required
  • Preparing a business case
  • Writing clinical guidelines
  • Appointment of staff

19
Opportunities - examples of ECE
  • Evaluation of clinical/management events (ECE) -
    Histopathology
  • evaluating and reporting a histopathology or
    cytology case
  • evaluating and presenting autopsy findings to a
    clinical supervisor
  • demonstrating autopsy findings to clinical team
  • presenting cases in a MDT meeting/clinicopathologi
    cal conference
  • presenting cases at a morbidity/mortality meeting
    or grand round
  • referring a case for specialist opinion
  • providing clinicopathological advice in response
    to an enquiry
  • use of the call/recall and failsafe systems in
    cervical cytology screening
  • use of critical incident reporting procedures
  • handling a patient safety issue (e.g. specimen
    misidentification)
  • presenting audit findings and leading discussion
    on the action required.

20
Opportunities - examples of CbD
  • Case-based discussion (CbD)
  • Discussion of a case relating to specific areas
    of clinical practice
  • eg. lipidology or nutrition on chemical pathology
  • eg. blood stream inections or serological
    diagnosis in microbiology
  • eg. complex case requiring immunohistochemistry
    in histopathology
  • Involvement in critical incident or patient
    safety event
  • Case involving diverging diagnostic opinions
  • Case raising health and safety/risk management
    issues
  • Evaluation of QC/QA data

21
How to use opportunities for workplace-based
assessment
  • Numerous opportunities/scenarios available -
    refer to guidance notes
  • Be realistic about assessment
  • duration
  • complexity
  • appropriateness
  • Sampling

22
Undertaking assessments
Opportunities and scenarios
Assessment process
Feedback
Guidance notes for assessors and
trainees Curriculum Schedules of scenario
complexity
Assessment form feedback guidance Personal
Development Plan Portfolio
Assessment form Standards for Assessment
23
Conducting the assessment
  • Ensure both you and the trainee have read and
    understood the guidance
  • Check appropriateness of event
  • Adequate time to undertake assessment and provide
    feedback
  • Appropriate place for feedback
  • Have the assessment form with you and make notes
    on it

24
The assessment form
25
Information about the assessment
26
The assessment
27
Feedback and outcome
28
Outcome - satisfactory / unsatisfactory
A global judgement required to comply with
Gold Guide and ARCP requirements. In essence,
does the trainee need to repeat the assessment
SATISFACTORY
UNSATISFACTORY
29
Personal calibration
  • The experienced trainer
  • All assessors will know what constitutes
    acceptable (ie. safe) clinical care/standards
  • Assessors bring their experience to the
    assessment
  • Refer to documentation
  • Standards for assessment tools
  • Curriculum
  • Suggested complexity of scenarios at different
    stages of training
  • Consistency within cohort of trainees
  • educational supervisors will receive assessment
    forms from other assessors and will undertake
    assessments on a range of trainees

30
Standards for assessment
  • Trainees must be assessed against the standard
    expected of a trainee at the end of the stage of
    training that they are in
  • The form offers a grading scale from 16
  • 12 Below expectations
  • 3 Borderline
  • 4 Meets expectations
  • 56 Above expectations
  • Standards for assessment tools provides
    definitions and grade descriptors

31
Process Standardisation
  • Triangulation
  • Checklist -v- Global rating
  • Discussion amongst assessors
  • College monitoring and QA processes

32
Benefits of using the assessment form
  • Gives structure to the encounter
  • Encourages a systematic approach
  • Generic forms, so some items will be not
    applicable (unable to comment)
  • Reduces bias
  • Helpful in providing feedback
  • Helpful in identifying developmental points
  • Helpful in commenting on behaviour

33
Feedback
Opportunities and scenarios
Assessment process
Feedback
Guidance notes for assessors and
trainees Curriculum Schedules of scenario
complexity
Assessment form feedback guidance Personal
Development Plan Portfolio
Assessment form Standards for Assessment
34
Providing feedback
  • Immediate!
  • Part of assessment process
  • Consider using modified Pendleton framework
  • what trainee felt went well
  • what assessor observed went well
  • what trainee would do differently in future
  • developmental suggestions from assessor
  • Focus on what was done and observed
  • Use the form as part of the feedback process

35
Using the assessments as a formative process
  • What they know
  • How they do things .
  • How they present themselves
  • How they learn
  • How they are progressing
  • Enthuse them .

36
Focus on good feedback
  • Trainees consistently report that senior review
    has major educational impact (as well as
    optimising patient care)
  • The educational impact depends on good feedback
  • Using structured feedback can encourage self
    appraisal, confidence and planned learning by the
    trainee

37
Paperwork
  • College intend to implement a web-based system
    from August 2008
  • For now, use the paper based systems
  • 3 (4) copies of assessment form (whether
    successful or unsuccessful)
  • one into trainees portfolio
  • one to educational supervisor
  • one to RCPath assessment office (part of the WBA
    standardisation and validation process)
  • (one copy to assessor, if they ask for it.
    Sensible to do this if assessment outcome is
    unsatisfactory)
  • Educational supervisor can use information from
    all assessments in drawing up their report for
    the ARCP process, even though the trainee will
    only present successful WBAs as evidence to the
    ARCP panel

38
Summary
  • Understand the assessment tools and process
  • Use your existing people, places and
    opportunities
  • Train the trainers/assessors and trainees
  • Allay their anxieties
  • Use it as a formative process
About PowerShow.com