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Educational Supervision in GP Specialty Training Dr Jane Mamelok RCGP WPBA Clinical Lead

What this session aims to achieve

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Educational Supervision in GP Specialty Training Dr Jane Mamelok RCGP WPBA Clinical Lead

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    1. Educational Supervision in GP Specialty Training Dr Jane Mamelok RCGP WPBA Clinical Lead

    2. What this session aims to achieve�.. Define the role of the educational supervisor in WPBA? Identify qualities of an ES. How to be an effective ES. How to navigate the e-portfolio? How to write the ES report. Consider the conflict between formative and summative roles. This workshop aims to answer these key questionsThis workshop aims to answer these key questions

    3. Workplace Based Assessment �The evaluation of a doctor�s progress over time, in their performance in those areas of professional practice best tested in the workplace� FORMATIVE Summative judgment made by panels informed by evidence from WPBA This is how WPBA was defined for the PMETB submission. The important point to recognise is that the training programme is mapped to the curriculum objectives and WPBA is the opportunity for the trainee to gather evidence and build their portfolios over the entire training programme. The Educational supervisor has an important role in guiding them through that process. They must understand the programme, the necessity for it to be rooted in the curriculum and the assessment schedule and requirements for each trainee. This point may be developed later in the presentation and discussed in the group. The process is formative, gathers evidence over time that informs the panel process and the summative judgment.This is how WPBA was defined for the PMETB submission. The important point to recognise is that the training programme is mapped to the curriculum objectives and WPBA is the opportunity for the trainee to gather evidence and build their portfolios over the entire training programme. The Educational supervisor has an important role in guiding them through that process. They must understand the programme, the necessity for it to be rooted in the curriculum and the assessment schedule and requirements for each trainee. This point may be developed later in the presentation and discussed in the group. The process is formative, gathers evidence over time that informs the panel process and the summative judgment.

    4. Miller�s Pyramid

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