ST1 induction - Kassam

1. Health Education Thames Valley ST1 induction - Kassam 2014

2. Purpose of this session AN OVERVIEW OF THE WPBA AND YOUR NEXT SIX MONTHS HOW TO WRITE A GOOD LEARNING LOG ENTRY

3. Acronym Quiz WPBA CSA CS (R) PSQ COT MSF ES (R) AKT CBD PDP Mini-CEX DOPs OOHs Work place based assessment Clinical skills assessment Clinical supervisor (‘s report) Patient satisfaction questionnaire Consultation observation tool Multisource feedback Educational supervisor (‘s report) Applied knowledge test Case based discussion Personal development plan Clinical evaluation exercise Direct observation of Procedural skills Out of Hours shift

4. THE MRCGP

5. The elements of the MRCGP The AKT is a test of curriculum based knowledge required to practice as a GP. Most candidates sit the exam in their ST2 The CSA is a standardised assessment of communication and clinical skills. You take this in your ST3. The WPBA has a number of different elements which allow individuals to demonstrate the development of knowledge, skills and attitudesbased on their own learning needs. These elements are recorded in the e-portfolio.

6. The WPBA This is just as important as the CSA and AKT You can fail it You have already started it and will complete it at the end of your ST3 year

7. WPBA CSA CS (R) PSQ COT MSF ES (R) AKT CBD PDP Mini-CEX Learning log DOPS Meetings with educational and clinical supervisors OOH sessions Work place based assessment Clinical skills assessment Clinical supervisor (‘s report) Patient satisfaction questionnaire Consultation observation tool Multisource feedback Educational supervisor (‘s report) Applied knowledge test Case based discussion Personal development plan Clinical evaluation exercise Direct observation of procedural skills

8. LEARNING LOG, PDP, DOPS, 3+MINI-CEX, 3+CBDS VTS AND IN-HOUSE TEACHING

9. LEARNING LOG, PDP, DOPS, 3+COTS, 3+CBDS, 36 X OOH VTS TEACHING AND TUTORIALS WITH CS

10. The adult learner: • Self-directed • Self-motivated • Experienced • Prefer learning relevant to their role in life • Prefer problem centred, experiential learning Knowles 1998

11. 1 – self-directed Work out your own learning needs Make your own goals Find your own learning resources Evaluate your own outcomes PDP(we’ll get onto this in later if time)

12. Fine.....but how do you know what you don’t know?

13. [after Luft, J.; Ingham, H. (1955).]

14. Identifying your learning needs Curriculum Trainer / Appraiser Experts Patients (puns and dens)

15. Effective Feedback Preserves or enhances the learner’s self respect • Feedback about good performance • Feedback about performance that needs to be or could be improved Ineffective feedback Reduces the learner’s self respect

16. Daloz’s Support-Challenge Grid[ Daloz LA. Effective Teaching and mentorship: realizing the transformational power of adult learning experiencesFransisco. CA. Jossey-Bass, 1986 ] High Challenge Trainee withdraws from monitoring relationships No Growth possible Trainee grows through development of new knowledge and images Trainee is not encouraged to consider or reflect on knowledge and images Trainee becomes confirmed in pre-existing images and ideas No Support Full Support Low Challenge

17. Identifying your learning needs Curriculum Trainer / Appraiser Experts Patients (puns and dens)

18. 2 - Self-motivated - The WPBA is very much YOUR responsibility - You need to arrange meetings with your supervisors • You need to get your assessments done • You need to keep your learning log up to date

19. Hmmm..... Grand if you as a learner are loving the e-portfolio, not so grand if you hate and abhor it We will review your progress at 3 months and let you know how you are doing.

20. 3 - experienced All of you come from very different backgrounds and you’ve all had very different clinical experience. The e-portfolio enables you to show progression in all areas of the curriculum, regardless of your starting point. Your PDP enables you to pick those areas you most need to address as learning needs, it is individual to you.

21. 4 - learning needs to be relevant to learners role • You will be more orientated to learning skills/knowledge you use in your work • The WPBA assesses the knowledge, skills and attitudes necessary for professional practice. • It is based on the core curriculum statements and the 12 basic competencies in the nMRCGP curriculum.

22. 5 - learning needs to be problem centred and experiential The learning log records learning resulting from day to day clinical and academic experience and requires the individual to reflect on cases seen in practice and other learning e.g Reading, e learning. You need to develop a radar for picking up on experiences you have learned from - make that learning explicit rather than just absorbing!

23. The WPBA is a record of individual progression from start to finish. The more you record, the better you will demonstrate progress. The e-portfolio is your baby. You are expected to be self-motivated and self-directed. You need to keep on top of it. Your e-portfolio needs to demonstrate that you have the relevant skills and attitudes as well as the clinical knowledge to be a good GP. You will need a good working knowledge of the curriculum and the competencies.

24. Where do you start???

25. Once you have access to your e-portfolio check that your clinical and educational supervisors are known – if in doubt contact us! Make contact with your ES and CS and get the ball rolling with some ideas for your PDP learning objectives ….and get started on your learning log!!!

26. Part 2 How to write a learning log entry

27. So what are the functions of the learning log????? Demonstrates knowledge (links to curriculum statements Demonstrates attitudes and skills (links to competencies Demonstrates progression over time Evidence that you have achieved your PDP objectives Evidence for your educational supervisor reviews Helps you maximise learning from experience

28. You do something that went well or badly or learn something new You try out your new knowledge, behaviour, Attitudes or skills You think about what happened You draw some conclusions about how you would do things in future This relates directly to the design of the learning log forms

29. What makes a good LLE? Hallmarks of good practice in information recording in the ePortfolio (courtesy of the RCGP WPBA Standards Group) A log entry should ideally show: • some evidence of critical thinking and analysis, describing the trainee’s own thought processes • some self-awareness demonstrating openness and honesty about performance and some consideration of feelings generated • some evidence of learning, appropriately describing what needs to be learned, why and how • appropriate linkage to the curriculum • demonstration of behaviour that allows linkage to one or more competence areas

30. Example 1: the tutorial

31. EXAMPLE 2: THE CLINICAL ENCOUNTER

32. Example 3: significant event analysis

33. Your turn! • Work in groups • Write up a learning experience volunteered from one of your group • Try to link to relevant curriculum and/or competence areas We will give you a blank ‘clinical encounter’ form, list of curriculum areas and detailed breakdown of the competence areas When you are finished we would like you to present your clinical encounter

34. summary • We’ve looked at the theory behind the learning log • We’ve thought about what the functions of the log are • We looked at a couple of poor entries and thought about how to make them better • You had a go at writing some

35. THINGS WE’LL DO IN LATER SESSIONS MODULE 3: experiences of previous trainees MODULE 4: PDPs and how to set SMART objectives MODULE 5: COTs/Mini-CEX and CBDs MODULE 6: How to prepare for the CSR and ESR