Training the Assessor 19 October 2007

1. Training the Assessor19 October 2007 Putting pathology into the context of the new framework Joanne Brinklow Training and Educational Standards Manager

2. 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

3. 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

4. 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)

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. Illustrative example

12. Illustrative timetable of run-through training

13. Integrating old and new frameworks

14. 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

15. 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.

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. Training the Assessor19 October 2007 Putting pathology into the context of the new framework Joanne Brinklow Training and Educational Standards Manager