Acute care common stem core training programme
Download 3.92 Mb.
|
- Navigate this page:
- A.1.2 Assessment tools
Appendix AA.1 Specialty Specific Assessments for Emergency MedicineThe CEM wishes to use assessments in the following ways: To facilitate learning by fostering trainer/trainee interaction To provide meaningful feedback to the trainee so that areas for improvement are clearly identified. To assess that a trainee is safe and competent. For this reason CEM has identified a limited number of key presentations for which it wishes summative assessments to be made. This should be undertaken using either: Mini-CEX tool for which there are detailed descriptors for these presentations of what is expected. These are available to trainees (see below). It is intended that by providing clarity as to what is expected of the trainee, consistency in assessment and accurate feedback will be facilitated. CbD, for which there are descriptors of satisfactory performance in each of the domains (see below) If the trainee is judged unsatisfactory for any of these summative assessments the trainee should repeat the assessment DOPs assessments are not summative, but detailed descriptors of those procedures for which EM is responsible have been provided to help with consistency and feedback To encourage coverage of the curricula content and thereby help examination preparation A.1.2 Assessment toolsSummative assessment tools Mini-CEX In order to facilitate assessment the CEM has: Provided descriptors for satisfactory performance in the Mini-CEX for each area chosen for assessment. These detailed descriptors are attached at the end of this appendix. It is important that trainees always systematically develop a full differential diagnosis and always consider the potentially life threatening conditions and not list by probability alone. Clearly for each presentation there is a spectrum of severity and underlying causes and the assessment will need to be tailored to the clinical situation. The Mini-CEX examples at the end of the appendix have deliberately included the whole patient encounter and not simply examination. This reflects the reality of practice. Provided descriptors of unsatisfactory performance that can be used in feeding back to the trainee. These are included in the table on page 198 Summative and formative tools have been provided, and may be specific or generic in their descriptors. Case Based Discussions (CbD) Case based discussions are designed to evaluate clinical reasoning and decision making based on the history, examination, investigation, provisional diagnosis and treatment of the case selected. The CbD tool can be used for summative assessment. The trainee should bring their notes and relevant investigations. The trainer should invite the trainee to describe what they did. They should be asked to explain their actions and justify their diagnosis and treatment. This is an opportunity to explore how the trainee came to their conclusions. Has the trainee demonstrated a systematic prioritised approach? Have they derived a reasonable differential diagnosis and how did they do this? For each domain (descriptions of expected behaviour given below) the assessor should rate the trainee as below, at, or above the expected level for their grade and experience and make an overall satisfactory/unsatisfactory judgement. Summative assessments must be completed by EM consultants or equivalent e.g. an associate specialist who has completed assessment training as defined by GMC.
The CbD form to accompany these descriptors is available at the end of this appendix. Generic Assessment tools The generic ACCS EM Workplace-based assessments (WPBA’s) are made up of Mini-Clinical Evaluation Exercise (Mi or mini-CEX, in anaesthesia A or Anaes-CEX) Direct Observation of Procedural Skills (D or DOPS) Multi-Source Feedback (M or MSF) Case-Based Discussions (C or CbD) Patient Survey (PS) Acute Care Assessment Tool (ACAT) Audit Assessment (AA) Teaching Observation (TO) These are described in the main ACCS curriculum, with some modification for the following assessment tools ACAT-EM This tool was originally used by GIM and has been modified for the ED environment. This tool provides the opportunity to assess the trainee working over a longer period of time. It covers a number of important domains; assessing the trainee’s interactions with patients and other staff in an ED environment with all that that entails. This tool should only be used formatively. Testing of this tool in the ED has indicated that: The assessment may take more than one shift as not all the domains may be observed by the assessor in one shift. The assessor should ensure that as many domains are covered as possible That the assessor should seek the views of other members of the ED team when judging performance That the trainee should be aware when the ACAT-EM is being undertaken Each ACAT-EM can be used to assess up to 5 acute presentations. For each acute presentation the case notes and management plan should be reviewed by the clinical supervisor before it is signed off on the ACAT. ACAT-EM can never be used as a summative tool. If the assessor judges the performance to be of concern (i.e. scores 1-3) this acute presentation should be further assessed using Mini-CEX or CbD. ACAT-EM can be used in all areas of the ED including CDU ward rounds and review clinics
The ACAT-EM form which these assessment domains relate to is attached at the end of this appendix. Practical Procedures Using a similar approach to Mini-CEX, the CEM has described in more detail the practical skills needed to be demonstrated. These detailed descriptors are attached at the end of this appendix. It is important to note that these descriptors do not result in a successful/unsuccessful performance (i.e. they are not summative) but that the trainee can repeat these assessments as many times as appropriate. Practical procedures are also accompanied by a template for describing unsatisfactory performance (see below), which should be used in conjunction with the generic DOPs tool.
Directory: assets assets -> Northern territory of australia assets -> Number: caveat in the [Will/Will and Codicil/Estate of] assets -> Invitation for Bid Calact/mbta for Standard Floor and Low Floor Rural Duty Vehicles ifb no. 12-03 November 14, 2012 assets -> 12 Step Retreats For Everyone in Twelve Step Recovery Ratner Fellowship assets -> 12 Step Retreats For Everyone in Twelve Step Recovery Ratner Fellowship assets -> Sigaccess annual Report assets -> Central Government is expected to ask the seventh pay commission to consider merging 50% dearness allowance assets -> List of accessible executive records assets -> Emergency telephone numbers Call toll-free from anywhere in France Download 3.92 Mb. Share with your friends:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||