scholarly journals The postgraduate curriculum and assessment programme in psychiatry: the underlying principles

2009 ◽  
Vol 15 (2) ◽  
pp. 114-122 ◽  
Author(s):  
Gareth Holsgrove ◽  
Amit Malik ◽  
Dinesh Bhugra
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Postgraduate Medical Education ◽  
Educational Process ◽  
Assessment System ◽  
Psychiatric Training ◽  
Assessment Programme ◽  
Recent Developments ◽  
The Uk ◽  
The Relationship

SummaryAssessment is key to the educational process and plays a significant role in looking at the progress trainees make as a result of training and personal development. Recent developments in curricula have led to substantial changes in assessing progress and attainment throughout postgraduate medical education in the UK. This article outlines the framework used to develop the postgraduate curriculum in psychiatry and describes the nature and purpose of the assessment programme that forms part of this new curriculum. The article considers the principles of medical education that are essential for the success of assessments, not only centrally in the development of the assessment system, but also locally in the delivery of these assessments. The overall context of developments in medical education, as well as the relationship between workplace-based assessments (WPBAs) and formal examinations, are described with specific references to developments in psychiatric training, its curriculum and assessments.

scholarly journals Assessing professional and clinical competence: the way forward†

2006 ◽  
Vol 12 (2) ◽  
pp. 81-89 ◽  
Author(s):  
Nick Brown ◽  
Monica Doshi
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Postgraduate Medical Education ◽  
Rapid Development ◽  
Assessment System ◽  
Assessment Tools ◽  
Assessment Process ◽  
Junior Doctors ◽  
Recent Developments ◽  
The Uk

Recent developments in postgraduate medical education for the training of junior doctors in the UK necessitate changes in all parts of the curriculum, including the assessment system. There is a move away from the limited, traditional one-off assessment towards multidimensional, broader assessments of a doctor's longer-term performance. This is accompanied by the rapid development of assessment tools, collectively termed workplace-based assessments, and is in keeping with an outcome-based approach to medical education and its increasing professionalisation. In addition to clinical skills, other aspects of being a good practitioner are being assessed, including team-working, working with colleagues and patients, probity and communication skills. Using a combination of tools gives the assessment process high validity. Of the many challenges posed by these changes is the need for data on their reliability in psychiatry. There must be a clear process for applying assessments, national standardisation and training for those using asessment tools.

scholarly journals Case-based discussion

2011 ◽  
Vol 17 (2) ◽  
pp. 85-90 ◽  
Author(s):  
Nick Brown ◽  
Gareth Holsgrove ◽  
Sadira Teeluckdharry
Keyword(s):  
Medical Education ◽  
Royal College ◽  
Postgraduate Medical Education ◽  
Assessment Programme ◽  
The Usa ◽  
Practical Guidance ◽  
The Uk ◽  
Potential Use ◽  
Case Based

SummaryCase-based discussion has been a key element of the assessment programme for psychiatrists in training under the guidance of the Royal College of Psychiatrists since 2007. Its incorporation within systems for recertification and thus revalidation for psychiatrists in established practice has now been piloted. This article discusses the origins of the instrument in Canada and the USA before describing its use in the UK. Case-based discussion is placed within the context of contemporary postgraduate medical education and the curricula of the College, offering practical guidance on how best to use this method for the assessment of reasoning and judgement. Finally, some questions are posed regarding the potential use of case-based discussion in the proposals for revalidation.

Physicianship and the Rebirth of Medical Education

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Education ◽  
Educational Process ◽  
Medical Attention ◽  
Patient Centeredness ◽  
Goals Of Medicine ◽  
The Subject ◽  
Definition Of ◽  
And Function ◽  
William Osler ◽  
The Relationship

This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.

Beyond evidence-based policy and practice

2013 ◽  
Vol 16 (2) ◽  
pp. 20-36
Author(s):  
Mike Fisher
Keyword(s):  
North America ◽  
Practice Research ◽  
Evidence Based ◽  
Policy And Practice ◽  
Research And Practice ◽  
Social Work Research ◽  
Recent Developments ◽  
The Uk ◽  
The Impact ◽  
The Relationship

This paper concerns the impact of social work research, particularly on practice and practitioners. It explores the politics of research and how this affects practice, the way that university-based research understands practice, and some recent developments in establishing practice research as an integral and permanent part of the research landscape. While focusing on implications for the UK, it draws on developments in research across Europe, North America and Australasia to explore how we can improve the relationship between research and practice.

Use of work-based assessments in postgraduate medical education

2019 ◽  
Vol 80 (5) ◽  
pp. 285-287
Author(s):  
Sulaiman Alazzawi ◽  
James Berstock
Keyword(s):  
Medical Education ◽  
Adult Learners ◽  
Mobile Devices ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Time Constraints ◽  
Educational Value ◽  
Postgraduate Medical Training ◽  
The Uk

Work-based assessments are ubiquitous in postgraduate medical training in the UK. This article discusses the variety of these assessments and explores barriers to their use and solutions for improving the educational value of these tools for adult learners. The focus should be on feedback and learning rather than assessment, and this may promote discussion of more challenging scenarios where the opportunity for learning is greater. Mobile devices may help reduce the administrative, geographical and time constraints of completing work-based assessments.

scholarly journals The Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 431-433 ◽  
Author(s):  
Nick Brown
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training ◽  
Practice Education

The Postgraduate Education and Training Board (PMETB) was established by the General and Specialist Medical Practice (Education and Qualifications) Order, approved by parliament on 4 April 2003 to develop a single, unifying framework for postgraduate medical education and training across the UK. The Order placed a duty on the Board to establish, maintain and develop standards and requirements relating to all aspects of postgraduate medical education and training in the UK.

Training in the MMC Era: Procedure-Based Assessments – the Parents' Perspective

2011 ◽  
Vol 93 (5) ◽  
pp. 1-3
Author(s):  
RM Nataraja ◽  
SC Blackburn Department ◽  
D Rawat ◽  
E Benjamin ◽  
SA Clarke ◽  
...  
Keyword(s):  
Postgraduate Medical Education ◽  
Assessment System ◽  
Medical Careers ◽  
Surgical Trainees ◽  
Medical Education And Training ◽  
European Working ◽  
Technical Competencies ◽  
Competency Based ◽  
The Uk

The recent implementation of Modernising Medical Careers (MMC) has had a significant impact on the way that both medical and surgical trainees in the UK are trained and clinically or technically assessed. The aim of MMC is 'to drive up the quality of care for patients through reform and improvement in postgraduate medical education and training'. Surgical training has also been affected by the final stage of the implementation of the European Working Time Regulations. One of the primary changes in MMC has been the introduction of a formal assessment system of the trainees. The new system was initiated to progress towards more competency-based training rather than the total time spent in training. The trainee's progress in achieving clinical and technical competencies is assessed, as is the quality of the trainee and the training he or she receives.

scholarly journals Organisational perspectives on addressing differential attainment in postgraduate medical education: a qualitative study in the UK

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e021314 ◽  
Author(s):  
Katherine Woolf ◽  
Rowena Viney ◽  
Antonia Rich ◽  
Hirosha Jayaweera ◽  
Ann Griffin
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Postgraduate Medical Education ◽  
Change Strategies ◽  
Effect Change ◽  
Medical Graduates ◽  
Minority Ethnic Groups ◽  
The Uk ◽  
Evaluation Of Evidence ◽  
Minority Ethnic

ObjectivesTo explore how representatives from organisations with responsibility for doctors in training perceive risks to the educational progression of UK medical graduates from black and minority ethnic groups (BME UKGs), and graduates of non-UK medical schools (international medical graduates (IMGs)). To identify the barriers to and facilitators of change.DesignQualitative semistructured individual and group interview study.SettingPostgraduate medical education in the UK.ParticipantsIndividuals with roles in examinations and/or curriculum design from UK medical Royal Colleges. Employees of NHS Employers.ResultsRepresentatives from 11 medical Royal Colleges (n=29) and NHS Employers (n=2) took part (55% medically qualified, 61% male, 71% white British/Irish, 23% Asian/Asian British, 6% missing ethnicity). Risks were perceived as significant, although more so for IMGs than for BME UKGs. Participants based significance ratings on evidence obtained largely through personal experience. A lack of evidence led to downgrading of significance. Participants were pessimistic about effecting change, two main barriers being sensitivities around race and the isolation of interventions. Participants felt that organisations should acknowledge problems, but felt concerned about being transparent without a solution; and talking about race with trainees was felt to be difficult. Participants mentioned 63 schemes aiming to address differential attainment, but these were typically local or specialty-specific, were not aimed at BME UKGs and were largely unevaluated. Participants felt that national change was needed, but only felt empowered to effect change locally or within their specialty.ConclusionsRepresentatives from organisations responsible for training doctors perceived the risks faced by BME UKGs and IMGs as significant but difficult to change. Strategies to help organisations address these risks include: increased openness to discussing race (including ethnic differences in attainment among UKGs); better sharing of information and resources nationally to empower organisations to effect change locally and within specialties; and evaluation of evidence-based interventions.

scholarly journals Health informatics competencies in postgraduate medical education and training in the UK: a mixed methods study

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e025460 ◽  
Author(s):  
Lydia Jidkov ◽  
Matthew Alexander ◽  
Pippa Bark ◽  
John G Williams ◽  
Jonathan Kay ◽  
...  
Keyword(s):  
Medical Education ◽  
Health Informatics ◽  
Postgraduate Medical Education ◽  
International Standards ◽  
Mixed Methods Study ◽  
Expert Consultation ◽  
Medical Specialties ◽  
Curricular Content ◽  
The Uk ◽  
Competency Domains

ObjectiveTo assess health informatics (HI) training in UK postgraduate medical education, across all specialties, against international standards in the context of UK digital health initiatives (eg, Health Data Research UK, National Health Service Digital Academy and Global Digital Exemplars).DesignA mixed methods study of UK postgraduate clinician training curricula (71 specialties) against international HI standards: scoping review, curricular content analysis and expert consultation.Setting and participantsA scoping literature review (PubMed until March 2017) informed development of a contemporary framework of HI competency domains for doctors. National training curricula for 71 postgraduate medical specialties were obtained from the UK General Medical Council and were analysed. Seven UK HI experts were consulted regarding findings.OutcomesThe International Medical Informatics Association (IMIA) Recommendations for Biomedical and Health Informatics Education were used to develop a framework of competency domains. The number (maximum 50) of HI competency domains included in each of the 71 UK postgraduate medical specialties was investigated. After expert review, a universal HI competency framework was proposed.ResultsA framework of 50 HI competency domains was developed using 21 curricula from a scoping review, curricular content analysis and expert consultation. All 71 UK postgraduate medical curricula documents were mapped across 29 of 50 framework domains; that is, 21 domains were unrepresented. Curricula mapped between 0 (child and adolescent psychiatry and core surgical training) and 16 (chemical pathology and paediatric and perinatal pathology) of the 50 domains (median=7). Expert consultation found that HI competencies should be universal and integrated with existing competencies for UK clinicians and were under-represented in current curricula. Additional universal HI competencies were identified, including information governance and security and secondary use of data.ConclusionsPostgraduate medical education in the UK neglects HI competencies set out by international standards. Key HI competencies need to be urgently integrated into training curricula to prepare doctors for work in increasingly digitised healthcare environments.

Sign in / Sign up

Export Citation Format

Share Document