Developing an education and assessment framework for the Foundation Programme

Beard, J. Mark; Strachan, Alasdair; Davies, Helena; Patterson, Fiona; Stark, Patsy; Ball, Steve; Taylor, Peter; Thomas, Sarah

doi:10.1111/j.1365-2929.2005.02236.x

Cited by 25 publications

(23 citation statements)

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“…In Australia, the intern experience emphasises informal 'on the job' learning, where the new graduate rotates through primarily hospital environments designed to provide variation of different types of medical practice. More recently, there has been a move towards providing structured and defined curricula through the development of the Australian Junior Doctor Curriculum Framework in Australia (Graham et al 2007), which has parallels to the Foundation Programme in the UK (Beard et al 2005).…”

Section: Introductionmentioning

confidence: 99%

Participation and progression: new medical graduates entering professional practice

Bearman

Lawson

Jones

2011

Adv in Health Sci Educ

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The first year of practice after medical school is considered to be an essential part of becoming a medical practitioner in Australia. Previous qualitative investigations have investigated a number of significant aspects of this early stage of professional development. This qualitative study explores experiences and developing professional identities during internship. Thirty interns and six intern supervisors were interviewed from three different Australian states. Grounded theory techniques were used to develop three key themes: internship-as-participation, internship-as-progression, and conflicts, parallels, disturbances and outliers. Key findings were: the important balance between support from colleagues and development through taking independent responsibility; and the strength of the view of internship as part of a 'natural progression', an inevitable evolution through the stages of medical training.

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Section: Introductionmentioning

confidence: 99%

Participation and progression: new medical graduates entering professional practice

Bearman

Lawson

Jones

2011

Adv in Health Sci Educ

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“…From the late 1990s, this approach to assessment has been adopted widely in health education including nursing, 10 undergraduate medical training 11,12 and postgraduate medical training. 13 Within UK postgraduate training, CBA was implemented under the umbrella of 'Modernising Medical Careers' . 14 This started with the Foundation Programme in 2005, 15 which marked the introduction of WBA into postgraduate medical training.…”

Section: Workplace-and Competency-based Assessmentmentioning

confidence: 99%

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

Beard

Marriott²,

Purdie³

et al. 2011

Health Technol Assess

101

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How to obtain copies of this and other HTA programme reports An electronic version of this title, in Adobe Acrobat format, is available for downloading free of charge for personal use from the HTA website (www.hta.ac.uk). A fully searchable DVD is also available (see below).Printed copies of HTA journal series issues cost £20 each (post and packing free in the UK) to both public and private sector purchasers from our despatch agents.Non-UK purchasers will have to pay a small fee for post and packing. For European countries the cost is £2 per issue and for the rest of the world £3 per issue. How to order:-fax (with credit card details) -post (with credit card details or cheque) -phone during office hours (credit card only).Additionally the HTA website allows you to either print out your order or download a blank order form. Contact details are as follows:Synergie UK (HTA Department) Digital House, The Loddon Centre Wade Road Basingstoke Hants RG24 8QW Email: orders@hta.ac.uk Tel: 0845 812 4000 -ask for 'HTA Payment Services' (out-of-hours answer-phone service) Fax: 0845 812 4001 -put 'HTA Order' on the fax header Payment methods Paying by chequeIf you pay by cheque, the cheque must be in pounds sterling, made payable to University of Southampton and drawn on a bank with a UK address.Paying by credit card You can order using your credit card by phone, fax or post. SubscriptionsNHS libraries can subscribe free of charge. Public libraries can subscribe at a reduced cost of £100 for each volume (normally comprising 40-50 titles). The commercial subscription rate is £400 per volume (addresses within the UK) and £600 per volume (addresses outside the UK). Please see our website for details. Subscriptions can be purchased only for the current or forthcoming volume.How do I get a copy of HTA on DVD?Please use the form on the HTA website (www.hta.ac.uk/htacd/index.shtml). HTA on DVD is currently free of charge worldwide.The website also provides information about the HTA programme and lists the membership of the various committees. HTAAssessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology NIHR Health Technology Assessment programmeThe Health Technology Assessment (HTA) programme, part of the National Institute for Health Research (NIHR), was set up in 1993. It produces high-quality research information on the effectiveness, costs and broader impact of health technologies for those who use, manage and provide care in the NHS. 'Health technologies' are broadly defined as all interventions used to promote health, prevent and treat disease, and improve rehabilitation and long-term care. The research findings from the HTA programme directly influence decision-making bodies such as the National Institute for Health and Clinical Excellence (NICE) and the National Screening Committee (NSC). HTA findings also help to improve the quality of clinical practice in the NHS indirectly in that they form a key component of the 'National Knowledge Service' . The HTA program...

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“…THE EDUCATION AND TRAINING of prevocational doctors have recently undergone extensive review resulting in the Foundation Program based on a national curriculum in the United Kingdom in 2004 1 and the launch of the Australian National Curriculum Framework in 2006. 2 Barriers to implementation of the Australian framework exist at several levels.…”

mentioning

confidence: 99%

Barriers to continuing medical education in Australian prevocational doctors

Neate¹,

Dent²,

Weiland³

et al. 2008

Aust. Health Review

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To determine perceived barriers to continuing education for Australian hospital-based prevocational doctors, a cross sectional cohort survey was distributed to medical administrators for secondary redistribution to 2607 prevocational doctors from Although these individual groups have over-arching representative governing bodies, they have traditionally existed with minimal consultation and collaboration, leading to a fragmented approach to education. 4 Inadequate funding for education, documented by the Australian Government Productivity Commission, represents a significant practical barrier to prevocational education.5 Current systems for delivery of education, heavily reliant on the "apprenticeship model", are recognised as under-resourced, reliant on the goodwill of the educators and unsustainable. 6Barriers to continuing medical education (CME) for doctors in specialist training and general practice have been documented. 7-9However little is known about the barriers to education facing prevocational doctors for whom this educational framework is proposed. Gleason gives an Australian junior doctor' s perspective, noting that no published data exist documenting the amount of teaching available. 10Due to lack of data, Gleason provides experience-based generalisations: junior doctors spend minimal time involved in structured education and learning; teaching is of variable quality and relevance; and junior doctors' attendance at educational activities is prevented by high workloads, constant interruptions and emphasis on service provision.The Australian Government Department of Health and Ageing commissioned a Learning Needs Assessment Project, an Australia-wide questionnaire regarding educational issues for hospital-based prevocational doctors. Dent et al reported results related to occupational preparedness and exposure to and desirability of existing and future educational methods.11 This study examined responses from this national questionnaire pertaining to perceived barriers to continuing education experienced by prevocational doctors.For Australian public hospital-based doctors, we aimed to determine the perceived barriers to CME during the prevocational years, identify rotations where barriers were perceived to be greatest, and examine whether variations in these perceptions existed between subgroups of prevocational doctors. Methods DefinitionPrevocational doctors were defined as doctors working in Australian public hospitals in postgraduate years one and two and doctors in subsequent years who had not enrolled in a specialist training program. QuestionnaireThe methodology of this study has been previously reported.11 Briefly, the questionnaire, developed at St Vincent's Hospital Melbourne, consisted of 45 items with graded Likert-type scales and free text questions. The questionnaire aimed to determine the occupation-related preparedness, preferred educational methods, and barriers to CME of prevocational doctors and gathered demographic data including age, gender, postgraduate year, university ...

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Developing an education and assessment framework for the Foundation Programme

Abstract: Early, focused education on generic skills will benefit both doctors and their patients. More varied career experience will help to ensure that doctors make appropriate and timely career decisions. Pilots are identifying good practice and areas that need improvement.

Cited by 25 publications

References 1 publication

Participation and progression: new medical graduates entering professional practice

Participation and progression: new medical graduates entering professional practice

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

Barriers to continuing medical education in Australian prevocational doctors

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