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

Holsgrove, Gareth; Malik, Amit; Bhugra, Dinesh

doi:10.1192/apt.bp.107.005207

Cited by 7 publications

(17 citation statements)

References 13 publications

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“…Firstly, the test content should be planned in relation to the learning outcomes by the process of blueprinting. A blueprint is a matrix in which the test designer decides how many items/tasks are to be assessed for each subject or category (Holsgrove et al, 2009). Secondly, the blueprinting should also ensure that the format of an assessment is appropriate for the domain (such as knowledge, skills or attitudes) of the curriculum that it intends to assess (Wass et al, 2001).…”

Section: Curriculum Development and Blueprintingmentioning

confidence: 99%

Workplace-based assessments in psychiatry: setting the scene

Malik¹,

Bhugra²

2011

Workplace-Based Assessments in Psychiatric Training

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Background: changing socio-political context Over the last decade the socio-political world within which medicine exists has changed significantly. The expectations of medicine as a profession, and doctors as its constituent members, have morphed drastically and the role of the physician has transformed from an autocratic decision-maker to a collaborative facilitator for patients in supporting them to make complex healthcare decisions. National and international high-profile healthcare scandals have also meant that governments, and through them the public, now expect greater transparency in the standards to which doctors are trained and demand evidence that trained doctors have actually met these standards before they are allowed into independent practice. Additionally, there are public and professional expectations that fully trained doctors are evaluated at regular intervals to ensure that they are up to date with the latest developments and have maintained the professional skills that enable them to practise medicine. Moreover, all this is happening when, on the one hand, quite appropriately, an emphasis on patient safety has necessitated a reduction in the working hours of trainees around the world and, on the other hand, many healthcare training systems are being encouraged to shorten the length of training, to meet healthcare workforce needs and to reduce the overall cost of training. Therefore, one can no longer rely on the traditional apprenticeship model where trainees were expected to spend long hours over a number of years in training with the hope that they would have enough experience and would have learnt sufficiently by osmosis to enable them to practise independently. Instead, training has had to become more structured, efficient and outcome-orientated, to ensure that trainees engage in educationally valuable activities to attain competencies that have been defined in a curriculum that is 'fit for the purpose' to prepare the needs of their professional 1 Workplace-Based Assessments in Psychiatric Training, ed. Dinesh Bhugra and Amit Malik.

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Section: Curriculum Development and Blueprintingmentioning

confidence: 99%

Workplace-based assessments in psychiatry: setting the scene

Malik¹,

Bhugra²

2011

Workplace-Based Assessments in Psychiatric Training

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“…27 We have found that mini-PATs have consistently low response rates from multidisciplinary team members. Allowing core trainees to nominate assessors from previous posts within the last year may help to resolve some of these difficulties.…”

Section: Wpbas and Psychiatric Trainingmentioning

confidence: 99%

“…10 Assessors 37 are less likely to correctly administer a tool that significantly limits their freedom to employ their professional judgement. 27 Although the current WPBA forms do allow for some 'free text' comments by assessors, they remain secondary to lists of Likert-scale scores, limiting the opportunity for trainees to gain specific advice on how to improve their performance. Workplace-based assessments must provide relevant feedback to trainees, 4 which is a powerful instrument in furthering their personal and professional development.…”

Section: Assessment Of Psychiatric Competenciesmentioning

confidence: 99%

“…27 For example, a trainee may be able to elicit a history of dementia in a generic setting, but may have more difficulty doing so within an intellectual disability context. This problem may be exacerbated by the impact of the European Working Time Directive 33 and New Ways of Working, 32 and reflected by low MRCPsych CASC pass rates.…”

Section: Wpbas and Psychiatric Trainingmentioning

confidence: 99%

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Systematic review of workplace-based assessments in psychiatry: surgical dissection and recommendations for improvement

Sugand¹,

Palod²,

Olua³

et al. 2011

Psychiatrist

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SummaryRecent surveys have highlighted widespread criticisms of the use of workplace-based assessments (WPBAs) in psychiatric training. We describe our systematic review of psychiatric WPBAs, including a ‘surgical dissection’ of their format and process. From our review, we identified seven overarching WPBA themes, and have drawn on these to make further recommendations to strengthen the wider acceptability of WPBAs in psychiatric settings. We hope this will encourage further debate on ways of improving these tools, rather than them becoming side-lined as ‘top-down’ tick-box exercises.

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“…[182223] The most up to date and comprehensive entry requirements for each paper are given in Table 2.…”

Section: Introductionmentioning

confidence: 99%

The changing face of psychiatric training in the UK

Javed

Ramji

Jackson

2010

Indian J Psychiatry

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With the introduction of many reforms and changes in medical training in the UK, postgraduate training has undergone significant transformation. The establishment of Postgraduate Medical Education and Training Board (PMETB), Modernizing Medical Careers (MMC), new recruitment processes and changes in the curriculum and examination structure are all having a major impact on the future training and teaching programs in psychiatry in the UK. Entry into psychiatry is becoming increasingly competitive and progression in career is now competency based in addition to the examination requirements subject to an annual review and regular appraisal. A structured portfolio is also vital in order to present evidence of competencies and ensure smooth progression through the training grades. This paper gives a general outline of these changes and describes the new training and examination requirements of the new system in place in the Psychiatric training in United Kingdom.

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

Cited by 7 publications

References 13 publications

Workplace-based assessments in psychiatry: setting the scene

Workplace-based assessments in psychiatry: setting the scene

Systematic review of workplace-based assessments in psychiatry: surgical dissection and recommendations for improvement

The changing face of psychiatric training in the UK

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