Resources

Media What trainees need to know Step up to Intermediate Video credit to Laing Croll and"Music: https://www.bensound.com/royalty-free-music" Trainee Event 27th April 2021 Trainee Event 27 April 2021 Participant Questions Implementation of the new curriculum and ePortfolio Event 15th July 2021 Overview Curriculum QIAT ESR/FEG Exams Eportfolio Podcasts Downloadable documents RCEM Curriculum 2021 Examinations RCEM Curriculum… Read More

RCEM Curriculum

Preparing for ARCP  Judging achievement of Specialty Learning Outcomes to support progression decisions A practical guide for Trainees, Supervisors and ARCP panel This document describes what an ARCP panel will be looking for at the end points of each level of training to satisfy themselves that trainees are fulfilling the requirements of the RCEM curriculum. It is… Read More

Assessment Strategy

RCEM Specialty learning Outcomes Specialty Outcome Generic Professional Capabilities Description 1. Care for physiologically stable adult patients presenting to acute care across the full range of complexity 1,2,3,4,6,7 Care for patients presenting with physical ill health, mental health concerns and be able to manage the most complex presentations 2. Support the ED team by answering… Read More

Appendix

Appendix 1 Curriculum Sub-Committee The curriculum has been developed by the following Will Townend (Chair) RCEM Fellow Jason Long (RCEM Dean) RCEM Fellow Emily Beet (Deputy CEO, RCEM) Dan Becker (ACCS (EM) representative) Scott Carrington (Trainee representative) Russell Duncan (Head of school representative) Amanda Farrow (Training Standards Committee/Head of School representative) Lynsey Flowerdew (RCEM ordinary…

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Equality and diversity

RCEM comply, and ensure compliance, with the requirements of equality and diversity legislation set out in the Equality Act 2010. RCEM believes that equality of opportunity is fundamental to the many and varied ways in which individuals become involved with the College, either as members of staff and Officers; as advisers from the medical profession;…

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Intended use of curriculum by trainers and trainees

This curriculum and ARCP decision aid are available from RCEM via the website. (Appendix 2) Clinical and educational supervisors should use the curriculum and decision aid as the basis of their discussion with trainees, particularly during the appraisal process. Both trainers and trainees are expected to have a good knowledge of the curriculum and should…

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Quality management

Quality management in RCEM training The organisation of training programs for EM Training is the responsibility of HEE Offices/local teams and the devolved nations’ deaneries. The HEE Offices/deaneries will oversee programmes for postgraduate medical training in their regions. The HEE Offices/deaneries together with the School of EM will undertake the following roles: oversee recruitment and… Read More

Supervision and feedback

This section of the curriculum describes how RCEM trainees will be supervised, and how they will receive feedback on performance. Detailed guidance can be found by referring to the AoMRC guidance on improving feedback and reflection to improve learning. Access to high quality, supportive and constructive feedback is essential for the professional development of the… Read More

Programme of learning

Learning and Teaching The organisation and delivery of postgraduate training is the responsibility of Health Education England (HEE) and its Local Education and Training Boards (LETBs), NHS Education for Scotland (NES), the HEIW and the Northern Ireland Medical and Dental Training Agency (NIMDTA). A Training Programme Director will be responsible for coordinating the ACCS and… Read More

Specialty Learning Outcomes (SLOs)

There are 11 ACCS Learning Outcomes that are followed in core training. Thereafter there are 12 RCEM SLOs that cover the whole of training in the RCEM curriculum. The progression in training from ACCS Learning Outcomes to RCEM SLOs is shown in Table 2. Table 2.  Progression from ACCS LOs to RCEM SLOs ACCS LO RCEM SLO Note 1. Care for physiologically…

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