WPBA Tools

The RCEM utilises standard and specialty specific WPBA tools, which are made up of:

  • RCEM assessment app
  • Mini-Clinical Evaluation Exercise (Mi or Mini-CEX, in anaesthesia A or Anaes-CEX)
  • Direct Observation of Procedural Skills ( DOPS)
  • Multi-Source Feedback (MSF)
  • Case-Based Discussions (CbD)
  • ESLE (Extended Supervised Learning Event) Tool
  • Patient Survey
  • Acute Care Assessment Tool (ACAT)
  • Audit Assessment
  • Teaching Observation

Details of these are given below and further information is available on the e-portfolio trainee section.

Multi-source feedback (MSF)

This tool is a method of assessing generic skills such as communication, leadership, team working, reliability etc, across the domains of Good Medical Practice. This provides objective systematic collection and feedback of performance data on a trainee, derived from a number of colleagues. ‘Raters’ are individuals with whom the trainee works, and includes doctors, administration staff, and other allied professionals. The trainee will not see the individual responses by raters, feedback is given to the trainee by the Educational Supervisor.

Mini-Clinical Evaluation Exercise (Mini-Cex)

This tool evaluates a clinical encounter with a patient to provide an indication of competence in skills essential for good clinical care such as history taking, examination and clinical reasoning. The trainee receives immediate feedback to aid learning. The Mini-CEX can be used at any time and in any setting when there is a trainee and patient interaction and an assessor is available.

Direct Observation of Procedural Skills (DOPS)

A DOPS is an assessment tool designed to evaluate the performance of a trainee in undertaking a practical procedure, against a structured checklist. The trainee receives immediate feedback to identify strengths and areas for development.

Case-based Discussion (CbD)

The CbD assesses the performance of a trainee in their management of a patient to provide an indication of competence in areas such as clinical reasoning, decision- making and application of knowledge in relation to patient care. It also serves as a method to document conversations about, and presentations of, cases by trainees. The CbD should focus on a written record such as a patient’s written case notes.

Extended Supervised Leaning Event (E or ESLE)

The ESLE is an extended formative event of directly observed practise. The trainer observes and provides feedback on clinical performance and technical skills. Trainees are given extended narrative feedback and a rating of skills and behaviours against a level descriptor, in this case seniority. The rating scale is an instrument validated in the Emergency Department.   These events yield a development plan, which is   followed through subsequent events. The tool is also used to highlight trainees in whom targeted assessments of clinical competences, using observational tools specific for this task.

The main purpose of this assessment in core trainees is to observe and provide feedback predominantly on clinical technical skills in the work place. Whilst the emphasis is on technical skills a proportion of the assessment will be on non-technical skills. The main purpose of this event for higher trainees is to observe and provide feedback on non-technical skills in the workplace, in domains including communication, leadership, option generation and situational awareness.

Acute Care Assessment Tool (ACAT (GIM), ACAT(EM))

The ACAT is designed to assess and facilitate feedback on a doctor’s performance across a number of domains. The ACAT (GIM) is designed for use during their practice on the Acute Medical Take. Any doctor who has been responsible for the supervision of the Acute Medical Take can be the assessor for an ACAT. The ACAT (EM) is a modified version designed for use across shifts worked in the Emergency Department, and is described in greater detail in appendix1.

Patient Survey (PS)

Patient Survey addresses issues, including behaviour of the doctor and effectiveness of the consultation, which are important to patients. It is intended to assess the trainee’s performance in areas such as interpersonal skills, communication skills and professionalism by concentrating solely on their performance during one consultation. This is described in greater detail in appendix2.

Audit Assessment Tool (AA)

The Audit Assessment Tool is designed to assess a trainee’s competence in completing an audit. The Audit Assessment can be based on review of audit documentation or on a presentation of the audit at a meeting. If possible the trainee should be assessed on the same audit by more than one assessor.

Teaching Observation (TO)

The Teaching Observation form is designed to provide structured, formative feedback to trainees on teaching competence. The Teaching Observation can be based on any formal teaching by the trainee, which has been observed by the assessor. The process should be trainee-led (identifying appropriate teaching sessions and assessors). The assessment form for TO is available in the e-portfolio and RCEM website.

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