Limits...
Towards a Formative Assessment of Classroom Competencies (FACCs) for postgraduate medical trainees.

Gray CS, Hildreth AJ, Fisher C, Brown A, Jones A, Turner R, Boobis L - BMC Med Educ (2008)

Bottom Line: We sought to determine the feasibility, practicability and efficacy of undertaking a formal assessment of clinical competency for all postgraduate medical trainees in a large NHS foundation trust.Performance of newly qualified FY1 doctor was significantly better than other grades for the arterial blood gas estimation and nasogastric tube insertion stations.The assessment identified areas of concern for future training and also served to reassure as to the proficiency of trainees in undertaking the majority of core competencies.

View Article: PubMed Central - HTML - PubMed

Affiliation: The Education Centre, City Hospitals Sunderland Foundation Trust, Sunderland, Tyne and Wear, UK. chris.gray@chs.northy.nhs.uk

ABSTRACT

Background: An assumption of clinical competency is no longer acceptable or feasible in routine clinical practice. We sought to determine the feasibility, practicability and efficacy of undertaking a formal assessment of clinical competency for all postgraduate medical trainees in a large NHS foundation trust.

Methods: FY1 doctors were asked to complete a questionnaire to determine prior experience and self reported confidence in performing the GMC core competencies. From this a consensus panel of key partners considered and developed an 8 station Objective Structured Clinical Examination (OSCE) circuit to assess clinical competencies in all training grade medical staff... The OSCE was then administered to all training grade doctors as part of their NHS trust induction process.

Results: 106 (87.6% of all trainees) participated in the assessment during the first 14 days of appointment. Candidates achieved high median raw percentage scores for the majority of stations however analysis of pre defined critical errors and omissions identified important areas for concern. Performance of newly qualified FY1 doctor was significantly better than other grades for the arterial blood gas estimation and nasogastric tube insertion stations.

Discussion: Delivering a formal classroom assessment of clinical competencies to all trainees as part of the induction process was both feasible and useful. The assessment identified areas of concern for future training and also served to reassure as to the proficiency of trainees in undertaking the majority of core competencies.

Show MeSH
Median and IQR self reported frequencies of undergraduate experience in the core clinical skills for 18 FY1 doctors.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
getmorefigures.php?uid=PMC2629764&req=5

Figure 1: Median and IQR self reported frequencies of undergraduate experience in the core clinical skills for 18 FY1 doctors.

Mentions: By the end of FY1, respondents' confidence in all tasks had increased to a level > 8, with the exception of life support (table 1). There were significant increases in confidence for all competencies. For each of these competencies the median number of times FY1 doctors reported having previously undertaken the procedures on either patients or a training mannequin was 5 or less (figure 1).


Towards a Formative Assessment of Classroom Competencies (FACCs) for postgraduate medical trainees.

Gray CS, Hildreth AJ, Fisher C, Brown A, Jones A, Turner R, Boobis L - BMC Med Educ (2008)

Median and IQR self reported frequencies of undergraduate experience in the core clinical skills for 18 FY1 doctors.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC2629764&req=5

Figure 1: Median and IQR self reported frequencies of undergraduate experience in the core clinical skills for 18 FY1 doctors.
Mentions: By the end of FY1, respondents' confidence in all tasks had increased to a level > 8, with the exception of life support (table 1). There were significant increases in confidence for all competencies. For each of these competencies the median number of times FY1 doctors reported having previously undertaken the procedures on either patients or a training mannequin was 5 or less (figure 1).

Bottom Line: We sought to determine the feasibility, practicability and efficacy of undertaking a formal assessment of clinical competency for all postgraduate medical trainees in a large NHS foundation trust.Performance of newly qualified FY1 doctor was significantly better than other grades for the arterial blood gas estimation and nasogastric tube insertion stations.The assessment identified areas of concern for future training and also served to reassure as to the proficiency of trainees in undertaking the majority of core competencies.

View Article: PubMed Central - HTML - PubMed

Affiliation: The Education Centre, City Hospitals Sunderland Foundation Trust, Sunderland, Tyne and Wear, UK. chris.gray@chs.northy.nhs.uk

ABSTRACT

Background: An assumption of clinical competency is no longer acceptable or feasible in routine clinical practice. We sought to determine the feasibility, practicability and efficacy of undertaking a formal assessment of clinical competency for all postgraduate medical trainees in a large NHS foundation trust.

Methods: FY1 doctors were asked to complete a questionnaire to determine prior experience and self reported confidence in performing the GMC core competencies. From this a consensus panel of key partners considered and developed an 8 station Objective Structured Clinical Examination (OSCE) circuit to assess clinical competencies in all training grade medical staff... The OSCE was then administered to all training grade doctors as part of their NHS trust induction process.

Results: 106 (87.6% of all trainees) participated in the assessment during the first 14 days of appointment. Candidates achieved high median raw percentage scores for the majority of stations however analysis of pre defined critical errors and omissions identified important areas for concern. Performance of newly qualified FY1 doctor was significantly better than other grades for the arterial blood gas estimation and nasogastric tube insertion stations.

Discussion: Delivering a formal classroom assessment of clinical competencies to all trainees as part of the induction process was both feasible and useful. The assessment identified areas of concern for future training and also served to reassure as to the proficiency of trainees in undertaking the majority of core competencies.

Show MeSH