Assessment Schedule

2015 RCEM WPBA schedule

NB: Could trainees and supervisors please only use the ESLE form available on the ePortfolio, rather than a paper or Word-based form.  Previously divided into two sections, the new form on ePortfolio is now in one whole document for greater ease of use. 

The ST3, ST4, ST5 and ST6 ARCP checklists for the 2015 curriculum are now available - please see the links below.  These are for guidance only, HEE regions and deaneries may have local variations.  ST3 and ST4 trainees should follow these checklists to ensure they cover the correct elements required by the new curriculum and they should move into the 2015 curriculum as soon as it is available on ePortfolio.  

ACCS Curriculum checklists

2015 Curriculum ST3 - ST6 checklists

A summary of WPBA requirements for the 2015 curriculum (ST3 - ST6) is available here.
The 2015 RCEM WPBA schedule builds on the current 2010 iteration, and is informed by lessons learnt from its use. In designing it, RCEM has taken into account feedback from trainees, trainers, heads of training, the latest research into work place based assessment methods and commissioned expertise in WPBA systems.  The assessment system for ACCS is unchanged for 2015, pending intercollegiate review. The key changes are, therefore, to WPBA in ST3-6 and include:
  • Simplification of the requirements for WPBA
  • Reduction of the number of assessments overall
  • Uncoupling WPBA from curriculum coverage in ST3-6
  • Aligning assessment to developmental milestones in ST3-6
  • A requirement to observe practice over a period of time, as opposed to reviewing individual cases, using the new Extended Supervised Learning Episode (ESLE) tool in ST3-6
  • Providing feedback on wider aspects of clinical care, including non-technical skills
  • Individual assessments are aligned to independence or progress instead of merit in ST3-6
  • A greater role for expert training faculty opinion in adjudging progress (please see this document: The Faculty Governance Statement and this podcast: FGS podcast for more information)

These changes to WPBA sit alongside changes to the formal examination system and will be evaluated for their impact and suitability. Piloting has suggested that, in the round, WPBA will become less tick box. By sampling a wider range of skills, the schedule can access the hitherto untapped potential of the training faculty to share hard won experience to prepare trainees for the absorbing, challenging and ultimately rewarding role of independent clinician in EM.

The 2015 curriculum includes Non-Technical Skills. These are included specifically in the main body of the curriculum, and build on what already existed in the detailed description of such attributes in the 2010 iteration. Feedback from Heads of Schools confirmed that these skills are where most variation exists among trainees, and so the 2015 WPBA schedule is designed to embed feedback in terms of the NTS curriculum in trainer/trainee interaction.

To this end a novel specialty specific tool, the ESLE form, has been developed and has been successfully piloted in four LETBs/deaneries. It is based on a validated tool developed for use in the ED workplace*.   ESLEs should be completed using the form available on ePortfolio, not a paper or Word version, and, to allow appropriate editing, trainees should ensure that the supervisor conducting the assessment is linked to their account in the role of a Clinical or Educational Supervisor. 

Appendix 1 to the full 2015 curriculum (the 2015 RCEM WPBA schedule) details the evidence of WPBA completion and curriculum coverage required for progression in training and is available here: 2015 curriculum - Appendix 1.

Appendix 2 to the full 2015 curriculum contains all relevant assessment forms and is available here: 2015 Curriculum - Appendix 2.

There is also a podcast outlining the NTS assessment tool within ESLE on the RCEMLearning site.

*Flowerdew et al. Development and Validation of a Tool to Assess Emergency Physicians' Nontechnical Skills. Annals of Emergency Medicine Volume 59, Issue 5 , Pages 376-385.e4, May 2012