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Supporting training, Maintaining standards, Improving outcomes
HSST Webinar No 2 8th December 2015
Workplace based assessments
and how to use the OLAT
Delivered on behalf of the NSHCS Mike Thomas
Professional Lead – Blood and Infection Science, NSHCS
Alex Levine Educational Systems Administrator, NSHCS
Supporting training, Maintaining standards, Improving outcomes
Academic Rewards Bachelor with Honours
Level 6 qualification and normally requires three years of full-time study to to obtain a minimum of 360 credits.
Masters Level 7 qualification awarded to candidates who have attained a minimum of 180 credits, 60 credits of which comprise an extended piece of research or similar in-depth study.
Professional Doctorate Level 8 qualification that integrates professional and academic knowledge. It is awarded to candidates who have successfully completed a taught and research programme of study comprising 540 credits at Levels 7 and 8, with a minimum of 360 credits at Level 8. The research is submitted in the form of a 60,000 word thesis and (where appropriate) portfolio, completed within 3 to 5 years (for students studying full-time).
Supporting training, Maintaining standards, Improving outcomes
HSST A doctoral level programme
Masters level
Doctoral level
Supporting training, Maintaining standards, Improving outcomes
Work place learning
• Learning is a part of everyday life
• Learning happens in
a community of practice
• Learning happens
through participation
http://hee.nhs.uk/wp-content/uploads/sites/321/2013/10/NACT-UK-Workplace-Learning-Environment.pdf
Graduate Masters Doctoral
Supporting training, Maintaining standards, Improving outcomes
Learning through experience Experiential Learning
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984). Experience is achieved through workplace learning.
Supporting training, Maintaining standards, Improving outcomes
An apprenticeship The 70:20:10 model of learning
The 70:20:10 isn’t a ‘rule’. The model simply describes learning as it naturally happens and then offers means to accelerate and support that learning: • as part of the daily workflow; • through working and sharing with
colleagues and experts; • through structured development
activities.
“It all boils down to learning, but not the sort of learning you experienced at school (or university). No, it’s learning as a life skill. You’re learning all the time, taking in new information and making sense of it. You learn from experience, from conversations with peers, and from the school of hard knocks. You’re in charge of it, not a teacher or institution.” (extract from the first draft of Real Learning, a book Jay Cross was working on when he died on Friday 6 November 2015)
Supporting training, Maintaining standards, Improving outcomes
The e-Portfolio recording your learning
• A record of your professional development and experience
• Specific to your work practices and role
• Reflective and evaluative content, not just a record
• Confidential • Useful as a historic, current
and future learning tool • Dynamic document which
can be tailored to specific needs
Supporting training, Maintaining standards, Improving outcomes
OLAT e-Portfolio Online Learning and Assessment Tool
• A place to supply evidence for, and gain sign off of workplace based learning assignments.
• A place to store those on-going reflections about and evidence of progress in the workplace.
• Maintaining an independent collection of your reflections and evidence.
• Designed to enable standardised work based assessments across programmes
Supporting training, Maintaining standards, Improving outcomes
Roles and responsibilities
You Your Supervisor The School You are the driver and person responsible for providing evidence of progress throughout your progression through HSST – this includes OLAT Nothing happens on OLAT unless you interact with it to generate that evidence. Use the system in a timely way that complements the experiences that you are receiving. You will need to successfully evidence assessments and competencies in order to exit the training successfully
OLAT Definitions: Training Officer has oversight of your account to: • Offer guidance and support • Review your progress • Review responses of
trainers
Supervisors have similar access to Training Officers but are only relevant to STP for rotations. Trainers are only able to access those assessments and competencies you nominate them for All those involved in assessing you should sign off your evidence in a timely manner
• Has oversight of all user accounts on the system
• Regularly reviews
progression and your interaction with the system
• Can see everything on a
users account
• Will contact you and your supervisor if you are not progressing as expected to offer guidance and support
• We offer support and guidance but will not adopt a policing role
Work place assessments Yr DClin
Sci FRC Path
Formative: for learning
Summative: for progression
1
Part 1
12 DOPSa, 2 CRs1, 1 MSF2 APR3
2 12 DOPS, 2 CRs, 1 MSF APR
3
Part 2
8 OCEs, 4 CBDs, 1 CR, 1 MSF, mock OSFA/OSCSA4
APR
4
8 OCEs, 4 CBDs, 1 CR, local assessment of ICS project
OSFA/OSCSA (or FRCPath Part 2) + APR
5
2 professional development events, 1 CR, 1 MSF
ICS report and presentation (or FRCPath Part 2) + Final APR
1Critical reflection 2Multisource feedback (360) 3Annual Performance/Progression Review 4Objective Structured Final Assessment or Objective structured clinical skills assessment
• WPBAs on OLAT are DOPS, OCE, CBDs and MSF and are all used to provide evidence for progression and will be assessed through Annual Performance Review.
• There are no defined numbers of WPBAs that need to be undertaken. Numbers in published documents are advisory only and should be negotiated with the educational supervisor as a part of an individual training plan.
• An Innovation in Clinical Science project is expected to be completed.
Supporting training, Maintaining standards, Improving outcomes
The Tools: MSF Multi-source Feedback
Offers a sample of attitudes and opinions of colleagues on your performance and professional attitude. Provides data for reflection on performance and gives useful feedback for self evaluation. An opportunity for self reflection on performance against perceived performance by colleagues. Identifies areas of development which you may not be aware of. Identifies areas of strength and good practice which you can build on.
Supporting training, Maintaining standards, Improving outcomes
The Tools: DOPS Direct Observation of Practical/Procedural/Professional Skills or Delivery of Professional Services Developed from tools used in medical education At STP it was all about being observed undertaking practical skills or procedures AT HSST this definition is extended to include the assessment of your professional skills and/or the delivery of projects Curriculum specific examples are available on OLAT Where your evidence doesn’t map to suggested DOPS on OLAT they can be recorded elsewhere on the system
Supporting training, Maintaining standards, Improving outcomes
The Tools: OCEs Observed Clinical Event
Usually takes place in a clinical setting with a patient present or with non scientific professionals. Reviews your interaction, history taking, communication skills, physical and clinical examinations skills, clinical judgement, organisation and efficiency, professionalism and overall clinical care. Pre-defined examples linked to the curriculum. Rating scheme may or may not be appropriate in each case
Rating criteria:
Supporting training, Maintaining standards, Improving outcomes
The Tools: CBD Case Based Discussion
Structured teaching and feedback in a particular area of clinical or scientific practice by evaluating decision making and the interpretation and application of evidence. Identify 2 cases which you have had an involvement in and list these on OLAT. Prepare both cases and your assessor then decides which to discuss with you. Covers the context, professional, ethical and governance framework of practice, and allows you to discuss why you acted as you did.
Supporting training, Maintaining standards, Improving outcomes
The Tools: Competencies
Upload evidence to demonstrate you have met the learning objectives of the module. What is acceptable is open to discussion between you and your supervisor. It should be of suitable standard to meet the knowledge expected of a consultant in your discipline. Once reviewed you will be unable to add any further evidence to that particular competency.
Supporting training, Maintaining standards, Improving outcomes
The Tools: Reflective Log
A facility for you to add additional information and to reflect on your personal development. A place to store information that doesn’t fit with pre-defined assessments. A way to study your own experiences to improve the way you work. A great way to increase confidence and become a more proactive and qualified professional. Will need to be reviewed off-line.
Supporting training, Maintaining standards, Improving outcomes
Reviewing the evidence Work with your supervisor to ensure that the evidence provided is effective and appropriate for your personal training plan. Do not submit evidence against a competency for review until it is fully complete. OLAT provides a sliding scale assessment with pre-defined questions some of which may be inappropriate and should be answered as “unable to comment”. Evidence offered through reflective notes will need to be reviewed off-line. Avoid producing significant amounts of material;
• rationalise and summarise • add references • use the same evidence for more
than once Ensure that all your evidence is accounted for at your Annual Performance Review.
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