Electronic Letters to:

Articles:
Chris Fitch, Amit Malik, Paul Lelliott, Dinesh Bhugra, and Manoharan Andiappan
Assessing psychiatric competencies: what does the literature tell us about methods of workplace-based assessment?
Adv Psychiatr Treat 2008; 14: 122-130 [Abstract] [Full text] [PDF]
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Electronic letters published:

[Read eLetter] Work based assessments (WBA) ; A view of a Trainee
Dr Arun Viswanath   (13 May 2008)
[Read eLetter] Work place- based assessment
Raghavendar Baburaj, Dr Ranjini Rao ST 2 Psychiatry   (5 June 2008)

Work based assessments (WBA) ; A view of a Trainee 13 May 2008
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Dr Arun Viswanath,
Speciality Registrar 3

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Re: Work based assessments (WBA) ; A view of a Trainee

arun.viswanath{at}sct.nhs.uk Dr Arun Viswanath

Workplace Based Assessments cover a range of areas where trainees can be assessed. The tools are structured and in keeping with both day to day practice and the training curriculum.

However, trainees from different countries who are not used to this type of assessment might struggle. They are time consuming, requiring the organisation of different assessors, asking for their time, seeking patient consent etc. Appropriate settings may be difficult to find in community based jobs. Assessing a trainee through patient feedback forms does not take into account that care is delivered in teams (4,5). If the trainee chooses only colleagues with whom they have a good working relationship this could bias the results. Setting the standards may be subjective and it may be difficult to differentiate between core trainees on basic generic skills.

As the assessments are introduced, it is important that: 1. Regular research and audit is undertaken 2. Trainees actively feedback any problems to regulating bodies 3. Assessors are adequately trained.

It may be helpful to have a panel of eligible regular assessors in every post allowing them to build up their experience and confidence. There should be a way of accepting their assessments on signed paper if assessors are uncomfortable submitting online. There should also be flexibility of undertaking the exercise with simulating actors if needed.

The introduction of these assessment tools will help to prepare trainees for future assessments relating to the revalidation process(1). They may also be helpful preparation for professional exams, especially when done under a set time limit(2-4).

Competing interests: None declared

References

1. John J Norcini ABC of learning and teaching in medicine: Work based assessment BMJ, Apr 2003; 326: 753 - 755 ; doi:10.1136/bmj.326.7392.753

2. Dinesh Bhugra The new curriculum for psychiatric training Advan. Psychiatr. Treat., Nov 2006; 12: 393 - 396.

3. www.rcpsych.ac.uk/Training section/WBA

The Royal College of Psychiatrists, London

4. Preparing trainees for the MRCPsych examinations Christopher A. Vassilas, Tarun Kuruvilla, Vinesh Gupta & Maha El- Nadeef Advances in Psychiatric Treatment (2007), vol. 13, 239–250 doi: 10.1192/apt.bp.107.003962

5. Fadden, G., Shooter, M. & Holsgrove, G. (2005) Involving carers and service users in the training of psychiatrists. Psychiatric Bulletin, 29, 270–274.
Work place- based assessment 5 June 2008
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Raghavendar Baburaj,
ST3 Psychiatry ,
Dr Ranjini Rao ST 2 Psychiatry

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Re: Work place- based assessment

drrbaburaj{at}hotmail.com Raghavendar Baburaj, et al.

Workplace based assessments allow for continuous monitoring of performance. Trainees are alerted to specific weaknesses which they can then address during the course of their training as opposed to correcting them days before a practical exam.

The onus is on the trainee to find the right time to perform these assessments and alert their supervisors about the importance of completing them. Clinical supervisors should be encouraged by the College to complete the forms online.

The Mini PAT is a tool which can be used by clinical as well as non clinical staff. There are many clinical questions aked which could be quite difficult for non clinical staff to complete. I wonder if the Mini PAT could have a '' NON -CLINICAL STAFF'' option and include relevant areas. Otherwise the concern is that non clinical staff might mark trainees' clinical knowledge as competent for fear of embarassing the trainee.

REFERENCES

Brown, N. & Doshi, M. (2006) Assessing professional and clinical competence: the way forward. Advances in Psychiatric Treatment, 12, 81–89.

ten Cate, O. (2006) Trust, competence, and the supervisor’s role in postgraduate training. BMJ, 333, 748–751