5 – Improving standards for curricula and assessment Education and Training Advisory Board 24 May 2016

Introduction to the review

Why we’re reviewing the standards

To update SCAS 2007

Differential attainment

Improving and integrating assessment

Improving quality assurance

Embedding generic professional capabilities

Promoting professional excellence

Educationally coherent

Reducing regulatory burden

Streamlining operational processes

Common types of FTP allegations investigated

Generic professional capabilities

Signed off by Council in February 2016

GPC framework

Is not intended to be a stand-alone but an indicative core curriculum

Colleges/faculties will be asked to integrate and contextualise all the content of the GPC framework into the curricula they submit to us for approval

Doctors will have to demonstrate that they meet GPC outcomes that show they are professional and capable of exercising good professional judgement and decision making

New standards for curricula and assessment will require that GPC framework is integrated into curricula

We are working towards implementation of GPC framework from 2017

What we want to achieve

Ensure curricula provide a sound basis to deliver high quality training that meets patient and service needs and promotes patient safety

Develop a more streamlined approach to curriculum development, including embedding core generic professional capabilities consistently in all postgraduate curricula

Key emerging principles

Revising current standards (not reinventing) Outcomes-based – describing way points

Risk-based

Person-centred care

Addresses needs of service and workforce

Deliverable, feasible, practical

Fair and equitable

Quality assurance and management

Promotes excellence in clinical practice

Clear assessment requirements

Key assessment concepts

Validity Reliability… standard setting, dependability Acceptability… Feasibility… Cost effectiveness… Educational impact… Programmatic assessment… Thresholds, Expected levels of performance… Not burdensome or tick box Reduce regulatory burden where possible… Quantitative/qualitative dimensions… Reflective/subjective/objective dimensions… Developmental/formative vs summative/progressional

Key themes for developing programmes of learning

Patient safety and clinical risk

Operational integrity

Professional integrity System

integrity

Equality and

diversity

Service integrity

Programmes of learning

Educational integrity

Patient integrity

Going forward

Clear standards for developing curricula and other programmes of learning

Indicative core curriculum – structured on GMP, GPC framework

Commitment to fairness

Clarity on programmes of assessments

Reform of operational processes

Next steps

Next steps

Prepare draft standards for consultation, incorporating feedback from stakeholders

Consult during June and July, and analyse responses in August

Finalise framework in September / October for signoff by SPB and Council in December

Publish new standards in early 2017

Test out and begin to transition to new approach in 2017

Discussion questions

Questions for discussion

Are we heading in the right direction? Have we identified the right themes to

organise the standards under? What kind of structures might be needed to

support application of the standards? How do we provide UK-wide scrutiny of

curricula by the service? How do we ensure UK-wide curricula meet

workforce needs? How can we ensure four country support for

programmes of learning?