Contribute to assessment
The RACGP approach to in-practice assessment of registrars during training is known as Workplace Based Assessment (WBA). There are a number of assessments that make up WBA. These occur at multiple points throughout training and supervisors have a key role in these assessments.
Early assessment for safety and learning (EASL)
The Early Assessment for Safety and Learning (EASL) is designed to assist in developing a safe clinical environment for your registrar’s patients. It will also help you understand your registrar’s learning needs and in developing the registrar’s ‘Clinical Supervision Plan’. It’s your assessment the registrar is ready to be supervised at the Foundation milestone and no longer requires review of every consultation.
The EASL has three components:
- MCQ
- Daily case reviews; and
- Direct observation of consultations.
EASL is completed within the first four weeks of GPT1. You’re required to complete and submit the assessment through the TMS. For more information about the EASL, refer to the Early Assessment for Safety and Learning Supervisor – A guide for supervisors.
Mini clinical evaluation exercise (mini-CEX)
Mini-CEX is a well-established format for assessment of observed consultations. It provides a competency-based structure for feedback and assessment and is assessed against the standard at Fellowship. You are required to complete two mini-CEX assessments per term for GPT1 and GPT2 registrars.
Currently, the assessments can’t be submitted through the Training Management System (TMS). A Word file is available in the documents tab of the TMS for you to download and record your assessment. This should be retained by the practice as a record of the assessment. If significant concerns are raised during the mini-CEX you should make contact with your local medical education team, and it will be useful if you can also send them the documented assessments.
For more information about mini-CEX, refer to the Mini-clinical evaluation exercise (mini-CEX): a guide for supervisors.
Random Case Analysis
Random case analysis (RCA) is the term used for the discussion of a recent registrar consultation selected by the supervisor. RCA is a well-established tool for teaching and supervision in general practice training. In the RACGP WBA program RCA is assessed against the Fellowship standard.
You are required to complete two RCA assessments per term for GPT1 and GPT2 registrars. Currently, the assessments are not able to be submitted through the Training Management System (TMS). A Word file is available in the documents tab of the TMS for you to download and record your assessment. This should be retained by the practice as a record of the assessment. If significant concerns are raised during the RCA assessment you should make contact with your local medical education team, and it will be useful if you can also send them the documented assessments.
For more information about RCA, refer to the Random Case Analysis – a guide for supervisors.
Mid-term and end-of-term assessments
Supervisors are required to complete a mid- and end-of-term assessment with their registrars in each of GPT 1, 2, and 3.
These assessments provide an opportunity to provide feedback based on multiple observations of your registrar made during the term. Assessment is against the standard at Fellowship. You are required to complete and submit the assessment through the Training Management System (TMS).
For more information about mid-term and end-of-term assessments, refer to the Mid-term and end-of-term assessments: a guide for GP Supervisors.
External clinical teaching visits
External clinical teaching visits (ECTVs) involve in-practice observation of a registrar, providing an opportunity for the registrar to receive teaching and feedback on their individual performance and consultation skills from someone other than their regular supervisor.
Each visit entails an external experienced GP (ECT visitor) attending your practice (in person or remotely) to observe the registrar during consultations and conduct case-based discussions and random case analyses. During the ECTV, the registrar should have no patients booked in for the first 30 minutes to allow time for the ECT visitor to discuss the educational goals for the ECTV. After this, patients should be booked in every 30 minutes to allow time for feedback immediately following each consultation. At the end of the visit, there will be an opportunity for the supervisor and the ECT visitor to discuss the registrar and their progress.
Each registrar must take part in at least five ECTVs during training. We aim to conduct these assessments twice in GPT1 and 2 and once in GPT3, although this may vary due to unforeseen circumstances. ECTVs may also be used as an educational tool for registrars requiring additional support during training.