Setting

This audit is relevant to all trainee psychiatrists undertaking workplace-based assessments (WPBAs) as part of their ongoing training and to those involved in conducting assessments.

Background

In 2007 WPBAs were introduced to medical training in the UK as a means of facilitating regular and robust assessment of trainees, both formatively and summatively. The aim of the audit was to evaluate trainee experiences of WPBAs and to determine whether current standards were being met.

Standards

Current standards for WPBAs were compiled from existing guidelines documented by the Royal College of Psychiatrists (2007a–c), the Postgraduate Medical Education and Training Board (PMETB) (2005) and the Department of Health (2007). In summary, these were as follows:

ᐅ A meeting should be arranged between the trainee and the educational supervisor for an initial educational appraisal, preferably in the first week of the placement. Trainees should be helped to draw up a personal development plan, including the planning of WPBAs.

ᐅ Trainees should plan which WPBAs they need to complete in each placement and discuss them with their educational supervisor.

ᐅ The educational supervisor's role is to advise and encourage trainees to develop their competencies and to demonstrate this through their participation

in regular assessments.

ᐅ Trainees should not be assessed solely by the educational supervisor. Evidence must be triangulated whenever possible (i.e. it must be provided by different assessors, on different occasions and if possible using different methods).

ᐅ The trainee is responsible for organising the assessments.

ᐅ If a patient is involved in a WPBA, his or her agreement to participate should be sought in advance. ᐅ The trainee should have WPBAs completed regularly throughout the placement to demonstrate effective review and appraisal.

All trainees should be able to meet all of the current standards for WPBAs.

Method

Data collection

A questionnaire was devised based on the compiled standards, allowing each standard to be evaluated individually. Space was provided alongside each question to allow trainees to make additional comments. The questionnaire could be distributed to all trainees currently working within a deanery, training programme or trust.

Data analysis

For each standard, the percentage of trainees who were able to meet the standard was calculated. Additional comments made by trainees provided qualitative information.