Assessing professional competence: a critical review of the Annual Review of Competence Progression

Woolf, Katherine; Page, Michael; Viney, Rowena

doi:10.1177/0141076819848113

Cited by 12 publications

(15 citation statements)

References 52 publications

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“…Although use of ARCP data as an outcome measure has been challenged, 17 and it certainly contains a very high proportion of outcome 1 candidates that reduces the discrimination (and, therefore, may be seen as a limitation of this study), the fact that there is a relationship between the CI and ARCP outcomes (in the same way as a relationship between assessment data and ARCP was observed by Tiffin et al 16 ) indicates that ARCP outcomes are non-random. We, therefore, consider that continued use of ARCP outcomes is justifiable.…”

Section: Discussionmentioning

confidence: 91%

‘10% of your medical students will cause 90% of your problems’: a prospective correlational study

Sawdon

McLachlan

2020

BMJ Open

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ObjectivesOur aim was to explore the relationship between medical student Conscientiousness Index scores and indicators of later clinical performance held in the UK Medical Education Database (UKMED). Objectives were to determine whether conscientiousness in first-year and second-year medical students predicts later performance in medical school and in early practice. Policy implications would permit targeted remediation where necessary or aid in selection.DesignA prospective correlational study.SettingA single UK medical school and early years of practice, 2005–2018.ParticipantsThe data were obtained from the UKMED on 858 students. Full outcome data was available for variable numbers of participants, as described in the text.Main outcome measuresScores on the UK Foundation Programme Office’s Situational Judgement Test (SJT) and Educational Performance Measure (EPM), the Prescribing Safety Assessment (PSA) and Annual Review of Competency Progression (ARCP) outcomes.ResultsLinear regression analysis shows Conscientiousness Index scores significantly correlate with pregraduate and postgraduate performance variables: SJT scores (R=0.373, R2=0.139, B=0.066, p<0.001, n=539); PSA scores (R=0.249, R2=0.062, B=0.343, p<0.001, n=462); EPM decile scores for the first (lowest) decile are significantly lower than the remaining 90% (p=0.003, n=539), as are PSA scores (p<0.001, n=463), and ARCP year 2 scores (p=0.019, n=517). The OR that students in the first decile fail to achieve the optimum ARCP outcome is 1.6126 (CI: 1.1400 to 2.2809, p=0.0069, n=618).ConclusionsConscientiousness Index scores in years 1 and 2 of medical school have predictive value for later performance in knowledge, skills and clinical practice. This trait could be used either for selection or for targeted remediation to avoid potential problems in the future.

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Section: Discussionmentioning

confidence: 91%

‘10% of your medical students will cause 90% of your problems’: a prospective correlational study

Sawdon

McLachlan

2020

BMJ Open

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“…By way of emphasis, of the 336,059 doctors registered with the General Medical Council, 65,006 are in training and, every year, approximately 7,500 medical students enter our profession. 18 Thus, even if a dedicated and embedded digital training scheme were offered to all undergraduates, it would still take considerable time for its effects to be felt across the profession.…”

Section: Yang Chen and Amitava Banerjeementioning

confidence: 99%

Improving the digital health of the workforce in the COVID-19 context: an opportunity to future-proof medical training

Chen

Banerjee

2020

Future Healthcare Journal

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As well as its profound effects on healthcare and wider society, the COVID-19 pandemic will have far-reaching implications for the future training and professional development of healthcare workers and, in particular, doctors. While initial educational priorities focused on creating a more agile workforce with better cross-specialty skill-mix, attention must now shift to how our system can prepare a proportionate response that not only addresses the needs of the pandemic but also the underlying challenges of healthcare: multimorbidity, bridging the evidence-practice gap and delivering integrated, personalised medicine for all. It is our contention that meeting such challenges will require a rapid upskilling of the digital capabilities of the healthcare workforce. In short, optimising the health of the nation will depend, in part, on improving the digital health of the workforce. In this review, we examine how digital technology played its part in the COVID-19 response, and how fundamental changes to medical training are urgently needed in the context of a 'healthcare reset'. Familiarity with health informatics, data science and digital technology have to move to centre stage in order to future-proof our profession in the years to come. The people that deliver care are our systems' greatest asset, and at a time when change is accelerating, we cannot knowingly allow current and future colleagues to be ill-equipped to survive and thrive in the practice of medicine.

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“…For example, anecdotal and published evidence highlight concerns about arbitrary assessments which measure clerical rather than clinical ability. 21 By adopting a more agile approach to staff development, we can realise the vision of the NHS People Plan's desire to 'increase flexibility in medical training and careers, enabling doctors to develop a broader range of skills and more easily adapt to changes in service requirements and patient safety practice'. 15 As a consequence, we may find ourselves better able to generate visionary changes that can help prepare us for the future challenges to our collective health, be it multimorbidity, delivering precision medicine, or mitigating against climate change and future black swan events.…”

Section: The Future Healthcare Teammentioning

confidence: 99%

Section: The Future Healthcare Teammentioning

confidence: 99%

Multiprofessional leadership development: reflections from a doctor in training

Chen¹

2020

leader

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BackgroundIn July 2020, the National Health Service (NHS) People Plan was refreshed, giving further impetus to staff development and leadership training. Through a series of interwoven tales, I discuss my own journey of leadership development and offer an analysis of the value of dedicated courses and the importance of providing this to the wider workforce.Story of selfI am a doctor in training and was among the first three cohorts placed onto the new Rosalind Franklin programme, organised by the NHS Leadership Academy. I share my key reflections of the impact of this course on my personal and professional development.Story of usMy cohort contained professionals from a diverse range of backgrounds—their challenges, views and insights contrasted greatly with my own. Having the protected time to build trust, form teams and discuss issues that crossed organisational boundaries provided novel insights that helped all of us.Story of nowAs the COVID-19 pandemic has taken hold, we are in a state of extreme flux. As a result, I have become aware of how important it is to marry expertise with generalist skills and knowledge of the wider healthcare system. Enduring the initial surge of COVID-19 was about staff working together and blending specialism with generalist pragmatism. The ability to harness and sustain this type of working will represent a legacy from COVID-19 that is positive and one which galvanises our greatest asset—the talents and experiences of our diverse workforce—in order to meet future healthcare challenges.

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Assessing professional competence: a critical review of the Annual Review of Competence Progression

Cited by 12 publications

References 52 publications

‘10% of your medical students will cause 90% of your problems’: a prospective correlational study

‘10% of your medical students will cause 90% of your problems’: a prospective correlational study

Improving the digital health of the workforce in the COVID-19 context: an opportunity to future-proof medical training

Multiprofessional leadership development: reflections from a doctor in training

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