Assessments within the programme have been carefully considered to ensure that they are valid, that is, each test has a clear purpose that is appropriate to the capability being demonstrated, and that the evidence base to support the choice of assessment methodology has been critically reviewed. Additionally, the assessment burden has been reduced where possible.
The 2021 ICM curriculum purposeful move away from the ‘tick-box’ culture associated with workplace-based assessments alongside the shift from a competency-based to an outcomes-based curriculum. It is more clear what purpose assessments within the workplace serve within the overall assessment strategy, including how feedback from assessments contributes to decisions regarding progression of training.
Alongside examinations, the ICM CCT programme of assessment encompasses formative assessments (Supervised Learning Events) in the workplace, with a focus on trainee-trainer discussion and reflection to guide learning in clinical scenarios, and professional judgements used to demonstrate that trainees meet the standards expected of them at each stage of training, eventually leading to a Certificate of Completion of Training (CCT).
All of the new SLE forms are incorporated into the Lifelong Learning Platform (LLP), with StR and Trainer required to complete different sections of the forms. All SLE forms should be completed and approved via the LLP wherever possible.
Assessment takes place continually during ACCS training and progression from ACCS into the next stage of parent specialty training is dependent on satisfactory progress in each of the ACCS Learning Outcomes.
1 – Direct supervisor observation/involvement, able to provide immediate direction or assistance
• Faculty Governance Statements (EM)