GP Vocational Training Scheme. A Postgraduate certificate and professional accreditation.......
Welcome to VTS work-based learning and this new initiative which links vocational and professional learning with academic skill and credit at postgraduate level.
What is it?
Work-based learning may be defined as learning at university level which is achieved through paid or unpaid work. The learning arises from action and problem-solving within a working environment and leads to academic credit being awarded for learning through practice. Practice in this context is not necessarily clinical practice but that which constitutes your work, or the work of a similar workplace.
Bringing the VTS Scheme, Summative Assessment, GP Registrar Appraisal and preparation for Higher Professional Education (HPE) Programme into a University accredited system would enable those GPs undertaking it to gain 60 academic credits at Masters level whilst undertaking Vocational Training. To be awarded the academic credit, a portfolio of evidence needs to be submitted.
Who is it for?
It is envisaged that this way of accrediting the reflective part of the VTS will become the norm for many trainees.
Why is it useful?
'It will definitely help me to sort my learning for the future and be ready for the appraisal.'
'It got my trainer involved in helping me to plan my learning needs for the year.'
'I did not realise just how much work I had done until I sat down to sort through my portfolio.'
'Reviewing this had made me realise just what I do and don't learn from, and just what I really intend to change or not change. I definitely see patterns in my behaviour I was not aware of before.'
'It was a lot for work and I do not really care about the points. For me it needs to be a useful exercise for the future. It has been.'
'I have sorted in the portfolio into the sections the GP appraisal will be under. This means that I am now ready for the appraisal too.'
'I wish I had realised now much work it was in the beginning, I would have been more organised in the recording of my learning.'
'I did not understand what all this reflection was, I did not get the point of it. I got a book on it and now I can see why. When doing the portfolio I also can see the benefit of this for me personally.'
'I think this is the reason that I got the ...... job rather than the other applicants. I can do all the educational stuff.'
'It has made the training for the certificate in medical education much easier as I can write academically.'
What do I have to do?
The additional workload is dependant on the individual. All the elements within the assignment are already 'good practice' and should be part of your VTS learning. In addition, the PDP at the beginning and end of the VTS year can also contribute to your appraisal.
60 CATs equals 600 hours and is one third of a Masters. This 600 hours covers all learning, reflection and work - it is not additional to your current study and workload.
What is in it?
The portfolio should be a working document which demonstrates your cumulative learning process.
- It should commence with a Personal Learning Plan for your training year which has been negotiated with your trainer.
- It should include a reflective account of your learning experiences and formal evidence that you have successfully completed the Summative Assessment process. This will include Significant Event Analysis, Appraisal outcome / action information etc.
- It should conclude with a reflective summary (3000 words) on the year
- Personal Development Plan for the next stage of your career in primary health care.
The reflective account should be a record of the experiences which contribute to your achievement of the learning outcomes, both a description of the events and your reflections on them; the reflective summary should address some aspect of the process of learning to be a GP.
Aims of the vocational training experience
The general aims of this year are that you should further develop:
- the skills, knowledge and attitudes which are required for entry into general practice and to demonstrate these through successful completion of the Vocational Training Scheme and the Summative Assessment process.
- skills for lifelong learning through the practice of reflection and the systematic and rigorous identification of learning needs and experiences.
Learning outcomes
These are for reflection on, they are not prescriptive in terms of this University accredited part of the programme. On completion of your year as a GP Registrar, you will have had the opportunity to:
- demonstrate an ability to systematically use theoretical or evidence-based knowledge in the context of primary health care
- make effective use of communication and interpersonal skills in interactions with patients and their families
- engage appropriately with patients and families for the purpose of negotiating management plans and sharing decision-making
- develop patient-centredness in the conduct of the patient consultation
- manage unpredictable or challenging situations within the context of the patient consultation
- accurately and critically gather and synthesise information, and utilise this knowledge effectively in clinical decision-making
- consistently demonstrate competence to an agreed standard in the clinical skills deemed essential for independent general practice
- practice medicine autonomously within the agreed professional boundaries
- show an awareness and ability to manage the ethical implications of aspects of professional practice
- demonstrate an understanding of the roles and responsibilities of members of the multi-disciplinary team
- work effectively as a member of a team, making appropriate use of the skills and knowledge of others
- evaluate aspects of practice and show creativity in arguing alternative approaches and making suggestions for change
- show an appreciation of the aspects of performance which constitute good practice in the context of primary care
- demonstrate confidence in own ability to practise as a new principal
- critically review own practice and work collaboratively with a trainer to identify areas and opportunities for further development
- demonstrate accuracy in judgement regarding own performance and level of knowledge, and independence in managing own learning
- identify the limits of own knowledge and skill, and constructively use feedback from others in calibrating and triangulating self-assessment
- develop expertise and rigor in planning personal learning
- demonstrate skill in systematically reflecting on incidents from practice and using these as positive learning experiences.
If you are interested in being one of the 10 registrars across the Oxford Region Deanery undertaking this opportunity in 2006/07, please contact the Deanery Associate Director CATs prgogramme leader and Aylesbury VTS Course Organiser, Marion Lynch mlynch@oxford-pgmde.co.uk
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