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The summary is:

Notes accompanying table of assessments

1. The indicative times are guidelines only and are 24 months at level 1, 12 months at level 2 and 24 months at level 3 (all WTE). As long as the minimum training time of 4 years has been met, a trainee can be eligible for a CCT. Training years in parentheses (ST3), (ST5) and (ST8) might not be undertaken by all trainees, depending on individual’s progress.

Supervised learning events (SLE)

2. The purpose of SLEs is as a means of engaging in formative learning; therefore a trainee who presents evidence of SLEs that cover only a restricted area of the curriculum runs the risk of being judged as having poor strategic learning skills.
3. Trainees should use SLEs to demonstrate that they have engaged in formative feedback. They should record any learning objectives that arise in their PDP and show evidence that these objectives have subsequently been achieved.
4. There are no minimum numbers of SLEs (other than the mandatory assessments described in note [7]). Trainees and supervisors should aim for quality not quantity. A useful SLE will stretch the trainee, act as a stimulus and mechanism for reflection, uncover learning needs and provide an opportunity for the trainee to receive developmental feedback. Trainees do not need to achieve a prescribed ratio of mini-CEX to CbD assessments; it is anticipated that more junior trainees might undertake relatively more mini-CEX and more senior trainees undertake more CbD, reflecting the increasing complexity of decision-making etc.
5. Trainees are also encouraged to undertake the assessments indicated as optional.
6. The numbers of SLEs given for ACAT, HAT, LEADER and Safeguarding CbD are minimum requirements; senior trainees in particular should bear in mind that each of the SLEs is designed for formative assessment of different aspects of the curriculum and more than this minimum number of some types of SLE might be required, depending upon the specific requirements and clinical context of a subspecialty. Trainees are therefore advised to consult their relevant subspecialty CSAC curriculum, in case there are additional specified assessment requirements.
7. At least one of each of these SLEs must be assessed by a senior supervisory clinician (eg, Consultant or senior SASG/Specialty Doctor) – ie, ACAT and HAT during level 2 training, LEADER during level 2 and level 3 and at least one of the five DOC during level 2 and level 3.

Assessment of Performance (AoP)

8. The compulsory procedural skills are listed below in our DOPS section.
9. The ePortfolio skills log should be used to demonstrate development and continued competence.

Additional requirements

10. Trainees must also complete accredited neonatal and paediatric life support training during Level 1 training (NLS, EPALS, APLS equiv.)
11. Trainees must achieve the level 1 and 2 Intercollegiate Safeguarding Competences by the end of ST3, the majority of Level 3 competences by the end of ST5 and all Level 3 competences along with the additional paediatrician competences by the end of ST8.
12. Trainees can complete up to 25% of assessments during simulation but they are required to complete a non-simulated assessment for each of the mandatory DOPS.
13. The Paed CCF can be used as an additional tool if required.

 

Directly Observed Procedural Skills (DOPS)

A DOPS can demonstrate your practical procedural skill in paediatrics.

You need to be judged as competent to perform without supervision on a range of procedures. You may need to repeat a DOPS for a specific procedure until this standard is achieved. Once you have met that standard,you do not need to repeat a DOPS for that procedure. For example, if you have been signed off as meeting the standard in level 1, you do not need to demonstrate this again in level 2 or 3, though you should record further experiences of applying the procedure in your skills log.

You need to complete one satisfactory DOPS for the specific mandatory procedures stated in your level of the curriculum.

DOPS can be used as a formative development tool. It is often used as a summative tool to demonstrate proficiency in one of the curriculum's required procedures. Both formative and summative DOPS can be signed off by consultants, more senior trainees, nurse practitioners and other professional assessors.

Procedures for which DOPS are compulsory

  • Bag/mask ventilation (can be evidenced by a relevant life support skills, usually demonstrated by course completion certificate)
  • Peripheral venous cannulation
  • Lumbar puncture
  • Tracheal intubation (of newborn infants)
  • Umbilical venous cannulation

Procedures for which DOPS are optional

This list should be read in conjunction with the RCPCH Progress curriculum (pages 26, 34 and 35). You will still be required to provide evidence for competence in these procedures, but the evidence need not be from a DOPS (although a DOPS would count). An alternative to a DOPS may be a supervised learning event, with reflection and entry into the skills log. For example, infrequently performed procedures carried out by middle grade staff may rarely be observed by consultant staff, so your log book entry accompanied by a reflective note or evidence from simulation could be an acceptable alternative to a DOPS.

This list not intended to be exclusive and other procedures may also be appropriate.

  • Collection of blood from central lines
  • Suprapubic aspiration of urine
  • Umbilical artery cannulation
  • Umbilical vessel sampling
  • Urethral catheterisation
  • Percutaneous long-line insertion
  • Intubation of preterm baby less than 28 weeks
  • Administration of surfactant
  • Peripheral arterial cannulation
  • Intraosseous needle insertion
  • Electrocardiogram (ECG)
  • External cardiac massage
  • Emergency needle thoracocentesis
  • Chest drain insertion
  • Perform basic lung function tests
  • Administer intradermal injections
  • Administer subcutaneous injections
  • Administer intramuscular injections
  • Administer intravenous injections