The 2009 Learning Portfolio
and Assessment Framework
for DFT
Aims
• Familiarise trainers and Foundation
Dentists with the new COPDEND
Learning Portfolio & Assessment
Framework
• Describe the educational principles and
responsibilities
For reference….
• Learning Portfolio & contents
• User Guide with worked examples
Structure of DFT….
• DFT 1
- Majority of trainees this will equate to 1 year VT in
GDS
- Minority of Foundation Dentists (FDs) will have a
HDS / SDS post in DF1
• DF2
– Majority of FDs will have 6/12 month posts in HDS /
SDS
– Other models may include further experience in
primary care
Portfolio Development
• Recognising the advantages of a national
core portfolio and assessment framework
• Robust, based on evidence and
defendable
• In consultation with stakeholders from
across the UK.
Portfolio Development
• Literature review of learning portfolios
• Literature review of assessment
• Consultation with key members from all
deaneries (deans, advisers, trainers, FDs,
Educational supervisors, GDS, HDS, SDS)
• Consultation with GDC revalidation
committee
Portfolio Development
• Recommendations based on the evidence
• Quality
Validity / Reliability / Educational impact
/ Feasibility / Cost
• A core portfolio that is educationally robust,
defendable, flexible and user friendly
Portfolio
Recommendations
• 16 recommendations – all approved
– “Avoid duplication, & systematically use the
outcomes of monitoring, reflection and assessment
exercises to plan the next stages of training in a
manner that is focused on the individual needs of the
trainee”
– “be mapped to the curriculum at the major
competency level, to ensure content validity &
educational impact…. Beyond this level the structure
should be open, flexible & non-prescriptive”
Assessment
Recommendations
• 15 recommendations – all approved
– “the amount of assessment should represent a
balance between feasibility and that required to
ensure appropriate educational impact and validity /
reliability”
– “to ensure a positive educational impact & added
value for trainees, assessment should be carried out
at regular intervals throughout the training”
Assessment
Recommendations
• 15 recommendations – all approved
– “there is good evidence to support the educational
impact of WBA tools via the provision of immediate &
structured feedback. As such the use of 1 hour /
month of existing tutorial time for WBA would ensure
no additional burden on trainer time & would add
value to the training”
– “there is an appetite to amalgamate DOPS &
MiniCEX into a single, appropriate tool for
Dentistry… ”
Portfolio & Assessment Framework
Not reinvented any wheels!
Monitoring
• Personal Development Plan
• Clinical Experience Log
• Assessment log
• Education / CPD Log
DFT
Learning
Portfolio
Assessment
• Early Stage Peer Review Exercises
• D-EP, D-CbD, MSF, PAQ
Reflection
• Weekly / Monthly reflection
(progress / SEA / education)
Overview of Sections 1-5 of the
Learning Portfolio
• Quality Assurance of the training:
– Of experience (Clinical Log)
– Of content validity of assessment
– Of education & training provided to support
identified learning needs (PDP)
– Of CPD & Tutorials
• Adviser / educational supervisor signs off every
3 months
• Single reflection form for both cases (SEA) and
against progress towards training outcomes.
• Weekly (1-8 weeks) then monthly thereafter.
• Additional assessment of trainees ‘insight’ in
D-EPs & D-CbD
• Learning needs put in PDP log for ‘action’
• Early Stage Peer Review (weeks 1-4 DF1)
– “Safe beginner”
• Monthly D-CbD and D-EP.
• 1 x PAQ (GDS) and 1 x MSF (HDS / SDS)
• Learning needs put in PDP log for ‘action’
• This is a “core” learning portfolio
• Detailed log of clinical activity
• May also include…
– Audit project?
– Case presentation?
– Key Skills?
Learning Portfolio Sections
in Detail…..
SECTION 2
Monitoring Progress & Achievements
Clinical Experience Log
(Worked Example in User Guide appendix)
- Includes initial self assessment & experience
for trainers easy reference
- First 5 procedures at request of stakeholders
- List of procedures re-ordered to map to
curriculum
SECTION 2
Monitoring Progress & Achievements
Assessment Log
(Worked example in User Guide appendix)
- To monitor the relative focus of cases assessed
- Easy access for trainers and advisers to see
‘gaps’
- Signed off by adviser / educational supervisor
every 3 months
SECTION 2
Monitoring Progress & Achievements
Personal Development Plan
(Worked Example in User Guide appendix)
- Audit trail to ensure all identified learning needs
are addressed
- help trainers plan training & education
- Brings together reflection, feedback from
assessment and tutorials
SECTION 2
Monitoring Progress & Achievements
CPD / Education Log
- Simple log, in the same basic format as
GDC forms
SECTION 3
Reflection
SECTION 3
Reflection
Reflections
- Single, flexible format to capture all reflections
- Progress, significant events, interesting / difficult
cases, learning needs etc
- Space for trainer / adviser comments
- learning needs identified through reflection
transferred to PDP
SECTION 3
Reflection
(Form in Portfolio / User Guide)
SECTION 3
Reflection
(Form in Portfolio / User Guide)
SECTION 3
Reflection
(Form in Portfolio / User Guide)
SECTION 3
Reflection
(Form in Portfolio / User Guide)
SECTION 3
Reflection
(Form in Portfolio / User Guide)
SECTION 3
Reflection
(Form in Portfolio / User Guide)
SECTION 4
Assessment of Performance &
Appraisal statements
SECTION 4
Assessment of Performance &
Appraisal statements
Assessments
- Early Stage Peer Review (DF1 weeks 1-4)
- A”DEP”T
(D-EP assessments)
- Dental Case-based Discussion (D-CbD)
In GDS posts:
- Patient Assessment Questionnaire (PAQ) x 1
In HDS / SDS posts:
- Multi-source Feedback (TAB / MiniPAT) x 1
SECTION 4
Assessment of Performance &
Appraisal statements
Early Stage Peer Review (ESPR)
(worked example in user guide appendix)
- Very similar to Clinical Peer Review / “Safe
Beginner”
- For FDs in DFT weeks 1-4 only
- Informal assessment – emphasis is on feedback
- Judgements made against current stage in training
SECTION 4
Assessment of Performance &
Appraisal statements
A’DEP’T (D-EP Assessments)
(Worked Example in User Guide appendix)
- Amalgamation of Mini-CEX and DOPS
- Flexible across all posts
- New insight rating…
- 1 per month
SECTION 4
Assessment of Performance &
Appraisal statements
Dental Case-based Discussion (D-CbD)
(Worked Example in User Guide)
- Very similar to previous version
- “Dentalised”
- Space on reverse to record questions used to
probe trainee
- New insight rating
SECTION 4
Assessment of Performance &
Appraisal statements
Multi-Source Feedback
(Worked Examples in User Guide appendix)
- HDS / SDS posts ONLY
- Either TAB or Mini-PAT
- Administered by Deanery (guidance in user guide)
SECTION 4
Assessment of Performance &
Appraisal statements
Patient Assessment Questionnaire (PAQ)
(User Guide Page 36/37)
- GDS posts ONLY
- 20+ completed PAQs needed for reliability
- Implementation guidance in user guide
Portfolio Requirements…..
• Schedule in Section 1 (introduction) of Learning
Portfolio and in User Guide.
• Keeping Monitoring forms up to date
• 1 D-EP and 1 D-CbD per month throughout DFT
• ESPR in DFT weeks 1-4
Portfolio Requirements…..
• 1 round of PAQ in GDS posts
• 1 round of MSF (TAB or MiniPAT) in HDS and
SDS posts.
• Reflection weekly (1-8) then monthly thereafter
• Monitoring forms sign off every 3 months by
advisers
SECTION 5
Other Educational Activities
• Full clinical log of activity
+
• Deanery-specific educational activities (nonCore)
e.g.
– Audit project
– Practice meeting
– Key skills info