Clinical Placement Assessment Form (PebblePad) 

The student should be evaluated on their ability to perform in the following four learning outcome themes: professional behaviour and trust, professional capabilities, clinical care, safety and quality. These themes align with the guidance outlined in the GMC 'Physician associcate registration assessment (PARA) content map'.

Below are the definitions and ratings for each of the learning outcomes:

Rarely demonstrates and/or failing to demonstrate competency (25%)

Demonstrates minimum competency (50%)

Regularly demonstrating competency and improving (65%)

Continually demonstrating and/or exceeding competency (85%)

The supervisor should select an appropriate rating for each of the learning outcome requirements. These ratings correspond to a numerical score; therefore, it is important for the supervisor to understand that a student receiving a higher proportion of ‘rarely/failing to demonstrate’ or ‘demonstrates minimum’ competency will receive a lower average mark for the placement. Marks are totalled at the end of the assessment and an average score is calculated. The student can only pass the placement if the supervisor awards a global ‘Pass’ at the end of the assessment. In year 1, marks for the placement are totalled over the three terms to provide the student with a final score. In year 2, an average is taken of all assessments based on the number of placements completed. 

Multi-Source Feedback (Microsoft Forms)

• occurs once for each student in year 2 of the programme (normally in AMU)

• assesses similar elements as the Clinical Placement Assessment form, but from multiple sources within the placement team. 

Assessment of Core Clinical Procedures (DOPS)

• Students will have a list of core procedural skills to complete throughout clinical placements. These are assessed using the Direct Observation of Procedural Skills (DOPS) form on Myprogress. Supervisors should ensure that opportunities are provided to complete these DOPS. Students are required to complete a minimum of 4 essential DOPS in year 1, and the remainder in year 2.

• Each element of a DOPS (and the final rating) must be assessed as AT LEAST “meets expectation”. If a student fails to achieve this in the final competency rating field, they have not passed this DOPS. Students should be given the opportunity to repeat the DOPS again at another time on placement. 

• This same process may be used for additional procedural skills not identified on the Core Procedural Competence list. 

Case Based Discussions 

Year 1

• Students are required to complete a minimum of two CBDs per term (minimum of 6 CBDs through the year) on PebblePad.

• Each assessment needs to be completed by the designated clinical supervisor.

• Students are required to demonstrate their development through the year. 

• A "pass" constitutes as a sign off being marked as "meets expectations" or "above expectations". A "borderline" means that the students has not completed the assessment to an adequate level and constitutes as a fail. 

• Please ensure you give students constructive feedback for each assessment so they can use this exercise to develop. 

• Please use the trajectory found below to identify if the students development is at the expected level

Year 2

• Students are required to complete a minimum of 2 CBDs per placement (minimum of 18 CBDs through the year). 

• The first CBD is to be completed in the first week. This can be completed by any doctor at the level of a Registrar or above. 

• The second CBD must be completed by the supervising consultant/GP. Ideally this should be completed at the same time as the clinical placement assessment (end of placement sign off). 

• Students are required to demonstrate their development through the placement/term. 

• A "pass" constitutes as a sign off being marked as "meets expectations" or "above expectations". A "borderline" means that the students has not completed the assessment to an adequate level and constitutes as a fail. 

• Please ensure you give students constructive feedback for each assessment so they can use this exercise to develop. 

• Please use the trajectory found below to identify if the students development is at the expected level