Dental Foundation Training Portfolio

1
Dental Foundation Training Portfolio
Committee of Postgraduate Dental Deans and Directors
200
1
Foundation Training Programme SHO Equivalent - Year 2

Contents
Learning Portfolio Year 2

Pages 3 4-5 6 7-8 9 10 11-18 19-21 22 23 24 25 26-27 28 29 30 31 32-36 37 38 39 40 41 42 43-44 45 46-47 48 49-57 58-62 63 64 65 66 67 68 69-70 71 72-74
Acknowledgements Welcome Trainee core information Introduction to the Year 2 Dental Training Portfolio SHO Appraisal and Assessment guidance How to use the learning portfolio Section 1.1 Self Assessment & Guidance Forms Self Evaluation tool Personal Development Plan Careers Management End of Placement Self Evaluation form Section 1.2 Structured Meetings & Review Forms Which form for which meeting Overview of meetings in each placement Educational Agreement Induction meeting form Mid-point Review form End of Placement Final Review form Detailed End of Placement report form Appraisal guidance Educational Supervisor Review/appraisal checklist Appraisal notification form Dental Foundation Training DFARP form PDP for next post Section 2 Reflective Practice: Learning from experience Personal record of reflective learning form Alternative reflective learning form Assessment of Competence Presentation of Evidence Core competencies Assessment Tools and forms Summary of evidence presented Assessment Panel Report Interesting/Difficult cases form Audit/Research Project form Significant event Report form CPD Log Log of Clinical activity Evaluation of Training Post Aims and Objectives of Dental Foundation Training Programme Joint Dental Faculties Membership Exam
Section 3
Section 4 Appendix 1 Appendix 2
Acknowledgements
This portfolio has been developed using many sources. It is based upon A Curriculum for UK Dental Foundation Programme Training commissioned by COPDEND and funded by the Department of Health in England. A substantial part of the Portfolio was developed by CVT Wales under the direction of the Postgraduate Dental Dean, Mr Eric Nash. The work on VT Competencies was done by Mike Milne, VT Adviser in the North West Deanery. The LEP Skills assessment was developed by the Mersey Deanery and is based on that developed in Scotland; the secondary care section is based on work done in the Welsh Deanery by Mr Eric Nash, the Postgraduate Dental Dean, and his team and in Mersey by Dr Collette Balmer with the support of the Postgraduate Dental Dean, Dr Brian Grieveson. Andrew North and Lee Worthington, VT Advisers in South Yorkshire / East Midlands, have reviewed some sections and mapped the various documents available on vocational training. Lee Worthington contributed the audit templates. Professor Farida Fortune, Chair of the Education Committee, Dental Faculty, Royal College of Surgeons England, provided the requirements for the new MJDS exam
Summer 2007
Welcome to Dental Foundation Training in England and Wales

The Postgraduate Dental Deans and Directors UK are delighted to welcome you to year 2 of Dental Foundation Training in England and Wales. We would also wish to congratulate you on your appointment. You now have every opportunity to further develop your skills while gaining following your experience in primary dental care. This portfolio has been designed following consultation with many stakeholders involved in dental foundation training. It has been developed to be a value based portfolio which prompts you continually to reflect on your experiences throughout the year. You are encouraged to identify your own professional learning requirements in order for your Trainers to facilitate your further development. This portfolio will provide evidence of your commitment to your own continuing professional development and should be retained, as it may be requested by the GDC. If you intend to take one of the exams of the Dental Faculties of the Royal Colleges of Surgeons in the UK, you should maintain this portfolio and keep evidence of competencies and certificates obtained during your training. For those taking the new MFDS exam of the English Joint Faculties, you will be required to submit some parts of your portfolio for assessment. For more details see Appendix 2. Dentists, in common with all healthcare professionals have as their primary goal the care and well being of patients. This portfolio is designed to help trainees manage the shift from apprentice style training, to trainee led learning and working in teams, with shared responsibilities for patient safety and clinical governance. The Portfolio This Portfolio for General Professional Training is your property and must be used and developed by you. It is designed to help you collate and draw together the information and evidence which demonstrates attainment of competences through the General Professional Training years. The purpose of the portfolio is to help you maximise the benefits you will get out of your General Professional Training years and is intended to become a record of your Continuing Professional Development (CPD). This record is an extremely important part of your early years of training, as it is expected now that you should provide evidence of your experience before you may progress to the next
4
stage. Also it should be looked upon as your portfolio of professional activity, which you will keep for a lifetime. It is essential then, that you keep the clinical activity in your log diary, and your educational activity record of appraisals accurate and up-to-date. There are many good reasons for this: You and your educational supervisor will be able to assess your progress and set educational objectives You will be able to identify gaps in your knowledge and clinical skills, and your strengths will be recognised and weaknesses rectified You will get into the habit of recording your experience; this will be a requirement for being appointed to further training programs and is a requirement of the GDC to stay on the Register (see below) It will be an aide-memoire for preparing your CV Your Deanery will be better able to evaluate the training post you hold for the training it provides. The Portfolio is based on the Competency Framework for the UK Dental Foundation Training Program. All Dentists in General Professional Training should be familiar with this curriculum of competencies. You should focus on attaining evidence in your portfolio that clearly demonstrates that you have achieved these competencies. This portfolio should be used in conjunction with the Competency framework for UK Dental Foundation Programs document While a Portfolio is a record of progression it should also be used to drive and develop good practice a learning portfolio. It will provide a structure from which to develop meetings with educational and clinical supervisors, to develop the habits of reflective learning and to help you manage the process of presenting the evidence of your competence at the end of the General Professional Training program. You have a responsibility to demonstrate that you are not only fit to practice but that you maintain your fitness to practice through continuing professional development. This portfolio will help you do that over the period of your General Professional Training.
Notes: Dental Foundation Training (DFT) has replaced the term GPT throughout the portfolio. The assessment process has been called the Dental Foundation Annual Review of Progress (DFARP) instead of the term RITA previously used in SpR training.
5
Dental Foundation Training Program DF2 (SHO equivalent)
Core Information
Title: Mr. Miss / Mrs / Ms / Dr Please attach passport size photo
Surname.. Forenames.. Date of Birth e-mail address Phone No: .. Mobile phone no. . Nationality. Immigration status: Resident
Circle as appropriate
Permit Free Full
Settled Temporary
Work permit
Type of GDC Registration:
GDC registration number. Qualifications (with date). Dental School. Employing Trust: If rotating:Hospital ........ ........ ........ Start Date .... .... .... Finish Date 1: ..... 2: .. 3: ...
Please complete and return to Secondary Care (DF2) Deanery Administrator
Introduction to the DF Year 2 Dental Training Portfolio

Postgraduate dental education is going through a process of change at the moment; this is having far reaching effects on everybody involved in Training and Education. The modernisation of the SHO grade has placed an increasing emphasis on Education as well as Service provision within Hospital Trusts. The Keys to this educational process are: Appraisal Assessment Personal Development Planning
Until December 2006, SHO posts were approved for training by the Royal Colleges. A new process for Quality Assurance of education and training will be developed by the SDEB during 2007/8. Deaneries will be using Appraisal and Assessment to monitor SHO progress within the Deanery. All SHOs should be familiar with the GDC document Maintaining Standards and Lifelong Learning (www.gdc-uk.org). There is also the impact of Clinical Governance, the cornerstones of which are audit of clinical activity and an ethos of good clinical care, combined with maintaining and improving standards of care. The purpose of this portfolio is to help keep a record of the key events which will take place during the SHO (DF2) contract. The aim is to bring together within one folder all the necessary documentation to allow appraisal and assessment to take place, and to facilitate the development of a personal development plan, which can be taken forward into the next post. Please start using the portfolio immediately, as it is not just part of the education training and assessment process, but also a reflection of personal progress and development. The portfolio is partly based on the Curriculum for the Foundation Years in Postgraduate medical education and training (www.mmc.nhs.uk). All doctors in a Foundation Programme must be familiar with the curriculum and the core competencies must be achieved. This is very similar for Dental SHOs who are the equivalent to an F2 doctor in training. They must also be familiar with the New Doctor-Transitional Edition 2005 (GMC 2005), and fully understand Good Medical Practice (GMC 2001). Both the Curriculum and the Portfolio are based on this, the headings of which are: Good clinical care Maintaining good practice Partnership with patients Working with colleagues and with teams Assuring and improving the quality of care Teaching and training Probity and health
While a Portfolio is a record of the progression it should also be used to drive and develop good practice a learning portfolio. It will facilitate the meetings between trainees and trainers and should help with personal reflection and self-evaluation. The Portfolio will also help organise your training and importantly your career progression backed by appropriate advice. The Portfolio also assists with the assessment process the details of which are laid out in the section on assessment. After assessment, at each stage, and after suitable reflection by both trainee and trainer a personal development plan can be agreed. The Portfolio is important and is your responsibility as a trainee to ensure that it is used and completed appropriately and effectively The overall focus of the Portfolio is to assist and document your progress through a programme which has been laid out in the curriculum leading to the acquisition of the core competencies which must be acquired before progression to specialist training. Good luck with your educational programme and enjoy your training. Important Information Postgraduate Deanery Departments of Postgraduate Dental Education have a responsibility to ensure that all necessary educational processes take place during your DF2 year. In order to do this efficiently we require you to do the following: 1. 2. Complete and return the core information form provided as soon as possible after commencement of your post. Following your meetings with your education supervisors, ensure the appropriate forms are completed and signed, and send a photocopy to the Associate Postgraduate Dental Dean, or appropriate administrator, for your Deanery record. If you have applied for study leave please ensure that the Deanery receives a photocopy of the completed form.
3.
This is all an essential part of the assessment (DFARP1) process, so we would be grateful for your co-operation.
Dental Foundation Annual Review of Progress
DF2 (SHO) appraisal and assessment guide

DFARP review and Personal Development Plan Learning and Appraisal Cycle for each six month post
Induction Meeting
Mid-Point Review Exit Assessment
Personal Development Plan
The purpose of this form is to record the first 3 stages of the Learning and Appraisal Cycle by producing a sequence of recorded interviews between and SHO and the training supervisor. The opinions expressed should reflect those of the medical and dental staff with whom the SHO has trained and the views of other Professional colleagues in order to ensure that the evaluation of the performance of the trainee is broadly based and multidisciplinary. The stages are: 1) An induction meeting, to make an educational contract with the SHO which determines the educational objectives of the trainee and the post and how these will be met. 2) A mid-point review, to assess the progress of the trainee and the training. 3) An exit assessment at the end of the post, to evaluate SHO performance and whether the educational objectives have been achieved. The final stage of the process is the drawing up of a Personal Development Plan by the SHO and trainer(s). This will provide the basis for the Induction Meeting in the next post. At the end of the 12 month training period this documentation will provide the evidence for the award of an appropriate DFARP grade by an external assessor.
9
How to use the learning portfolio

The overall focus of the portfolio is to assist and document your progress through a learning program, which you will plan with your educational supervisor. The Portfolio is in a number of parts, each designed to help you complete and organise different aspects of your learning and assessment. Section 1 Planning & Managing Your General Professional Training Sets out everything that you need to plan the development of your portfolio, including your self-evaluation, your agreement with your educational supervisor, all of which culminates in your Personal Development Plan. This also includes the formal parts of the process required in each placement and the forms that mark these important intervals. During your training program you must lead the development of your portfolio, identifying your learning needs and planning and adapting your approach as you go. To help you, the first part (1.1) is designed to provide you with the tools to help identify and describe your learning needs. This will enable you to have more constructive meetings with your educational and clinical supervisors. The forms or templates in this section of the Portfolio are designed to help you establish your learning needs and structure a constructive discussion with your educational supervisor. You are encouraged to adapt the forms to suit your particular educational needs, with the agreement of your clinical/educational supervisor. Section 2 Reflective Practice This section sets out guidance and basic templates, which may help you to structure your reflective learning. The second part of this section (1.2) sets out the formal review process. This is the only section in the portfolio that is prescriptive and that cannot be adapted Section 3 Presentation of Evidence Sets out the tools available to you to demonstrate your competence to your educational supervisor or an assessment panel at the end of Dental Foundation Training; including the formal tools that must be completed as part of the Program, along with guidance as to what else you could consider submitting as evidence of your developing competence. Section 4 - Records
Your log diary, together with the record of verifiable CPD, is perhaps the most important of the records to be kept. Every significant clinical activity should be recorded and authenticated by your educational supervisor. It does not matter what form the log takes, but a suggested version is available for you to photocopy at the end of this portfolio.
10
Section 1 Dental Foundation Training Program DF2 (SHO equivalent)

Self Evaluation Tool Foundation Year: F1/ Senior House Officer(F2)
(delete as appropriate)
Name: . Dental School: . Medical School: . Educational Supervisor: . The aims of the Self-Evaluation Tool are: i. ii. to provide the means for reflection and evaluation of your current practice. to aide your Educational Supervisor in gaining an insight into your understanding of your current abilities.
Post Date: .
(1 or2 )*
GDC Number: .. Deanery Number: ..
This self-evaluation tool, based on the principles described by the GDC in Good Medical Practice, is designed to assess your feelings of competence when performing the tasks of a Dental SHO (F2 equivalent) Programme Trainee. The information given will help to identify your strengths as a Dentist and will assist yourself and your Educational/Clinical Supervisor to agree personal learning needs. This self-evaluation tool will be treated as confidential and will not be part of the formative assessment of your competence. The non-confidential personal development plans will be based on the self-evaluation tool to enable the planning of learning objectives. It is essential for your own development that the statements in this form are responded to with honesty representing your feelings of competence of the tasks at this time. Instruction for completion of the Self-Evaluation Tool: Please print your name clearly and enter your GDC number in the space provided. Read the scoring system carefully. For each statement, tick the score that most reflects your feelings of competence. If tasks are not performed or if you have not been called upon to perform a particular task tick not done. The completed document should be handed to your Educational/Clinical Supervisor prior to the Review Meeting.
* This tool can be used for either 6 or 12 month posts duplicate as necessary
11
Self Evaluation Tool

For each statement, tick the score that most reflects how you feel about performing each of the tasks. Rate yourself from 1 5 when: 1 = I always feel I need help, advice or support from a senior if I am to perform this task competently. 5 = I never feel I need help, advice or support to perform this task competently. 1. Good patient care: a) Patient Care - Routine Not Task 1) Taking patient histories 2) Examining patients 3) Interpreting information held in casenotes 4) Organising the sequencing and timing of investigations, tests, treatments and referrals 5) Providing on-going clinical care for inpatients eg. Daily visits, treatment planning and monitoring 6) Following infection control and hygiene procedures 7) Prescribing drug regimes for: a) non-complex cases of infection b) pain relief (non-complex cases) c) pain control (including post-op) d) sedation (non-complex cases) 8) Calculating drug dosages 9) Writing drug prescriptions 10) Creating patient problem lists and management plans 11) Risk assessment 12) Managing risk 13) Following administrative procedures eg. For referrals, investigations, accidents, drug reactions etc. 14) Completing paperwork eg. Treatment plans, patients letters, discharge summaries, record keeping, investigations & tests etc. 15) Collating patient information for ward rounds, MDTs and other meetings. Learning needs summary: 1 2 3 4 5
done
12
1. Good clinical care: b) Patient Care On Call or covering for a colleague Task 1) Differentiating between the causes of symptoms ie. Making preliminary diagnosis 2) When the diagnosis is straight forward, beginning treatment 3) Other times, initiating general supportive measures 4) Monitoring a patients condition 5) Performing cardiac resuscitation using: a) external cardiac massage b) airway management (not including intubation) c) defibrillator d) common drug treatments 6) Risk assessment of the ill and/or post-op patient 7) Risk management of the ill and/or post-op patient 8) I can identification of priorities eg. when on-call, knowing what to do first and who to attend to first 9) I know when to seek the support of a senior colleague 10) Following administrative procedures eg. for referrals, investigations, accidents, drug reactions etc. 11) In this box give examples of issues that you may be called on to manage as an on-call Dentist but feel unable to cope with competently at this time
Not done
Learning needs summary:
13
1. Good clinical care: c) Practical Procedures Task 1) Biopsy procedure 2) Gaining IV access for drug administration, infusions, blood transfusion 3) Calculating fluid requirements for: a) the surgical patients b) the diabetic patient 4) Performing simple skin sutures 5) Inserting fine bore feeding nasogastric tubes 6) Preparing drugs for IV administration 7) Administering IV drugs (by infusion or bolus) 8) Injecting: a) subcutaneously b) intramuscularly 9) Giving subcutaneous infusions 10) Gaining arterial access for blood samples 11) List here any other procedures you have carried out during your training - OR any procedures you would like to become competent in.
Not done
14
1. Good clinical care: d) Clinical and Laboratory Investigations Task 1) Deciding which laboratory and clinical investigations are required for individual patients 2) Understanding the significance of reported findings 3) Physically preparing patients for investigations eg laying the patient in correct position, swabbing the area etc. 4) Performing the following investigations: a) Venous blood sampling b) Biopsy and process for sending to Lab c) Taking oral/other swab and process for sending to Lab d) Other 5) List here any examples of investigations you have carried out or interpreted during your training but do not feel entirely competent at this time
Not done
15
2) Maintaining good clinical practice Task 1) I make effective use of my time (time management) 2) I use resources effectively eg. equipment, drugs and materials 3) I can deal with emotionally distressing events 4) I can work under pressure 5) I can identify ethical issues occurring within my practice 6) I can differentiate between my duties and those of other professions Learning needs summary:
Unable to access
3) Relationships with patients Task 1) Breaking Bad news to patients 2) Breaking bad news to carers/relatives 3) Explaining to / liaising with / informing patients 4) Explaining to / liaising with / informing relatives 5) Gaining informed consent for minor surgical or other procedures 6) Handling difficult patient interactions eg. self-discharge, complaints 7) Giving simple health promotion advice to patients eg. Smoking & alcohol cessation, dietary. 8) Involving patients and where appropriate relatives and carers in decisions about their care Learning needs summary: Not Done 1 2 3 4 5
16
4) Working with colleagues Task 1) I can liaise with consultants and colleagues. 2) I can liaise with nurses and other healthcare professionals. 3) I can liaise between staff off and on the ward e.g. diagnostic departments. 4) I can establish and maintain good working relationships with other staff. 5) I can work as part of a multidisciplinary team. 6) I can perform effective hand-over e.g. between dentists/doctors on shifts. 7) I can delegate appropriately. 8) I can arrange cover, for my duties, with my colleagues. 9) I can assist more senior members of staff with unfamiliar procedures. 10) Communicating information between the hospital and the Community e.g. Primary Care. 11) Disclosing information about patients to appropriate Authorities eg. Police, social services. 12) Giving advice on individual patient care to other non-dental professions e.g. doctors, physiotherapists and other healthcare professionals Not Done 1 2 3 4 5
17
5) Assuring and improving the quality of care Task 1) I can manage my own learning 2) I can carry out a clinical audit 3) I have a clear knowledge of my own competencies 4) I incorporate the principles of Good Medical Practice into my daily work Learning needs summary: Not Done 1 2 3 4 5
6) Teaching and training Task 1) I can teach others eg.dental/medical, nursing and other healthcare students. 2) I can give case presentations on clinics and ward rounds. 3) I can use different teaching methods appropriate to the situation. 4) I can give feedback to students in the team on their performance. 5) I can obtain consent from patients to take part in teaching. 6) I would like to know more about the following teaching skills and techniques: Not Done 1 2 3 4 5
18
Dental Foundation Training Program DF2 (SHO equivalent) Personal Development Plan
The Personal Development Plan is designed to help you describe what you aim to achieve in each placement or possibly in the entire year. It should be the product of discussion with your supervisor and should be updated as often as is necessary, accepting of course that you should be able to refer back to the goals that you set yourself at the beginning. The template provided in the Portfolio is a good example to start with, but if in agreement with your educational supervisor you want to develop or adapt the form, then you are encouraged to do so. What is the learning need? The General Professional Training Program Curriculum covers a very wide range or core skills, both clinical and non-clinical. Everyone will have his or her own strong and weak points and it is important to begin to identify what you should focus on. Learning needs will also vary as you develop through the Training Program and your experience builds and consequently your PDP should be updated as you make progress. Similarly, although broad in nature, different competencies in curriculum may be more pertinent in different placements. As you consider the opportunities available to you in each placement, you should plan how you intend to make the most of them. How was this identified? As you progress in the General Professional Training Program, self-evaluation, reflective practice, multi source feedback and direct assessment will all provide different perspectives on your performance and development. It is important when setting your learning needs to be aware of what you are considering and that you are not missing important feedback that may be available to you. For example, if all your learning needs originate from one feedback source, it may be worth re-examining what other information is available to you. How will this be addressed and by when? This should identify what you intend to do during the year or placement, how you will develop your learning and, most importantly, how you will be assessed. While reflective practice is extremely important, the development in the portfolio of a series of assessments that shows development against the curriculum and progression towards competence is one of the key goals of the program. Setting yourself a target is always a good way to ensure progress. Discuss and agree realistic and achievable targets for making progress with your educational/clinical supervisor and record them here. Date completed? If you want to use the PDP forms as evidence in the assessment section of the portfolio, signature blocks have been included for your educational/clinical supervisor to sign off the fact that you have set yourself goals and seen them through. How you present your evidence of competence is up to you, but your clinical/educational supervisors should be able to help you.
19
Addressing Your Learning Needs Dental Foundation Training Program DF2 (SHO equivalent)
Personal Development Plan Version 1 Name: Educational Supervisor PDP Date: ..
What is the learning need?
Year 1 /2.. Placement
How was this identified?
How will this be addressed, and by when?
Date Completed?
Trainee: ...Educational/Clinical Supervisor: .. Signature: Signature: .
20

Personal Development Plan - Version 2 Name: Educational Supervisor PDP Date: .. What development needs do I have? How will this be addressed? Year 1 /2.. Placement Achievement outcome ? Completion date
Explain what action and resources would be required
Date agreed with Educational Supervisor to achieve the target
Achievement target date ?
Explain how you will show that you have achieved your target
Date agreed with Educational Supervisor that target has been met
21

Careers Management
Effective career planning and career management support is an integral part of DFT. Trainees are expected to be proactive in career planning and are encouraged to consider their possible career pathway when choosing DFT attachments, audit projects and research. Trainees should recognise that they may not be able to enter their first choice career option and should plan for this as necessary. Careers information may be obtained from the Postgraduate Deaneries and Royal Colleges (whose websites are good sources of information), and from the British Dental Association. Dentists who require generic personal advice should contact their local Director of Postgraduate Education, General Professional Training Program Tutor, or Hospital Dental Tutor. Postgraduate Deaneries will ensure that local advice will be available from individuals who have been provided with specific training for this role. College tutors within the hospital can provide advice on careers within their own specialty. In seeking careers advice the trainee should ensure that his or her Portfolio is up to date as it will form the basis of any discussion about future careers. Summary of Careers Advice discussion:
Date:
22

End of placement Self Evaluation of training Evaluating Your Learning Experience Date:
Describe your experience of putting the learning plan into action in this placement
What were the positive aspects about the way you addressed your needs?
What problems did you encounter in your reflective practice?
Have you achieved the goals that you set yourself at the beginning?
In light of your experience, what will you do differently when you approach the planning for your next placement?
23
Section 1.2 Structured Meetings & Review Forms

Although the portfolio is based around the concept of trainee led learning, it is underpinned by a formal process that drives good practice in terms of review meetings and supervision, and ensures that the responsibilities of all involved have been clearly documented. It also ensures a record of progress that will provide continuity between placements and supervisors. The forms in this section of the portfolio must be completed and signed, they may not be changed or adapted and should be retained within the portfolio. The formal review process is based around a concept of a trainee having an educational supervisor who provides ongoing supervision for all training placements in either the DF1 or DF2 year. The clinical supervisor provides the supervision in a specific placement. The precise arrangements will vary dependant on your DFT programme, as a result, these roles may not always be distinct or they may change with each placement. For example, the educational and clinical supervisors may be the same person and may change with each placement. The important part is that whatever structure is in place for your Scheme and regardless of how many informal or ad hoc discussions take place with your supervisor, the formal review intervals set out in this section should take place and be carefully documented.
Program Timetable and Documents

The training program follows a cycle that is repeated in each placement. All the documents from each placement are then presented to an Assessors Panel for review. DFT post Dentist in training Educational Supervisor and learner
Educational Agreement signed Summary of Educational Review completed. Learning plan completed
First week in post
Thereafter
Mid-point of post
Continue reflective practice and gathering evidence for competency assessment

Portfolio reviewed Learning plan amended Mid Point Review Form Completed
Thereafter
Final week in post
Continue reflective practice and gathering evidence for competency assessment

Progress reviewed. Final Placement Review Form Completed
24
Which forms for which meeting?

Initial Meeting with the Educational Supervisor DFT Program Portfolio Diary and Rota (to arrange subsequent appointments) Educational Agreement form Personal Development Plan Self-Evaluation form Induction Meeting with Clinical Supervisor * Diary and Rota (to arrange subsequent appointments) Personal Development Plan Self Evaluation form (completed)
* Where the Educational and Clinical Supervisors are the same, this need not be a separate meeting
Mid-Point Review DFT Program Portfolio Diary and Rota (to arrange subsequent appointments) Personal Development Plan Self-Evaluation form Structured Appraisal Form End of Post Review DFT Program Portfolio Individual Learning Agreement forms (PDPs) Self-Evaluation form Final Review Form End of Year Review DFT Program Portfolio (complete and up to date)
An explanation of the role of each of these meetings and some guidance as to how to approach them is set out below, followed by examples of each form.
25
Overview of meetings in each placement

Initial Meeting with the Educational Supervisor
The Educational Supervisor is the Consultant or Tutor who will have overall responsibility for supervising all the placements of the DFT Program. Trainees should aim to meet with their Educational Supervisor at the beginning of each placement to review their progress and update their Personal Development Plan. The first meeting with the educational supervisor will be the first occasion to review the opportunities presented by the trainees placements for developing the competencies in the Curriculum. A useful tool to help approach the meeting is the completion of the self-evaluation form which helps provide a view of where the trainee feels confident or uncertain in relation to the curriculum, which may help to indicate initial work may need to focus. The meeting should culminate in the agreement of a Personal Training Plan that sets out how the trainee will approach their learning in the next placement and the year ahead. It should be an exploration with the trainee of his/her progress in the General Professional Training Program so far, to determine what needs to be taught and learned in this post and how this will occur. It may be recorded in the Personal Development Plan documentation provided in the portfolio, or a development of it as agreed with the educational supervisor. Discussion should also touch on Career Management and Guidance, and should consider what a trainees initial needs may be, their possible career intentions and what they want to get out of the DFT Program to help them understand their future career choices. Both trainee and clinical/educational supervisor should complete and sign the Educational Agreement form provided.
The Placement Induction Meeting

This will be conducted by the Educational/Clinical Supervisor within 1 week of the trainee taking up their placement. Where the Educational & Clinical Supervisors are the same person it need not be a separate meeting. It will consist of a review of the trainees Personal Development Plan including the self-evaluation. It should focus on the opportunities that exist in the particular placement and how they will be tackled. Both trainee and trainer should complete and sign the Induction Meeting form provided.
The Mid-Point Review

This should be conducted by the Educational/Clinical Supervisor approximately halfway through the placement. It will briefly review progress to ensure that the trainee and the training is on course, that an appropriate number and range of competencies has been undertaken and that there has been adequate attendance at educational opportunities. Both trainee and trainer should sign the Mid Point Review form provided.
26
The Final Review of each post

This should be conducted by the Educational/Clinical Supervisor, at the end of each 4, 6 or 12 month post. This review should examine the assessments undertaken, the reflective practice recorded and compare it against the objectives set in the PDP at the beginning of the placement. Additionally you may want to revisit the self evaluation form to see how your estimation of competence has developed. Where necessary this review should highlight concerns that have emerged during the placement or where assessments have identified specific areas for development to achieve the standards set out in the curriculum. The review form should outline what additional work and assessment is required to address shortcomings in performance during the next placement, including additional assessments where necessary to substantiate an improvement in performance. If significant concerns have been highlighted in the final review form, the DFT Program Training Director should be informed. Both trainee and trainer should sign the Educational Agreement form provided
27
Dental Foundation Training Program DF2 (SHO equivalent) Educational Agreement

Name of Dentist in Training:________________________ GDC Number: ______________ Training Period From: _____________ To: _________________ Trust: ______________________________Department:___________________________ At the first meeting the trainee and Educational/Clinical Supervisor should read and sign an educational agreement. The Trainee dentist will: Take an active part in the appraisal process including setting educational objectives and development of a personal learning plan. Endeavour to achieve the learning objectives by: Utilising the opportunities for learning provided in everyday practice Attending all formal teaching sessions Undertaking personal study Utilising locally provided educational resources Using designated study leave funds appropriately Act on the principles of adult learning: Reflecting and building upon their own learning experiences Identifying his/her learning needs Be involved in planning his/her education and training Evaluating the effectiveness of their own learning experiences The Educational/Clinical Supervisor will: Be available for, and take an active part in the appraisal process including setting educational objectives in a personal learning plan. Ensure that objectives are realistic, achievable and within the scope of available learning opportunities. Ensure help and advice is always available. Ensure that there is a climate for learning. Ensure that an individual dentists timetable allows attendance at formal teaching sessions, is appropriate for his/her learning needs and that there is a correct balance between training and service in the post. I have read and understand the requirements of my role as set out above. Signed by Trainee: Signature: Signed by Educational/Clinical Supervisor: __________________________
________________________ Signature:
Name (Print): _______________________ Name (Print):__________________________ Date: ____________________________ Date: _______________________________
28

Induction Meeting Post: (1 or2)*
Induction Meeting to take place within 2 weeks of starting the post. Name of Dentist in Training: _________________ GDC Number: ________________ Training Period: From : _____________ to _____ _______
Trust: _____________________________ Department:___________________________ Brief description of post
1. What competencies in the Curriculum are to be assessed in this placement? 2. How will these be acquired and assessed? (see assessment methods) Competencies to be assessed 1. 2. 3. 4. 5. 6. 7. Assessment method
Additional Comments:-
Signed (Trainee): ... Print Name: ... Date: ..
Signed (Trainer): .... Print Name: ... Date: ..
* This tool can be used for 4, 6 or 12 month posts duplicate as necessary
29

Mid Point Review Post: (1 or2)*
Mid Point Review at 12 weeks in post Name: .... GDC No: .....
1) Has the trainee made progress in line with their Personal Development Plan (PDP) / Induction Meeting discussion? 2) Has an appropriate proportion of competencies been assessed as satisfactory? Yes No a) b) In this post So far in this SHO or F2 post
3) What additional training and assessment is recommended? Yes 4) Has attendance at SHO CPD/CME courses been satisfactory? (> 70% of possible events?) No
5) Has assessment or performance highlighted any concerns which should be addressed in the PDP? If so what remedial action is to be taken to ensure that these will be managed?
Further explanatory comments:-
30
Dental Foundation Training Program DF2 (SHO equivalent) End of placement Final Review
Post: (1 or2)*
Final Review to take place at least 2 weeks before end of placement
Name: ...
1) Trainees portfolio - Has this been reviewed?
GDC No: ......

YES/NO YES/NO YES/NO Date: . Date: .
2) Induction meeting - Did this take place, and was it recorded? 3) Midpoint assessment - Did this take place, and was it recorded?
4) Attendance records for Dental Foundation Training Education Programs in Trust and Department Are these available? YES/NO 5) Attended a Resuscitation course or equivalent? 6) Attended other courses? Give details YES/NO Date: .
Assessment of Competences
Has the trainee completed competency assessments in line with the curriculum guidelines? Yes No a) Mini-CEX b) Case-Based Discussions
c) d)
DOPs MSF
Has the trainees performance been Satisfactory?
Unsatisfactory?
Has the trainees performance or assessments highlighted areas of concern during the placement and how have these been addressed? If these have not been addressed, please detail the specific action(s) to be taken in the next placement:
Are additional assessments required to substantiate improvement? If so, please specify:
If required, use the detailed End of Placement report to identify specific areas that have been unsatisfactory and which need to be addressed
31

Detailed End of Placement report This report is designed to be used if progress has not been satisfactory, or particular areas of development need to be highlighted. It is important that both trainer and trainee work together agree the remedial action to be taken.
In the Detailed End of Placement Report assessors will be required to rate the trainees performance on a 9 point LIKERT scale. Scores 1,2 & 3 indicate levels of unsatisfactory performance. Scores 4,5 & 6 indicate levels of performance acceptable in the F1 year or the early stages of the SHO year Scores 7,8 & 9 indicate a superior level of performance to be expected by the end of the SHO year. In awarding such scores the assessor should evaluate the following aspects of the trainees performance:a. b. c. d. e. f. g. h. i.
A systematic approach to assessment and management. Recognition of priorities and response with appropriate urgency. Diagnosis and provisional diagnosis as a result of focussed history and examination and the subsequent progression of the case. A contextual approach, recognising and responding to psychosocial factors, including mental health and diversity issues, in diagnosis and management. The development of effective plans for the management of the patient and communication with others who should be involved. The demonstration of appropriate respect for the patient, the family and important others. Responsiveness to changing clinical priorities and information. A realistic appreciation of the need to seek more senior opinion. An ability to work in a multi-professional team.
32

Detailed End of Placement Report Foundation Year
Post: (1 or2)
F1 /SHO (F2) (circle appropriate year) Date: GDC Number: .
Name: ..
Educational Supervisor: .. Clinical Supervisor(s): . Principles of Good Clinical Practice 1. Maintaining and developing a good standard of clinical care
1.1
1 2
History Taking Regularly structures interviews so that the patient (carer)s concerns, expectations and understanding can be identified and addressed.
3 4 5 6 7 8 9
Incomplete, inaccurate and confusing history taking from, and communication with patients(carers). Fails to take into account the patients (carers) concerns, expectations or understanding. May repeatedly upset patients. Action to be taken if required:
Clear history taking and communications with patients (carers). Appreciates the importance of clinical, psychological and social factors and also treatment history. Attempts to incorporate the patients (carers) concerns, expectations and understanding.
Accomplished, concise and focused (targeted) history taking and communication, including difficult circumstances. Incorporates clinical, social and psychological factors. Gives clear information to patients (carers), encouraging questions.
1.2
1 2
Examination
3 4 5 6 7 8 9
Regularly fails to elicit physical signs of common clinical problems Frequently takes inappropriate short cuts when examining. Routinely fails to adequately explain procedures for intimate examinations
Explains the examination procedure and minimises patient discomfort. Can elicit individual clinical signs but may lack co-ordinated approach and sometimes fails to target detailed examination as suggested from the patients symptoms Can perform a mental state assessment
Elicits signs appropriately and with attention to patient dignity. Demonstrate examination techniques to others.
Action to be taken if required:
1.3
1 2
Therapeutics safe prescribing

3 4 5 6 7 8 9
Prescribing regularly shows lack of clarity. Repeatedly fails to take account of drug history. Frequently fails to prescribe according to standard BNF recommendations, including potentially harmful interactions. Action to be taken if required:
Takes an accurate drug history. Uses the BNF and other sources to access information. Prescribes drugs (including oxygen, fluids and products) clearly and unambiguously. Describes common drug interactions and allergic reactions.
Facilitates F1 trainees or students in taking a drug history, obtaining prescribing information and unambiguous prescribing. Describes the implications of pregnancy and hepatic and renal dysfunction for safe use of commonly used drugs.
33
1.4
1 2
Documentation, information management keeps accurate, legible, signed notes

3 4 5 6 7 8 9
Keeps inaccurate or illegible notes with key information missing.
Routinely records accurate, logical, legible history which is timed, dated and clearly attributable. Routinely records patients progress including management plans and discussion with relatives and other health care professionals. Utilises information systems effectively. Adapts style to multidisciplinary case record where appropriate.
Demonstrates record keeping and intra/internet access skills to F1 trainees or students. Timely sending out of letters, discharge summaries. Structures letters to communicate findings and outcome of episodes clearly.
Action to be taken if required:
2. Maintaining good clinical practice

2.1 Time management and Decision making 1 2 3 4 5 6 Persistently failing to cope Needs occasional help with with own work, despite organisation and prioritisation of advice, support and extra tasks. clinical help. Most re-prioritises appropriately and Decisions frequently usually calls for help when falling questionable. behind. Decisions generally satisfactory, though occasional inadequacies when under work pressure. Action to be taken if required: 7 8 9 Prioritises and re-prioritises appropriately. Delegates or calls for help in a timely fashion when he/she is falling behind. Decision making satisfactory even when under pressure.
2.2 Clinical Risk Management 1 2 3 4 5 6 Lacks knowledge or Describes common complications and understanding of common side-effects of treatments/procedures. complications/side effects of Identifies and responds appropriately treatments/procedures. to patients with abnormal signs. Fails to identify signs that Recognises personal limitations and might indicate acute illness. seeks help at an early stage. Does not seek help Communicates effectively to ensure appropriately. continuity of care. Consistently fails to hand Demonstrates appropriate aseptic over. techniques to minimize spread of infection. Aware of basic clinical governance issues. Action to be taken if required:
7 8 9 Appropriately discusses potential advantages and disadvantages of treatments/procedures with patients (carers). Encourages F1 trainees or students to make the appropriate response to patients with abnormal signs. Sets example by calling for help from appropriate health care professionals in timely fashion. Demonstrates good handover to ensure continuity of care.
2.3
Learning regularly takes up learning opportunities and is a reflective self-directed learner. 1 2 3 4 5 6 7 8 9 Repeatedly fails to take up Positive approach to learning. Enthusiastic approach to appropriate educational Recognises errors and mistakes and learning. opportunities. makes a serious attempt to learn from Demonstrates educational them. planning to address relevant needs that arise during the course of clinical practice. Appropriate engagement with available learning opportunities. Action to be taken if required:
34
3. Partnerships with patients

3.1 Breaking Bad News - Appropriately breaks bad news in a way that the patient (carer) can understand without unnecessary distress 1 2 3 4 5 6 7 8 9 Inconsiderate of patients Generally courteous, polite and Demonstrates an ability to (carers) views and considerate with appropriate bedside anticipate patients (carers) sensitivities. manner. needs, explains clearly and Appears discourteous, Respects patients (carers) views and checks understanding. insensitive and uncaring. sensitivities, shows appropriate level Fails to explain and check of emotional involvement in the understanding. patients (carers) and family. Explains clearly. Action to be taken if required:
4. Working with colleagues

4.1 Communication with colleagues communicates effectively and appropriately with other health care professionals. 1 2 3 4 5 6 7 8 9 Unable to communicate Listens to other health professionals Team goals put before personal effectively with colleagues and heeds their views. agenda. and other health care Generally flexible and prepared to Can demonstrate appropriate professionals. change in the face of valid argument. leadership skills but at the same Cannot work to common goal. time works effectively with others Appears selfish and inflexible. towards a common goal. Action to be taken if required:
4.2
Effectively manages patients at the interface of different specialities including Primary Care, Imaging and Laboratory Specialities 1 2 3 4 5 6 7 8 9 Frequently calls into question Demonstrates an understanding of Consistently seeks to establish the abilities of Primary Care the challenges of providing optimum effective communications with or other speciality colleagues. care within the undifferentiated Primary Care and other Takes little or no account of environment of Primary Care. colleagues. Ensures the Primary the impact of a patients Arranges the referral/dissemination of Health Care Team are aware of discharge into the community. discharge information on patients to the discharge of patients, Demonstrates no awareness appropriate Primary Care staff. especially those who may of support service/personnel experience difficulty on their in the community. return to the Community. Action to be taken if required:
5. Clinical governance and Audit

5.1 Evidence, Audit, Guidelines i) Critically appraises medical evidence including guidelines 1 2 3 4 5 6 7 8 9 Fails to show any knowledge Demonstrates a clear ability to Implements the available or understanding of the critically appraise evidence base of evidence base in most areas of evidence base in medical medical care. clinical care care. Willing to discuss with colleagues and Seeks out opportunities to Avoids discussions with seeks to inform patients (carers) discuss with colleagues. colleagues and patients appropriately. Supports patients (carers) in (carers) in this area. Applies local guidelines/protocols. making sense of the evidence Ignores or unaware of local base in terms of their personal guidelines/protocols circumstances. Seeks to refine local guidelines/protocols. Action to be taken if required:
35
5.2)
Evidence, Audit, Guidelines ii) describe how audit can improve personal performance 1 2 3 4 5 6 7 8 9 Has no knowledge of the Describes the audit cycle and Has been actively involved in audit cycle, or any recognition recognises how it relates to the undertaking a clinical audit, and of its relevance to the improvement of clinical standards. recognises how it relates to the assessment and improvement improvement of clinical of clinical standards. standards and addresses the clinical governance agenda. Action to be taken if required:
6. Teaching and training

6. Teaching 1 2 3 Refuses to take up teaching opportunities and/or support the learning of students. Unable to prepare and present an educational event using even the most basic teaching materials. Action to be taken if required: 4 5 6 Teaches and supports students and trainees in one to one settings. Demonstrates some understanding of how adults learn (see 4.1) 7 8 9 Prepares and presents to a small group, using a variety of teaching materials. Demonstrates learner-centred awareness.
7. Professional behaviour and Probity

7.1 Probity and honesty 1 2 3 4 5 6 Poor attitude, exhibits low Generally appropriate attitude. Is standards of personal ethical sensitive to the feelings and needs of behaviour. patients and relatives. May be inconsiderate, Places the needs of patients above impolite, discriminatory or his/her own convenience judgemental. Recognises challenging or difficult Behaviour may be situations and calls for help without inappropriate. causing upset or offence. Only shares clinical information, whether spoken or written, with appropriate individuals or groups. Action to be taken if required: 7 8 9 Appropriate attitude. Fosters trust amongst others and promotes sensitivity to others feelings and needs. Coaches F1 trainees or students in these attitudes.
36
Appraisal guidance http://www.dh.gov.uk/PolicyAndGuidance/HumanResourcesAndTraining/LearningAn dPersonalDevelopment/Appraisals/fs/en Appraisal content: Appraisal is based on the GMCs document Good Medical Practice (General Medical Council, 2001), which describes the principles of good medical practice, and standards of competence, care and conduct expected of doctors in all aspects of their professional work. These are:

Good clinical care Maintaining good medical practice Teaching and training Relationships with patients Working with colleagues Probity Health
The process should embody a positive and developmental approach, be fair, effective and well-informed, and where possible indicate how patient care and working within NHS organisations can be improved. Appraisal should include data on: o clinical performance, o training and education, o audit, o concerns raised and serious clinical complaints, o application of relevant clinical guidelines, o relationships with patients and colleagues, teaching and research activities, o personal and organisational effectiveness. The appraiser should have a good understanding of the work carried out by the dentist/doctor being appraised. If a dentist/doctor has specialist aspects of performance, the appraiser should be acquainted with the relevant areas.
37
Educational supervisors review/appraisal checklist

Appraisal / Review checklist Foundation Year F1 /SHO (F2) (circle appropriate year) Name: ..
Post: (1 or2)
Date:
GDC Number: .
Educational Supervisor: .. Clinical Supervisor(s): .
Comments (add additional sheets if necessary) General
Strengths
Areas for Development
Recommendations (state where special attention should be given in future)
38
Appraisal/Review - Notification Form
Trainee Trainer: Appraisal Date: Duration
(please print) (please print)
Have the relevant portfolio forms been signed off ? Has the casemix been appropriate for the current stage of training? Key Objectives Agreed: 1. 2. 3. 4. 5.
Yes Yes
No No
This is to confirm that appraisal took place on the above date between the above named Trainer and Trainee.
A written record of the session has been retained by both parties.

Signature of Trainee: Signature of Trainer:
Note Appraisal should normally take place twice each year. The first appraisal would normally be shortly after entry into the foundation training programme, either in year one or two and then at six months. Please return to the appropriate secondary care administrator in your deanery dental department. Both Trainee and trainer should retain a copy for their files.
39
Dental Foundation Training Program DF2 (SHO equivalent) Dental Foundation Annual Review of Progress (DFARP) Form
Name of SHO:
GDC No:
Rotation:
........ Duration: Specialty: .. ...
Hospitals: Educational Supervisors: . . . Start Date: ..
Information considered
1. 2. Training Portfolio Induction Review Mid-Point Review Exit Review Any Other Specify: Yes / No Yes / No Yes / No Yes / No
.
(e.g College Appraisal/Assessment Documents)
DFARP Awarded: Action to be taken: (specify)
(please circle)
1. 2. 3.
DFARP C Trainer and trainee to complete an agreed Personal Development Plan DFARP D Trainee and Trainer to complete an agreed Personal Development Plan with advice of Clinical Tutor/Specialty Tutor/Course Organiser DFARP E Refer to Postgraduate Dental Dean
Print name: Signed: (Trainer) Print name: Signed: (Trainee) Print name: Signed: (External Assessor)
Date: . Date: .
Date: .
40
Dental Foundation Training Program DF2 (SHO equivalent) Personal Development Plan for the next post
On the basis of the DFARP review and the stage of the SHOs professional development, indicate under the following headings what areas need to be addressed in the next training period and how this might be done.
1. 2.
DFARP Awarded
(please circle as appropriate)
Further development of Generic Clinical Skills
3.
Further development of Specialty based practice
4.
Communication skills with colleagues and patients
5.
Team working
6.
Maintaining trust and probity and respect for patients
7.
Relevant personal health issues
Print name: . (Trainer) Print name: . (Trainee)
Signed:
Date:
Signed: .. Date:
41
Section 2 Reflective Practice: Learning from Experience

Good reflective practice is a core part of any learning program. This statement is evidenced on the experience of many DFT Program trainees who have found that they benefit most of all from identifying their own needs, which they can discuss with their Educational Supervisor. Having identified them they can use further reflective learning to help define learning opportunities and think about how they can apply what they are learning in the work environment. All foundation trainees are encouraged to put time aside each day to reflect on the days learning opportunities and identify further needs. Consistently, the best previous trainees have taken a few minutes regularly during the day to record their reflections on their knowledge and experience, often with the help of other trainees or other healthcare staff. The templates set out below are intended to help you find a way to easily record those moments and make use of them in your ongoing learning. There is no requirement for any of your reflective practice material to be included in your evidence of competency, but if it is a practice that you find useful and feel demonstrates some key learning development, then it would be entirely appropriate for you to choose to include excerpts from your reflective practice. There are two templates set out in this section. The first is designed to think about your experience in the work place in a structured way, capturing the elements of that experience most pertinent to learning and development. The second is designed to help you think about your learning in taught sessions or courses and how you might apply it in your workplace, or how you might approach your work or behaviour different as a result of a course. Neither of the templates is meant to be prescriptive, the key thing is to find a method that works for you and that you can easily manage in the workplace. Be mindful of the confidential nature of what you may be recording, and who may have access to it if left unattended in a busy workplace environment. Most of all, however, ensure you make the most of this important learning opportunity.
42

Personal Record of Reflective Learning Date: .
Describe the interesting, difficult or significant areas on which you wish to reflect. Capture both positive and not so positive elements.
How did it affect: You?
How did it affect: The patient?
How did it affect: The Team?
What would you do differently next time?
43
Personal Record of Reflective Learning

Course Name: Aim of course: Duration:
Date: .
What things stick in your mind as the key points learned on the course?
How might you apply your learning in your working environment?
What might you do differently at work now that you have attended this course?
What past events would you have approached differently with your new knowledge?
44

Reflective practice Learning from experience Name of Trainee: . Training Period: GDC Number: ..
From :. To: .
Department: .
Trust: ..
Clinical Supervisor(s): .. Educational Supervisor: ..
Title and brief description of the Educational Activity?
What were the main learning points?
What will you do differently in practice as a result?
What additional service experience/training/education do you need to strengthen your practice in this area?
This form is for your own personal reflection and as such should remain private and confidential. On presentation of your Dental SHO (F2 equivalent) Programme Portfolio, this section may be removed if desired.
45
Section 3: Assessment of Competence Presentation of Evidence

The basic principle of DFT scheme learning is that it is trainee led and evidence based. This means that each trainee will be able to collect the evidence they need to demonstrate to their supervisors and or assessment panel that they have achieved all the standards of competence set out in the DFT Syllabus Guide. There are a number of ways of presenting evidence, importantly there are the four DFT Program Assessment Tools, which should comprise the mainstay of your assessment in the workplace, but you may also want to consider submitting project work, course certificates, personal references, or excerpts from reflective practice. Most importantly, demonstration of assessment is against the competency framework set out in the Curriculum. The curriculum provides guidelines as to how many assessment forms should be completed. To help clarify how this should be used within your placements for demonstrating competences, an example of what evidence you may choose to present in the case of each competence has been set out below. Some individuals may need more assessments to satisfy their supervisors of competence in a specific area, for example a trainee struggling with safe prescribing may choose to submit additional DOPS forms to substantiate their improvement in performance and eventual achievement of competence. Doing more than the recommended guidelines is fine, doing less may well raise questions from your educational/clinical supervisor and may jeopardise your ability to present a sound case of competence at the end of your DFT Program. Each competence that needs to be assessed is listed down the left side and the recommended assessment tool(s) to help you prove that you have achieved that competence is listed down the right side. You can choose how you want to demonstrate that you have achieved a competence, so this list should only be used as a suggestion. For a full explanation of the competences listed below, refer to the curriculum.
1. Good clinical care Competence History taking, examination and record-keeping skills Conducts examinations of patients in a structured, purposeful manner and takes full account of the patients dignity and autonomy Understands and applies the principles of diagnosis and clinical reasoning that underlie clinical judgement and decision making Understands and applies principles of therapeutic and safe prescribing Understands and applies the principles of medical and dentaldata and information management: keeps contemporary accurate, legible, signed and attributable notes Demonstrates appropriate time management and decision making Understands and applies the basis of maintaining good quality care and ensuring and promoting patient safety Makes patient safety a priority in own clinical practice Understands the importance of good team working for patient safety Understands the principles of quality and safety improvement Understands the needs of patients who have been subject to medical or Assessment Tools Mini-CEX CbD Mini-CEX CbD CbD CbD
MSF CbD CbD MSF CbD MSF CbD CbD MSF CbD
46
dental harm or errors, and their families Knows and applies the principles of infection control Understands and can apply the principles of health promotion and public health Understands and applies the principles of medical ethics and of relevant legal issues Demonstrates understanding of, and practices appropriate procedures for valid consent Understands the legal framework for medical practice 2. Maintaining good medical practice Learning: Regularly takes up learning opportunities and is a reflective self-directed learner Evidence base for medical practice: knows and follows organisational rules and guidelines and appraises evidence base of clinical practice MSF Reflective content of portfolio MSF Reflective content of portfolio, CbD Describes how audit can improve personal performance 3. Relationships with patients and communication Demonstrates appropriate communication skills 4. Working with colleagues Demonstrates effective team work skills Effectively manages patients at the interface of different specialities including that of primary care imaging and laboratory specialities 5. Teaching and Training Understands principles of educational method and undertakes teaching of other trainees, and other health care workers 6. Professional Behaviour and Probity Consistently behaves with a high degree of professionalism Maintains own health and demonstrates appropriate self care 7. Acute Care Safely assesses and manages the acute/emergency dental patient Safely assesses and manages the dental patient who becomes acutely unwell in a dental/OP setting Requests senior or more experienced help when appropriate Manages sudden loss of patient consciousness appropriately Mini-CEX MSF Mini-CEX DOPS CbD Has completed appropriate level of resuscitation training Certificate of completion of resuscitation training course Mini-CEX/DOPS MSF CbD MSF MSF MSF CbD MSF CbD Involvement in departmental audit written into portfolio Mini-CEX CbD CbD CbD, MSF CbD CbD DOPS
47
Core Competencies for the Dental DF2 (SHO equivalent) Programme

This section outlines core competences to be achieved during Dental SHO (F2 equivalent) Programme Training. The structure of this section is based on the seven principles described by the GMC in Good Medical Practice: Good clinical care Dentists must practise good standards of clinical care, practise within the limits of their ability, and make sure that patients are not put at unnecessary risk. Maintaining good medical practice Dentists must keep up to date with developments in their field and maintain their skills. Relationships with patients Dentists must be able to develop, encourage and maintain successful relationships with their patients. Working with colleagues Dentists must work effectively with colleagues in medicine, other health-care professions and allied health-care workers. Teaching and training Dentists have teaching responsibilities to colleagues, patients and their relatives. They must develop the skills, attitudes and practices of a competent teacher. Probity Dentists must be honest. Health Dentists must not allow their own health or condition to put patients, colleagues or the public at risk. Dentists must maintain their health.
48
Assessment tools
The Dental Foundation Program Curriculum sets out the requirement to use a series of assessment tools. There will be some variation as to exactly which tools will be used on your DFT or Foundation scheme, but copies of the forms for use on your scheme will be provided with your portfolio. A summary of the tools and how they are to be used is set out below:
A. Multi-Source Feedback (MSF) 1 for each 6 month post Mini-PAT: Peer Assessment Tool or TAB: Team Assessment of Behaviour
Collated views from a range of co-workers (previously described as 360 assessment).

1 peer assessment tool should be completed for each post. For each assessment, the trainee should nominate at least 4 raters and up to 12, 10 for TAB The majority of raters should be supervising consultants, GP/Community dentists, specialist registrars, SAS grade dentists and experienced nursing or allied health or dental care professional (AHP/DCP) colleagues.
B. Direct Observation of Dentist Patient Interactions

i. Mini Clinical Evaluation Exercise (mini-CEX) 3 in each 6 month post
Evaluation of an observed clinical encounter with developmental feedback provided immediately after the encounter
Between 4 and 6 observed encounters is suggested for each post/placement. MiniCEX is one form of observed clinical encounter Different observer for each mini-CEX, where possible Observers may be experienced SpRs, Staff Grades, Consultants or GP/Community dentists and should include the Educational Supervisor Each mini-CEX represents a different clinical problem sampling each of the clinical care categories listed within the Curriculum Trainee chooses timing, problem and observer.
ii. Direct Observation of Procedural Skills (DOPS) 3 in each 6 month post
Structured check list for the assessment of practical procedures. DOPS is another dentist-patient observed encounter and could replace or parallel mini-CEX in some circumstances. 2 observed procedures suggested per placement in appropriate areas of work Different observer for each encounter, where possible Observers may be consultants, GP/Community dentists, SpRs, Staff Grade dentists, suitable nurses or allied health professionals Each DOPS should represent a different procedure sampling from the clinical care skills listed later in this section, or a procedure specific to the attachment Trainee chooses timing, procedure and observer.
C. Case Based Discussion (CBD) 2 for each 6 month post

Structured discussion of clinical cases managed by the trainee. Its particular strength is evaluation of clinical reasoning.
Comprises a structured discussion of real cases in which the trainee has been involved Allows trainees decision-making and reasoning to be explored in detail.
49
Dental Foundation Training Program DF2 (SHO equivalent) Mini-PAT

Trainee: . Post: ... Period: Training Year: 1 / 2 NHS Trust: .
No. of months completed in DFT Program: ..

Below expectations for DFT completion Borderline for DFT completion Meets expectations for DFT completion Above expectations for DFT completion Unable to comment (U/C)
1 Good Clinical Care

1 Ability to diagnose patient problems 2 Ability to formulate appropriate management plans 3 Awareness of their own initiative 4 Ability to respond to psychosocial aspects of illness 5 Appropriate utilization of resources eg. Ordering investigations
Maintaining Good Dental Practice

6 Ability to manage time effectively / prioritise 7 Technical skills (appropriate current practice)
Teaching and training, Appraising and Assessing

8 Willingness and effectiveness when teaching / training colleagues
Relationship with Patients

9 Communication with patients 10 Communication with carers and / or family 11 Respect for patients and their right to confidentiality
Working with Colleagues

12 Verbal communication with colleagues 13 Written communication with colleagues 14 Ability to recognize and value the contribution of others 15 Accessibility / Reliability 16 Overall, how do you rate this dentist compared to a dentist ready to complete SHO training
50
*U/C Please mark this if you have not observed the behaviour and therefore feel unable to comment. Do you have any concerns about this dentists probity or health ? If YES please state your concerns. Yes
No
Please describe any behaviour that has raised concerns or should be a particular focus for development
Anything especially good?
Which clinical environment have you particularly observed the dentist in?
Please choose one answer only
Inpatients A&E/ Admissions General Practice
Outpatients Intensive Care Community
Both Inpatients and Outpatients Theatre Laboratory/ Research
Other ...
Your position:
Consultant Nurse
SAS Grade
SpR
GP
FoundationYear1/HO
Allied Health Professional
Foundation Year 2/SHO
Other: . If you are a nurse, dental nurse, AHP/DCP, how long have you been qualified? years Length of working relationship? ..months Have you had training in the use of this assessment tool? No
Yes: Face-to-Face
.. Yes: Web/CD Rom
Yes: Have Read Guidelines
How long has it taken you complete this form ? .minutes Your name .. Your signature: . Your position. Date:
Please return completed form to DFT Scheme Tutor
51
Dental Foundation Training Program DF2 (SHO equivalent) Multi-Source Feedback: 360 Team Assessment of Behaviour (TAB)
Please use the comments boxes to commend good behaviour and to describe any behaviour causing you concern. Give specific examples.This form will be sent to the trainees educational supervisor, who may ask you privately to enlarge on any concern behaviour you report. At least 9 other forms will also be considered. The trainee will receive private feedback, but you will not be identified in person without advance discussion with you.
Attitude and/or behaviour Comments: Anything especially good? If you cannot give an opinion due to lack of knowledge of the trainee say so here. You must specifically comment on any concern behaviour, and this should reflect the trainees behaviour over time not usually just a single incident.
No concern
You have some concern
You have a major concern
Maintaining trust / Professional relationship with patients

Listens. Is polite and caring. Shows respect for patients opinions, privacy, dignity and confidentiality. Is unprejudiced.
Verbal communication skills

Gives understandable information. Speaks good English, at the appropriate level for the patient.
Team-working / Working with colleagues

Respects others roles, and works constructively in the team. Hands over effectively, and communicates well. Is unprejudiced, supportive and fair.
Accessibility
Accessible. Takes proper responsibility. Only delegates appropriately. Does not shirk duty. Responds when called. Arranges cover for absence.
52
Please choose one answer only
Inpatients A&E/ Admissions General Practice
Outpatients Intensive Care Community
Both Inpatients and Outpatients Theatre Laboratory/ Research
Other ...
Your position:
Consultant Nurse
SAS Grade
SpR
GP
FoundationYear1/HO
Allied Health Professional
Foundation Year 2/SHO
Other: . If you are a nurse, dental nurse, AHP/DCP, how long have you been qualified? years Length of working relationship? ..months Have you had training in the use of this assessment tool? No
Yes: Face-to-Face
.. Yes: Web/CD Rom
How long has it taken you complete this form ? .minutes Your name .. Your signature: . Your position. Date:
53
Dental Foundation Training Program DF2 (SHO equivalent) Mini-CEX Evaluation

No. of months completed in DFT Program: .. Please grade the following areas using the scale 1 - 6 1 History taking 2 Physical examination skills 3 Communication skills 4 Clinical judgement 5 Professionalism 6 Organisation/ Efficiency 7. Overall clinical care
*U/C Please mark this if you have not observed the behaviour and therefore feel unable to comment. Below expectations for DFT completion Borderline for DFT completion Meets expectations for DFT completion Above expectations for DFT completion Unable to comment (U/C)
Suggestions for development
Agreed action:
Not at all Trainee satisfaction with mini-CEX: 1 Assessor satisfaction with mini-CEX: 1 2 2 3 3 4 4 No 5 5 6 6 7 7 Highly 8 8 9 9
Have you had training in the use of this assessment tool? Yes: Face-to-Face
Yes: Web/CD Rom
How long has it taken you complete this form ? .minutes
Which clinical environment have you particularly observed the dentist in ?

Your name Your position. Your signature: Date:

54
Dental Foundation Training Program DF2 (SHO equivalent) DOPS Evaluation

No. of months completed in DFT Program: .. Please grade the following areas using the scale 1 - 6
1 Demonstrates understanding of indications, relevant anatomy, technique of procedure 2 Obtains informed consent 3 Demonstrates appropriate preparation pre-procedure 4 Appropriate analgesia 5 Technical ability 6 Aseptic technique 7. Seeks help where appropriate 8. Post procedure management 9. Communication skills 10.Consideration of patient/professionalism 11. Overall ability to perform procedure
*U/C Please mark this if you have not observed the behaviour and therefore feel unable to comment. Below expectations for DFT completion Borderline for DFT completion Meets expectations for DFT completion Above expectations for DFT completion Unable to comment (U/C)
Not at all Trainee satisfaction with DoPs: Assessor satisfaction with DoPs: 1 1 2 2 3 3 4 4 5 No 5 6 6 7 7 8 Highly 8 9 9
Yes: Web/CD Rom

55
Dental Foundation Training Program DF2 (SHO equivalent) CBD Evaluation


Please grade the following areas using the scale 1- 6
Below expectations for DFT completion Borderline for DFT completion Meets expectations for DFT completion Above expectations for DFT completion Unable to comment (U/C)
1 Medical record keeping 2 Clinical assessment 3 Investigations and referrals 4 Treatment 5 Follow-up and future planning 6 Professionalism 7. Overall clinical judgement
*U/C Please mark this if you have not observed the behaviour and therefore feel unable to comment.
Not at all Trainee satisfaction with CBD: Assessor satisfaction with CBD: 1 1 2 2 3 3 4 4 5 No 5 6 6 7 7 8 Highly 8 9 9
Yes: Web/CD Rom
A suggested timetable* for DF2 (SHO) Assessments

56
Appraisal DOPs Within Month 1 Month 1-3 Month 3-6 Month 6-9 ? safe beginners
Mini CEX
CBD
360 appraisal MSF
Only repeat if necessary
Final 3 Dean Months
Case presentation
* This timetable is provided as a suggestion. In the pilot for years 1 and 2, it will be helpful for trainees to have completed at least that which is required for the new MJDF examination.
57

Summary of Evidence Presented
This form is designed to help you set out how you wish to show that you have achieved the right level of competence, and particularly what evidence you have included in your portfolio to support you. It need not be a long or complex description, but should provide enough of an indication to an assessment panel or supervisor so that they can quickly understand how you are presenting your evidence. History taking, examination and record-keeping skills
Conducts examinations of patients in a structured, purposeful manner and takes full account of the patients dignity and autonomy
Understands and applies the principles of diagnosis and clinical reasoning that underlie clinical judgment and decision making
Understands and applies principles of therapeutic and safe prescribing
Understands and applies the principles of medical data and information management: keeps contemporary accurate, legible, signed and attributable notes
58
Demonstrates appropriate time management and decision making
Understands and applies the basis of maintaining good quality care and ensuring and promoting patient safety
Makes patient safety a priority in own clinical practice
Understands the importance of good team working for patient safety
Understands the principles of quality and safety improvement
Understands the needs of patients who have been subject to medical harm or errors, and their families
Knows and applies the principles of infection control
59
Understands and can apply the principles of health promotion and public health
Understands and applies the principles of medical ethics and of relevant legal issues
Demonstrates understanding of, and practices appropriate procedures for valid consent
Understands the legal framework for medical practice
Learning: Regularly takes up learning opportunities and is a reflective self-directed learner
Evidence base for medical practice: knows and follows organisational rules and guidelines and appraises evidence base of clinical practice
60
Describes how audit can improve personal performance
Demonstrates appropriate communication skills
Demonstrates effective team work skills
Effectively manages patients at the interface of different specialties including that of primary care imaging and laboratory specialties
Understands principles of educational method and undertakes teaching of medical trainees, and other health and social care workers
Consistently behaves with a high degree of professionalism
Maintains own health and demonstrates appropriate self care
61
Safely manages the acute/emergency patient
Manages sudden loss of patient consciousness appropriately
Has completed appropriate level of resuscitation training
62
63

Assessment Panel Report - Year 1 / Year 2 (please circle)
Name of Trainee: . Trust: Post 1 Specialty Post 2 Specialty Post 3 Specialty Start Date: Educational/Clinical Supervisor: Educational/Clinical Supervisor: . Educational/Clinical Supervisor: . GDC No: .
Documentation to be considered a. Portfolio b. Attendance at formal teaching sessions c) Record of study leave d) Record of sickness
1. 2. 3.
Has the Trainee developed an up-to-date Portfolio? Has the Trainee completed the required assessments in each of the posts?
YES / NO YES / NO
Has the Trainee produced the evidence to demonstrate the acquisition of the Core Competencies listed within the DFT Curriculum? YES / NO
Additional comments from Trainee:
I confirm that Dr . has satisfactorily completed the in-work assessments demonstrating the competences required of foundation training. Signed: .. (Educational Supervisor) Date:
Declaration by External Assessor

I have reviewed the evidence collected during the course of the training period and confirm that the report has been completed in accordance with the DFT Program Curriculum. I agree with the judgement(s) made above I recommend that the judgement(s) made above should be revised for the reasons given below
Delete as applicable
Further training agreed/action taken (This should include referral to the Deanery):
Signed:
(External Assessor)
Date: .
Final decision by Training Program Director

Dr.... (Trainee) has achieved the requirements of the Foundation Program has failed to achieve the requirements of the Foundation Program
Delete as applicable
Name: Name:
Signature: (Training Program Director) Signature: (Trainee)
Date: Date:
This document should be sent to your Postgraduate Dental Dean and a copy should be placed in your Learning Portfolio.
63

Record of interesting / difficult cases Name of Trainee: GDC Number: . Training Period: From :. To: .
Department:
Trust: ..
This form should be completed whenever you deal with an interesting or difficult case. Brief history of case:
What made this case difficult / interesting?
What has been achieved / learnt from this case?
How would you manage if this type of problem occurred again?
Further training / educational needs identified by this case:
Comments from relevant clinical supervisor
64

Audit / Research Project form Name of Trainee: . Training Period: GDC Number:
From :. To: ..
Department:
Trust: ..
This form should be completed be filled in for the each audit/research project that you undertake, whether completed or not. What was the audit/research topic and why did you choose it?
What were the major findings and what changes to practice do they suggest?
How can a change in practice be implemented?
What have you learned from this audit/research?
Further training / educational needs identified by this audit/research:
65

Significant event record form Name of Trainee: . Training Period: GDC Number:
From :. To: ..
Department: ..
Trust: ..
This form should be completed whenever you are involved in a Significant Event. It should be noted that significant events do not have to be critical or adverse but can also celebrate the confirmation of good practice. Attach supporting documentation (e.g. incident or complaint and response) to the form.
What happened and where?
Why did this event occur?
How can event like this be prevented / promoted?
What has been achieved / learnt from this case?
Further training / educational needs identified by this case:
Comments from relevant clinical supervisor
66
Dental Foundation Training Program DF2 (SHO equivalent) Record of Continuing Professional Development (CPD)
Date Conference/Course/Lecture/Tutorial/Audit/Journal Verifiable CPD hours NonVerifiable CPD hours
Signed.
Trainee
Educational Supervisor
Date.
67
Dental Foundation Training Program DF2 (SHO equivalent) Log Diary of Clinical Activity, photocopy as necessary or go electronic
Date Case number Diagnosis Procedure, Consultation
P; PA; A; O (see Key)*
Comment
*Key - P= Performed; PA = Performed with assistance; A = Assisted; O = Observed
68
Section 4 Evaluation of Training Post

1. Post Evaluation Form Just prior to the final training review the SHO should complete the Post Evaluation Form. This should be presented to the external assessor at the DFARP review and discussed. 2. After discussion with the SHO and trainer the external assessor will give the post one of 4 grades: Very Good, Good, Room for Improvement and Poor.
Very Good (4)
a post ideally suited to the training needs of the SHO, entirely without flaws in teaching and educational experience, professional support and hotel services. a post without any serious flaws in teaching and educational experience, professional support and hotel services.
Good (3)
Room for Improvement (2)
a post with flaws in teaching and educational experience, professional support and hotel services. a post quite unsuited to the training needs of the SHO, with major flaws in teaching and education experience, professional support and hotel services.
Poor (1)
3. Trusts, Specialty Training and Education Committees (STECs), consultants, specialty tutors, scheme organisers, postgraduate clinical tutors etc will take the necessary steps to rectify the more minor weaknesses and deficits identified in posts which have room for improvement. 4. The Deanery must be informed of and be involved in discussions about posts which are considered poor. If it is not possible to rectify problems within poor posts, the posts will not be recognised for future training placement.
69
Dental Foundation Training Program DF2 (SHO equivalent) Evaluation of Training Post
Please complete a form for each post (if applicable) Hospital: Specialty: Educational Supervisor: Start Date: . Duration: . Name of SHO: ............ GDC No: ...
Very Good
Teaching/Learning/Experience in Post Quality Evaluation

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Teaching/learning/experience in post - Quantity Quality of teaching / experience in post - Quality Availability of 4 hours protected educational time Availability/relevance of teaching elsewhere eg: PGC/courses Support of non consultant medical colleagues Support from Consultants Support from non medical colleagues Access to educational facilities eg: Library, I. T. Quality and availability of food Quality of accommodation / mess / recreational facilities
Room for Improvement
Good
Would the SHO recommend this post to a colleague? Yes
No
(please circle)
Post Evaluation by External Assessor (score 1 4) (see overleaf)

Very Good 4 Good 3 Room for Improvement 2 Poor 1
(please circle)
Print name: (Trainer) Print name: (Trainee) Print name: (External Assessor)
Signed:
Date:
Signed:
Date:
Signed: .Date:
70
Poor
Appendix 1 (to be used in conjunction with the Competency Framework for UK Dental Foundation Training Programme)
Course Aims To develop and expand the practitioners existing Clinical Skills, Knowledge and Professional Attitude in a varied Secondary care environment in order to improve patient care and to facilitate personal professional development. Course Objectives The participants will be able to: Diagnose, treatment plan, treat and/or manage appropriately patients who are traumatised present in pain with a facial impairment who have mucosal disorders and orofacial disease of diverse age groups with behavioural difficulties with medical conditions complicating their dental care with special needs in an enhanced and more expert manner. Participate appropriately in: identifying and evaluating the dental need in communities of patients proposing and implementing the management of dental care for communities of patients supervising and managing dental auxiliary staff liaising with other health care and allied professions Will understand and be able to apply their legal and ethical rights and obligations appropriately. Develop generic skills in: Critical analysis of evidence The theory and practice of audit Information Technology Communication: Peer review The course aims and objectives will be met by managing/presenting/organising the learning opportunities: in a context which is practical and relevant to the practitioners in a manner which involves the individual in the learning activity by drawing on current experience and developing new links with existing knowledge by encouraging routine reflection in a structured and consistent manner
Dental Foundation Training Curriculum
71
Appendix 2
Joint Dental Faculties of the Royal College of Surgeons of England

The new Membership of the Joint Dental Faculties, Royal College of Surgeons, England (MJDF) is an examination that is designed to assess your knowledge, skills and competencies at the end of General Professional Training. It is not in itself a formal entry requirement into specialty training or a general practice career. However, many applicants to specialty training will gain this exam and others wishing to develop their general practice career will see this exam as an important step in their career development. The exam is in two parts:Part 1 One three-hour assessment based on the Dental Foundation Training Curriculum assessing knowledge and applied knowledge. It will include different formats of multiple-choice questions and multiple short answer questions as well as best option and extended matching MCQs. Part 2 A three-hour assessment using Objective Structured Clinical Examination (OSCE) and Structured Clinical Reasoning* (SCR) formats. The exam will involve 21 stations, assessing clinical skills and competencies and SCR. The first 16 stations will take around two hours, the final 5 one hour. *Structured Clinical Reasoning is an assessment of the candidates ability to reason, evaluate, form opinion and apply the knowledge to current dental practice. It is not primarily an assessment of recall or knowledge - though these elements are required to undertake SCR. Scenarios will reflect real life and cross-domains. In addition, candidates will be required to submit a portfolio of evidence that will be assessed by the MJDF Examiners. This portfolio will be based on this Dental Foundation Training portfolio together with all relevant certificates and evidence set out in the Exam regulations. Portfolio of Evidence required for MJDF Section 1: Up to date Curriculum vitae Educational agreement Certificates of attainment i.e. CPR, Equal Opportunities training, etc. Learning and Professional Skills development record Recognition of prior experience log CPD log
72
Section 2: Meeting/assessment and review forms Evidence of personal development planning Log of clinic attachments Private study and reflection log Self appraisal of learning Clinical competencies self assessment and reflection log Evidence of Appraisal (but not confidential appraisal documentation)
Section 3: Record of Competences and Professional Skills o Communication skills o Radiography o Record keeping o Medical emergencies o Team work e.g. managing the dental team o Health and Safety Regulations Risk management Infection Control Decontamination o Law and Clinical governance o Audit projects o Evidenced Clinical Management Audit Community case project Case presentations o Additional Skills Clinical research Clinical dental laboratory skills
Section 4: Record of Assessment of Work based Competences o Evidence based clinical case presentations (CBD case based discussion) o Mini Clinical evaluation exercise (mini-CEX) o Directly Observed procedure (DOP) o Multi-source feedback (MSF or TAB)
Section 5: 5 completed core clinical and professional skills relevant to the workplace environment experienced during foundation years from the following list (these have been mapped against the DoH clinical governance framework and the Dental Foundation Training Curriculum) :
73
1. Health and Safety Regulations Risk management Infection Control Decontamination and disinfection* 2. Radiography and radiation protection * 3. Medical emergencies* 4. Record keeping 5. Communication skills 6. Team work e.g. managing the dental team 7. Law and Ethics Child protection Consent Negligence Managing complaints
NB These 3 core skills listed*are mandatory for all candidates (GDC validation)
Section 6: Clinical Governance and Skills development 1 of the items listed below Audit projects Evidenced Clinical Management Community Case project Work based case presentations, e.g. mini CEX, DOPs, CBD
Detailed guidance for completion of portfolio components for examination can be obtained from the Royal College of Surgeons, Examinations Department
74

Dental Foundation Training Portfolio

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Dental Foundation Training Portfolio

Diunggah oleh

Hak Cipta:

Format Tersedia

1

Dental Foundation Training Portfolio

Committee of Postgraduate Dental Deans and Directors

Foundation Training Programme SHO Equivalent - Year 2

Learning Portfolio Year 2

Section 4 Appendix 1 Appendix 2

Welcome to Dental Foundation Training in England and Wales

Dental Foundation Training Program DF2 (SHO equivalent)

Permit Free Full

Type of GDC Registration:

Please complete and return to Secondary Care (DF2) Deanery Administrator

Introduction to the DF Year 2 Dental Training Portfolio

Dental Foundation Annual Review of Progress

DF2 (SHO) appraisal and assessment guide

Mid-Point Review Exit Assessment

Personal Development Plan

How to use the learning portfolio

Section 1 Dental Foundation Training Program DF2 (SHO equivalent)

GDC Number: .. Deanery Number: ..

Self Evaluation Tool

Learning needs summary:

Learning needs summary:

Learning needs summary:

Learning needs summary:

Learning needs summary:

Year 1 /2.. Placement

How was this identified?

How will this be addressed, and by when?

Trainee: ...Educational/Clinical Supervisor: .. Signature: Signature: .

Dental Foundation Training Program DF2 (SHO equivalent)

Explain what action and resources would be required

Date agreed with Educational Supervisor to achieve the target

Achievement target date ?

Dental Foundation Training Program DF2 (SHO equivalent)

Dental Foundation Training Program DF2 (SHO equivalent)

What problems did you encounter in your reflective practice?

Section 1.2 Structured Meetings & Review Forms

Program Timetable and Documents

First week in post

Continue reflective practice and gathering evidence for competency assessment

Continue reflective practice and gathering evidence for competency assessment

Which forms for which meeting?

Overview of meetings in each placement

The Placement Induction Meeting

The Mid-Point Review

The Final Review of each post

Dental Foundation Training Program DF2 (SHO equivalent) Educational Agreement

Name (Print): _______________________ Name (Print):__________________________ Date: ____________________________ Date: _______________________________

Dental Foundation Training Program DF2 (SHO equivalent)

Trust: _____________________________ Department:___________________________ Brief description of post

Signed (Trainee): ... Print Name: ... Date: ..

Signed (Trainer): .... Print Name: ... Date: ..

* This tool can be used for 4, 6 or 12 month posts duplicate as necessary

Dental Foundation Training Program DF2 (SHO equivalent)

Further explanatory comments:-

Signed (Trainee): ... Print Name: ... Date: ..

Signed (Trainer): .... Print Name: ... Date: ..

* This tool can be used for 4, 6 or 12 month posts duplicate as necessary

GDC No: ......

Has the trainees performance been Satisfactory?

Are additional assessments required to substantiate improvement? If so, please specify:

Signed (Trainee): ... Print Name: ... Date: ..

Name (Print): _ Name (Print): Date: Date: ___________

Trust: ___ Department:_ Brief description of post