Appraisal - Provides an approach which focuses on the trainee and his or her personal and professional needs. All trainees must have a formally appointed educational supervisor who should provide, through constructive and regular dialogue, feedback on performance and assistance in career progression. The Educational Supervisor will be responsible for bringing together the structured report, which looks at the evidence of progress in training and also for undertaking workplace based appraisal with their trainees.
ARCP - Annual Review of Competence Progression (replaces the RITA) is an evidence based review of a trainee's progress. It is a process by which trainees in specialty training have the evidence of their progress reviewed by a panel. The panel can then make a judgement about the trainee's progress and report this to the training programme director, the trainee and the trainee's employer. The possible outcomes are:
Progress into the next year of training. Indicative of satisfactory progression across all domains within the decision aid grid.
Unsatisfactory progression will be informed by some or all of the following (the decision being undertaken by the ARCP panel): lack of curriculum coverage, inadequate or poor outcomes in workplace based assessments and/or examinations and areas of concern within the structured supervisor's report. This will result in one of two outcomes-
* Conditional progress into the next year of training. A specific action plan will be formulated with the trainee to redress deficiencies in performance. Progress will be re-assessed as appropriate within the next year of training.
* Directed training without progression. If the trainee is so far short of the objectives for their year of training such as to prevent them continuing into the next year of training, directed training is recommended to achieve those objectives. The RCR recommends that repetition of the entire year should only be recommended for exceptional reasons.
Assessment - This is a formally defined process within the curriculum in which a trainee's progress in the training programme is evaluated and measured using a range of defined and validated assessment tools, along with professional and triangulated judgments about the trainee's rate of progress. It results in an Outcome following an annual assessment of the written evidence of progress and is essential if the trainee is to progress and to confirm that the required competences and patient safety are being achieved.
Audit Assessment Tool - A Workplace Based Assessment developed to assess a trainee's competence in completing a clinical audit through a written report or presentation
CCT- The award of the Certificate of Completion of Training marks the end of specialty training, indicating the doctor has reached a standard compatible with independent practice to enable registration on the GMC Specialist Register and hence eligibility for Consultant appointment.
Clinical Supervisor - A trainer who is selected and appropriately trained to be responsible for overseeing a specified trainee's clinical work and providing constructive feedback during a specific training placement.
College Tutor - A Consultant Radiologist, accountable to the RCR who has the job of ensuring that the resources for education and training are available to all trainees and that the department or special interest area within his/her Local Education Provider (LEP) meets RCR standards for training. In some Trusts the College Tutor has an explicit role within the educational structure of the Trust and joint lines of accountability to the College and their Director of Medical Education. In such cases the appointment of the College Tutor is undertaken jointly by the College and the Trust. Some Deaneries prefer the term Specialty Tutor to College Tutor as a means of reflecting this broader role.
Competence - the possession of requisite or adequate ability; having acquired the knowledge, skill and behaviour necessary to perform those tasks which reflect the scope of professional practices. It may be different from "performance", which denotes what someone is actually doing in a real life situation.
COPMeD - The Conference of Post Graduate Medical Deans provides a forum in which Postgraduate Deans meet to discuss current issues, share best practice and agree a consistent and equitable approach to medical training in all deaneries across the UK.
Curriculum - A statement of the aims and intended learning outcomes of an educational programme. It states the rationale, content, organisation, processes and methods of teaching, learning, assessment, supervision, and feedback. If appropriate, it will also stipulate the entry criteria and duration of the programme (from the Workplace Based Assessment Subcommittee of PMETB).
Diversity Training - The process of educating professionals to work with people of widely differing cultural, social and religious backgrounds.
Educational Agreement - mutually acceptable educational development plan drawn up jointly by the trainee and their educational supervisor
Educational Appraisal - positive process to provide feedback on a trainee's performance, chart their continuing progress and identify their developmental needs
Educational Supervisor - trainer who is selected and appropriately trained to be responsible for the overall supervision and management of a specified trainee's educational progress during a training placement or series of placements, for a minimum of one year, although quite possibly for the whole of core training (3 years) or for the whole of training (5years). The educational supervisor is responsible for the trainee's educational agreement.
When a trainee is on a placement out of his/her base hospital, the nominated clinical supervisor may assume the week to week educational supervision during the placement
ePortfolio - A developmental learning tool, for all radiologists to use to plan, record and reflect on their training and continued education. It will allow for collection of an evidence-base of activities that the radiologist has undertaken
Equality (for equal opportunities) - the term used to describe ‘policies and practices that tackle inequalities, aiming to ensure that all staff are treated fairly, and that service users do not experience discrimination'.
Formative Assessment - is an instructional process that supports both trainee and trainer to identify he developmental needs of an individual and to allow interventions to be made during the learning process. For example - workplace based assessment
GMC - The General Medical Council is the regulator of the medical profession in the UK. A doctor must be included on the GMC register to practice medicine in the UK.
Following the merger of the Postgraduate Medical Education and Training Board (PMETB) with the General Medical Council (GMC) on 1 April 2010, the GMC is now responsible for regulating all stages of medical education in the UK.
Gold Guide - The four UK Health Departments publish 'A Guide to Postgraduate Specialty Training in the UK' which is also known as "Gold Guide". This document provides the framework for the postgraduate specialty training programmes, including general practice. It is primarily aimed at Postgraduate Deans and their training networks, Medical Royal Colleges/Faculties, employers and others involved in specialty training.
Heads of Schools - Senior radiologists within a Deanery who provide strategic leadership for the development of the postgraduate school which provides and co-ordinates the education and training of doctors within radiology
LAS - A Locum Appointment - Service is an appointment which provides cover for the service element of a placement for up to 3 months. It is implicit that because of the short-term, service-based nature of an LAS placement, there is little structured training or training benefit to be derived from such an appointment which is therefore not approved for training purposes
LAT - A Locum Appointment - Training is an appointment where it is decided that CCST training experience can be offered and prospective training recognition has been given to a locum post
Mini-IPX - is a workplace based assessment designed to assess a trainee's skills in interpreting an imaging study and to provide rapid and prompt feedback to a trainee in a particular area of diagnostic imaging.
MSF- Multisource feedback is a workplace based assessment tool which provides judgments about behaviour in clinical contexts. Assessments are completed by peers, tutors and other members of the healthcare team to give different perspectives about different situations and on several different occasions.
Professionalism - is the adherence to a set of values comprising statutory professional obligations, formally agreed codes of conduct, and the informal expectations of patients and colleagues. Key values include acting in the patients' best interest and maintaining the standards of competence and knowledge expected of members of highly trained professions. These standards will include ethical elements such as integrity, probity, accountability, duty and honour. In addition to medical knowledge and skills, medical professionals should present psychosocial and humanistic qualities such as caring, empathy, humility and compassion, social responsibility and sensitivity to people's culture and beliefs
Rad-DOPS - a workplace based assessment that focuses on the skills that trainees require when undertaking a clinical practical procedure. The Rad-DOPS is a focused observation or "snapshot" of a trainee undertaking a practical procedure
Regional Postgraduate Education Adviser - the regional representative of the Royal College of Radiologists with respect to education and training, and accountable to the Warden. He/she performs a vital role in assuring, on behalf of the College, that national standards for training, curriculum delivery and assessment are maintained and provide an external perspective to the Deaneries on the quality assurance processes of their training programmes.
SpR - Specialist Registrar is the title given to trainees who were appointed into specialty training before August 2007
STAC - Specialty Training Advisory Committee is the name used for the committee which advises the College or Faculty on training issues and sets the specialty specific standards within the context of the generic standards of training set by PMETB/GMC
StR - Specialty Registrar is the title given to trainees who are appointed into specialty training from August 2007
Summative Assessment - is a standardized test that acts as a hurdle with a pass/fail rate. eg FRCR examination.
Teaching Observation Tool - is a workplace based assessment tool designed to support and develop the qualities expected in a medical teacher.
A Specialty or Specialist Registrar on a recognised Radiology Training Scheme.
An experienced practitioner, either a medical or allied healthcare professional, who is competent and actively participates in the training of a trainee in an allocated session, technique or procedure.
Training Programme Director - TPD is sometimes referred to as PD - Programme Director or Head of Training, is a senior clinician appointed by the Deanery and Postgraduate School to oversee the management of the training programme for either core or specialty training
Workplace Based Assessment - (WpBA) is the evaluation of a doctor's progress in their performance in those areas of professional practice which are best tested in the workplace. It is a process in which evidence of competence in independent practice is gathered in a structured and systematic framework. Evidence is collected during training. The evidence is recorded in a web-based portfolio (the ePortfolio) and used to inform regular reviews and, at the end of training, to make a holistic, qualitative judgment about the readiness of the doctor for independent practice.
WPBA is a developmental process. It provides feedback to the trainee and drives learning. It may indicate where a doctor is in difficulty. It is learner led: the trainee decides which evidence to put forward for review and validation by the trainer. It is delivered locally by deaneries.