Assessment and Feedback
Assessment in clinical education involves evaluating a learner’s practical skills and knowledge through observations, examinations, and case discussions. Feedback delivers constructive insights on performance, identifying strengths and highlighting areas for improvement. This process boosts learning, models professional development, and warrants competence in the provisions of dental care.
Overview
Supervised Learning Events (SLEs)
Interaction - Between trainee and trainer
Purpose - Helps trainees to develop and improve clinical and professional practice
Time period - Aim to complete a minimum of 2 per month during the training year, 24 minimum during your training year
Benefits of Assessment and Feedback
- Observation of practice in real time with real patients
- Feedback is pivotal to the process
- High educational impact
- Promotes reflective learning
- Enables trainees to develop clinical and professional practice
- Formative… no “sign off”
- Trainee driven, trainer led
Types of Supervised Learning Events
Case Based Discussion (CBD)
Structured discussion of a clinical case managed by you, the trainee. It can be used to evaluate understanding and knowledge. It is used to investigate and feedback on a trainee’s clinical reasoning.
Case Based Discussion Example
A 27 year old patient is seen by you on clinic following referral from his GDP for extraction of his lower left third molar which has caused episodes of pericoronitis. The tooth appears close to the inferior dental nerve on the dental panoramic radiograph and you have discussed the options for treatment with the patient.
Direct Observation of Procedure (DOP)
A procedure is performed on a patient in the workplace, observed by a trainer who observes the trainee’s performance. Feedback is provided to identify learning needs and plan future learning opportunities.
Direct Observation of Procedure Example
You are in theatre working with the Paediatric Consultant on a list where one patient requires an open exposure of an impacted canine. You have observed and assisted with similar procedures previously and the Consultant is happy for you to carry out this procedure under direct supervision.
Mini Clinical Evaluation Exercise (mini-CEX)
The mini-CEX provides snapshot of how you interact with patients in a clinical setting. Each mini-CEX should represent a different clinical scenario
mini-CEX Example
You are carrying out a new patient clinic in the Restorative department and anxious patient has been referred for re-root canal treatment. You need to explain the procedure to the patient.
Developing the Clinical Teacher
This is an assessment of a trainee’s skill in teaching and/or making a presentation. This can be used for one-to-one teaching or group teaching. Ideally a different assessor should be used for each teaching assessment
Clinical Teacher Example
On a treatment clinic you have an undergraduate trainee observing you on clinic. They have never carried out an inferior dental block injection and your supervisor asks you to teach this technique to the trainee.
There are 18 mandatory learning outcomes in the Dental Core Training Curriculum. During your training year you must link two Supervised Learning Events to each of these mandatory learning outcomes.
Guidance for Linking SLE's with Curriculum
Please refer to the document below for further guidance on Linking SLE's with Curriculum
Supervised Learning Events (SLE)
Multi-Source Feedback (MSF)
A self-assessment must be completed initially and then the questionnaire completed by at least 10 colleagues. The results will be given to you by your Educational Supervisor
DCT1s:
- One for each 6 month post
DCT2s, DCT3s and DCT4s:
- In first 6 months
- Repeat in second 6 months if required
Patient Assessment Questionnaire (PAQ)
To be confirmed.
Quality Improvement (QI)
Systematic, data-guided activities designed to bring about immediate, positive changes in the delivery of healthcare.
Uses quantitative or qualitative data to identify problems in the delivery of care and their causes and then acts to achieve improvement in an aspect of care
Audit
A QI process that seeks to improve care and outcomes through systematic review of care against explicit criteria and the implementation of change
Comparing actual patients care to the type of care that represents best practice and act on the findings to achieve improvement in delivering best practice
Proof of completion of QIP must be submitted in your portfolio for a satisfactory outcome to be awarded
Feedback
Principles of Feedback
- Feedback should be regarded as an every day activity
- It should be expected
- Feedback should concentrate on specific behaviours, not value judgements based on personality or generalisations
- Based on observations
- Timed for the greatest benefit of the learner
- Opportunities given for self assessment
- Dialogue between learner and teacher
- Goal / standard / where they are in relation / what action.
- What matters most is what learners do with the feedback!
Review of Competence Progression
This section of the Induction gives general guidance to you about expected Review of Competence Progression (RCP) assessment.
After you have read the information below, please visit the RCP guidance page for DCTs, where you will find current training year review dates, detailed information about potential RCP outcomes and training year specific content.
Interim RCP at 6 months:
- Submission of your portfolio by mid February
- Review of your portfolio by panel at end of February
Final RCP:
- Submission of your portfolio by mid July
- Review of your portfolio by panel at end of July
Panels will look for evidence of:
- Supervised Learning Events (2 per month)
- Personal Development Plan
- Meetings with Educational Supervisor
- Multi-Source Feedback
- Patient Assessment Questionnaires
- Quality Improvement / Audit project evidence of acceptance and completion
- Education and study events / Continuing Professional Development
An RCP Panel is made up from:
- Core Training Advisors
- Associate Dean
- External Dean
- Lay person
RCP Outcomes
Outcome 1
progression outcome
Satisfactory progress – successfully achieved the predefined competence and other requirements of the post
Outcome 2
developmental outcome
Development of specific competences / capabilities required – no additional training time
Outcome 2 awarded at interim RCP review point only
Outcome 3
developmental extension outcome
Inadequate progress – additional training time required
Outcome 5
administrative outcome
Incomplete / insufficient evidence provided
If you are awarded a RCP Outcome 2 or 3, you will be required to meet with a panel for a discussion.
Outcome 4
Unsatisfactory progress outcome
Insufficient and sustained lack of progress. Released from training programme – with or without specified competences / capabilities
