Workplace Based Assessments (WpBA)
Mini-IPX and Rad-DOPS are educational occasions for a trainee. They cannot be passed or failed. Panels will expect to see mini-IPX and Rad-DOPS undertaken in response to learning needs identified by trainees and their supervisors so that educational progress can be demonstrated. WpBAs must be spread throughout the year as detailed in the table and be done contemporaneously with the assessed activity. More information is available here.
Mini-IPX should not be based on a single series of patient images. A mini-IPX should cover either a number of different patients using a single modality e.g. several patients on the CT list or cover a single patient’s images through different modalities, for example, a chest radiograph, a CT and a radionuclide image for a cancer patient. As a routine, if a single imaging modality is used for a mini-IPX then three patients e.g. three CT head scans on a list should form one mini-IPX. Mini IPX’s should cover at least 3 different systems e.g. gastrointestinal, genitourinary and neuro over a 12 month period.
Rad-DOPS test practical skills and to a large extent are transferable, for example, the skill required in the performance of an ultrasound of the abdomen has much in common with that required for the ultrasound of a shoulder or the heart. However, there are sites specific issues to consider with imaging or intervention in different areas. Therefore, DOPS must cover a range of patient areas imaged or types of intervention performed. For less complex imaging or intervention, for example, ultrasound of abdomen or fine needle aspiration of a thyroid Rad-DOPS should consist of more than one single patient interaction. Three patients should be grouped together to count as a single Rad-DOPS in simple procedures. For more complex intervention, for example, angioplasty a single patient episode is appropriate for a Rad-DOPS.
MDT meetings are an important part of a radiologist's work. Senior trainees should regularly participate in or lead MDT meetings.
A minimum of 12 raters is required for a complete MSF. The RCR curriculum recommends the following mix of raters, which you should adhere to:
2-4 senior doctors
2-4 junior doctors
2-4 nurses/allied health professionals
2-4 other team members including clerks, secretaries and auxiliary staff
Audit and Teaching
Participation in audit, and teaching others are identified in the guides as essential skills. ARCP panels will expect a trainee to demonstrate personal involvement in audit projects and to have recorded episodes where they were observed teaching (see table). The panel is not proscriptive about the nature of the teaching which could be informal, formal and given to fellow trainees, medical students or other healthcare professionals. However, all teaching episodes should be subject to evaluation which can be recorded in the ePortfolio.