Libro blanco de las ACES Pediátricas 2024

Cardiología Pediátrica. Anexos ❚ 73 Page 53 of 64 Paediatric Cardiology curriculum 5.5 Evidence of progress The following methods of assessment will provide evidence of progress in the integrated programme of assessment. The requirements for each training year/level are stipulated in the ARCP decision aid ( www.jrcptb.org.uk ). Summative assessment Workplace based assessment (WPBA) • Direct Observation of Procedural Skills (DOPS) – summative Formative assessment Knowledge Based Assessment Supervised Learning Events (SLEs) • Acute Care Assessment Tool (ACAT) • Case-Based Discussions (CbD) • mini-Clinical Evaluation Exercise (mini-CEX) WPBA • Direct Observation of Procedural Skills (DOPS) – formative • Multi-Source Feedback (MSF) • Patient/Parent Survey (PS) • Quality Improvement Project Assessment Tool (QIPAT) • Teaching Observation (TO) Supervisor reports • Multiple Consultant Report (MCR) • Educational Supervisor Report (ESR) These methods are described briefly below. More information and guidance for trainees and assessors are available in the ePortfolio and on the JRCPTB website ( www.jrcptb.org.uk) . Assessment should be recorded in the trainee’s ePortfolio. These methods include feedback opportunities as an integral part of the programme of assessment. Acute Care Assessment Tool (ACAT) The ACAT is designed to assess and facilitate feedback on a doctor’s performance during their practice on the acute medical take. It is primarily for assessment of their ability to prioritise, to work efficiently, to work with and lead a team, and to interact effectively with nursing and other colleagues. It can also be used for assessment and feedback in relation to