How to use the Annual Review of Competence Progression (ARCP) and the matrix of educational progression to screen for potential future issues.
The Matrix of Educational Progression is a useful objective tool to benchmark trainees. The table below provides guidance regarding the ARCP outcome for some of the standards, about which there is doubt within the Matrix of Educational Progression.
If a trainee receives an outcome 2 or 3 an educational plan should be set with Specific Measurable Achievable, Realistic and Timely (SMART) targets. The actual time frame should be determined by the original panel following senior local advice. Trainee progress should be assessed at a follow up ARCP.
Other specific guidance
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Outcome 2 |
Outcome 3 |
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Work based assessments |
When the number of CBDs and minicex are sufficient but the quality or timing, or evidence of learning is of concern. Specifically trainees should be obtaining WBAs throughout the training year
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When the number completed is below that noted in the matrix For persistent inappropriate timing and quality (e.g. insufficient senior clinical input) of WBAs |
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Simulation training |
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Failure to complete 1 formative OSAT- basic laparoscopy skills |
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Reflective practice |
Quality of reflective practice is poor. |
For not completing the number of reflective practice forms as stated in the matrix or where the reflective practice shows ongoing lack of insight
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Courses |
Attendance at Deanery Teachings below the regional guidance. |
Failure to attend recommended courses within the matrix of progression, or demonstrate that content and learning outcomes have been achieved using alternative evidence. Persistent failure to achieve attendance targets at regional teaching |
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Team Observation forms |
Some concerns noted by ARCP panel. These are not major nor recurrent. RCOG guidance for TO forms not followed |
Major or recurrent issues noted Recurrent failure to follow RCOG TO form guidance. |
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TEF |
Non completion of TEF alone will not generate an adverse outcome at ARCP |
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Clinical Governance |
Falls below the standard set out in the matrix |
Persistently and significantly falls below matrix standard. |
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Teaching experience |
Falls below the standard set out in the matrix |
Persistently and significantly falls below matrix standard. |
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Leadership and management |
Falls below the standard set out in the matrix |
Persistently and significantly falls below matrix standard. |
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Presentations Publications |
Falls below the standard set out in the matrix |
Persistently and significantly falls below matrix standard. |