In-Training Assessment

Meetings With Your Supervisor of Training
The Learning Portfolio
Learning Plans and Time Management
Goal Setting
Self Evaluation
Schematic Summary of the ITA Process

The assessment of Trainees within the ANZCA Training Program includes formative assessments by ANZCA Fellows in the hospitals where you work. These in-training assessments of skills and attitudes by the senior staff of the hospital are an important component of the College's evaluation process.

Vocational training in anaesthesia consists of 24 months (two years) of Basic Training and 36 months (three years) of Advanced Training. This must comprise:

• 33 months of clinical anaesthesia;
• three months of intensive care medicine; and
• 24 months which may include clinical anaesthesia, intensive care medicine (including neonatal intensive care), clinical medicine, emergency medicine, pain medicine and other disciplines related to anaesthesia.

In-training assessment (ITA) is an invaluable evaluation tool that facilitates the ongoing education of Trainees and complements other procedures for the assessment of Trainees, such as the College's examinations. It is a joint process of evaluation and goal setting between you and your Supervisor of Training (SOT), and requires your active participation.

The ITA process aims to:

• Discuss and set appropriate educational and clinical goals for the training term;
• Assess your progress towards obtaining these goals and assist you in achieving these objectives;
• Provide you with regular feedback; and
• Develop any remedial activities that may be required.
  
  

Meetings With Your Supervisor of Training

Formal meetings must occur between you and your SOT at the beginning (the initial interview) and the end (the final interview) of each six month period (or sooner if the attachment is less than six months). If you are experiencing difficulty, please bring this difficulty to the attention of your SOT as early as possible. There should also be regular meetings between the SOT, HOD and Trainees as a group.

At the initial interview, you should show your SOT your Learning Portfolio (including copies of all your Final ITAs from previous rotations). If forms are missing, you can obtain copies from either the College or the appropriate previous SOT. At this initial meeting you must also complete an ITA-1 form based on your own perception of your performance.

A copy of this self evaluation and Learning Portfolio is given to your SOT. These are used to set appropriate educational and clinical goals for the next training term and form the basis of a discussion which should take place at the beginning of each term. When the term is in a new hospital or department, the discussion should be part of the orientation process. SOTs are encouraged to contact your previous SOTs to assist with their decisions as to the best educational and clinical experiences for you.

After six months (or upon completion of the rotation for those rotations of less than six months), your SOT will complete an ITA-2 form using information from an assessment by the appropriate three senior staff members (who each complete an ITA-1 form), and/or an assessment by a consensus meeting of senior staff of the Department (who complete an ITA-1 form).

Staff selected to complete the form should be those who interact with you the most in a personal and dedicated manner and can complete documentation in a timely manner. At the same time, you should complete an ITA-1 form as self evaluation. These two forms (ITA-2 and ITA-1) should form the basis of the interview with your SOT. At the completion of the interview, you will be asked to write any comments you may have on the ITA-2 form.

The ITA-2 forms are to be retained as part of the your records. Copies of these forms should be submitted to the Regional Education Officer (REO) by the SOT. The REO will review these forms before forwarding them to the College. Copies are also to be retained by the SOT. You should place the original copy within your learning portfolio.

The in-training assessment offers the opportunity for prospective goal setting and for a review of any relevant matter related to previous terms. The process is a collaborative one between you and your Supervisor of Training. The College also encourages you to maintain informal contact with your SOT and Department, in addition to these formal avenues of communication and evaluation.

Formal requirements for in-training assessment (ITA) are as set out in College Professional Document TE14 : Policy for the In-Training Assessment of Trainees in Anaesthesia - 2007.

The Learning Portfolio

The Learning Portfolio is a detailed inventory of recorded learning processes and key events, experiences and progress during the vocational training years. The purpose of the Learning Portfolio is to assist Trainees and Supervisors to plan and implement training and to facilitate development of critical and reflective learning and practice. Specifically, the Learning Portfolio will:

• Show your progress through the recording of Modules completed, clinical experience gained, skills learned and assessments completed;
• Allow you to establish learning plans (and revise them when necessary), time management schedules and reflective learning;
• Remind you of the objectives of training and the attributes of a Specialist Anaesthetist; and
• Promote self-directed learning.

The objectives of the Learning Portfolio are to:

• Document your progress through Approved Training.
• Clarify areas for improvement.
• Give greater responsibility for your learning experience.
• Provide an opportunity for reflective learning.
• Provide additional information to Supervisors regarding your progress and learning.
• Facilitate communication between you and your Supervisors.
• Establish (and allow for revision of) learning plans and time management schedules.
• Promote self-directed learning essential for continuing professional development, lifelong learning, adult learning and problem-based learning activities.
  

The Learning Portfolio has four sections:

• Record of Training. This is required by the College. This includes details on registration, Basic and Advanced Training, and assessments and examinations;
• Records of Modules. These include clinical experience (clinical sessions), Learning Plans, self-appraisals, assessments and records of completion for each Module;
• Records of Continuing Professional Development. These include your learning experiences in clinical skills, education skills, academic activities and continuing education; and
• Reflective Learning. The Learning Portfolio must contain the original signed copy of the ITA-2 form from each final assessment with a Supervisor of Training and all self-assessment forms.

Reflective learning uses principles similar to quality assurance employing feedback to improve learning and   performance. Trainees are expected to evaluate their experiences by asking questions such as:

• What was the situation (including your abilities, available support, etc.)?
• How could this be improved?
• What would you do differently next time?

You should constantly review the contents of your portfolio and at intervals, review progress with your SOT, Module Supervisor and relevant support persons. Specific information pertaining to the Learning Portfolio is contained within College Professional Document TE8: Guidelines for the Learning Portfolio for Trainees in Anaesthesia.

The Learning Portfolio is mailed to each Trainee upon their registration with ANZCA. A PDF copy can be downloaded from the Trainee Publications page on the ANZCA website.

Learning Plans and Time Management

While you train, you are required to develop Learning Plans periodically. The purpose of these plans are to identify:

• Specific aims and learning objectives (what is to be learned);
• Learning processes (how objectives are to be achieved); and
• Required time frame.

These plans should be based upon your current practice and learning style and the module aims and objectives. Plans should be recorded and filed in an orderly manner. You should refer to their plans and revise them whenever necessary.

Time management is an essential component of training. This includes allocating appropriate time to learn the knowledge, skills and attitudes associated with each module. You should specify in your Learning Plans the time you will devote to achieving your learning aims. When allocating this time you should take into account your abilities and the opportunities available to you in relation to your specific learning aims.

Goal Setting

Goals are statements of intent or an end product that you strive to attain, with your instructor's aid. They are useful for establishing priorities and can act as aids in suggesting particular learning strategies. It is important to ensure that both you and your Supervisor are focusing on achieving a common goal.

In setting Goals:

• Determine your entry performance level;
• Determine your expected performance level;
• Specify the date by which you will obtain your goal. It is expected that you will have multiple goals set within each rotation. As such, you should ensure that goals are both relevant to you and your Supervisor and feasible in terms of available resources, time and personnel.
   

Goals should be developed clearly in collaboration with your Supervisor. This enables both you and your SOT to determine more readily when a goal (e.g., specific knowledge, skill, attitude or attribute) has been achieved.

Self Evaluation

A major element of the training process is self evaluation. Self evaluation helps you focus upon the criteria by which you are being evaluated and fosters an appreciation of those aspects of your training that you consider important. It encourages you to monitor your own progress, obtaining feedback on the way from your supervisor of training. This allows you to compare your perceptions of your performance against those of others who are familiar with your work.

Schematic Summary of the ITA Process