Abstract

In line with Modernising Medical Careers (Department of Health, 2003), the foundation year programme aims to bridge the gap between undergraduate and specialist training. Psychiatry posts have been incorporated into the second year of this programme, with satisfactory progress of doctors being monitored via a range of workplace-based assessment tools. Learning that occurs in the context of the daily workplace is more likely to be relevant and reinforced, leading to better practice (Davis et al, 1995).

Highlights

  • There was overall dissatisfaction with the MTAS process; even those who were shortlisted thought the process unfair

  • Psychiatry posts have been incorporated into the second year of this programme, with satisfactory progress of doctors being monitored via a range of workplace-based assessment tools

  • This paper provides an overview for consultants, specialist registrars (SpRs) and staff grade/associate specialists, all of whom may be approached to assess foundation year 2 trainees using these competencybased assessments

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Summary

Introduction

There was overall dissatisfaction with the MTAS process; even those who were shortlisted thought the process unfair. Psychiatry posts have been incorporated into the second year of this programme, with satisfactory progress of doctors being monitored via a range of workplace-based assessment tools. Examples of psychiatric settings in which the range of workplace-based assessment tools can be used and a critical review of their usefulness are considered.

Results
Conclusion
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