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INTRODUCTION

Background – This document has been developed over the last two years through discussions between members of the SAC, regional speciality advisors and specialist registrars in Clinical Genetics.  The framework for the document was agreed at a workshop held in Oxford in July 1999, attended by consultant representatives from thirteen UK genetic centres.  The document has since been further developed by Sally Davies, Peter Farndon, Sue Huson and Karen Temple, Helen Kingston, John Tolmie, Oliver Quarrell and Elizabeth Sweeney.  Winnie Wade, head of education and training at the RCP, has made valuable comments on various drafts. 

The SAC in clinical genetics have now agreed that we should now use the tools in the document appraisal and assessment.

 Why do we need the document?  In a small speciality like Clinical Genetics, the trainees frequently meet together at a regional and national level and compare notes.  It is important that the different Centres are able to offer their trainees a similar breadth of training experience and have relatively uniform approaches to appraisal and assessment.

 Experience has shown that when one has good and eager trainees, appraisal and assessment can seem unnecessary.  However when there are trainees who are struggling in certain areas, the appraisal and assessment process should enable us to tease out the problems and help the trainee in a positive manner.  If it is working well, it will help the good trainees achieve even more.

The Royal College’s and Specialist Training Committee are keen that we move towards competency-based assessment.  In a speciality like Clinical Genetics, this is much more difficult to achieve than in practically based specialities.  More formal approaches to assessment are also time consuming for trainers – however if we get it right it could also be useful for consultants’ revalidation.  This document suggests an approach to assessment in clinical genetics.  The methods described are mainly subjective and there may be a case for future development of more objective measures such as modified essay questions. 

What is in the document?   

How do we use the document?  All trainees should already be having regular appraisal and it is hoped that the discussion on appraisal and form for use of appraisal will facilitate this progress.  With regard to introducing the extra tools of assessment, this will be for each deanery’s training committee to discuss.  For example, in the South and West of Britain our annual assessments are in July, we have therefore agreed that for this year the trainees will produce one case report. 

Feedback on the document. Although the various drafts of the document have been widely distributed and piloted by several people, there will be need for regular feedback and alteration of the forms.

Anyone noticing immediate obvious typos and major errors should contact Sue Huson directly.  Overall feedback and suggestions for alteration after everyone has used the various forms on one occasion should be collated by the regional speciality advisors to and fed back to Sue Huson.

Sue Huson