Assessment Strategy for 2021 Anaesthetics Curriculum

Published: 09/01/2023

Executive summary

This assessment strategy comprises the rationale for, and content of the RCoA programme of assessment to be used from 4th August 2021 until a later version is published which will then take precedence.

It draws on the strengths of previous strategies with some development of existing, effective assessment practices to support the 2021 curriculum.

This strategy must be read in conjunction with the RCoA Curriculum.

This document outlines the purpose of the assessments and the mechanisms by which their on-going validity are ensured.

The assessments used for the 2021 curriculum do not differ from those in previous assessment strategies, but the way they are used is changed subtly to reflect the changes to the structure and emphasis of the curriculum. Supervised Learning Events (SLEs) will use feedback on the learner’s performance and supervision/entrustment scales to promote learning and demonstrate progress. They will encourage reflection by the learner on the learning event.

The use of consultant feedback has been formalised and multiple trainer reports (MTRs) will be used to guide improvement and assess progress.

The evidence from assessments will be brought together in the Holistic Assessment of Learning Outcome (HALO) form, which will be used to demonstrate achievement of learning outcomes at each stage of training.

The focus of training on the achievement of Higher Learning Outcomes (HLOs) and the assessments will show attainment of key capabilities across all domains of learning.

Key critical progression points have been identified in line with the GMCs Designing and maintaining postgraduate assessment programmes. These points mark transition to a higher level of training.

The Fellowship of the RCoA Primary and Final examinations will be essential components of the assessment of progress at these points together with a range of assessments in the workplace.

The RCoA Lifelong Learning platform (LLp) will support the structure of the new curriculum and will ensure that the assessments relate to the key capabilities and learning outcomes.

The Educational Supervisor’s Structured Report (ESSR) within the LLp will set out the evidence for the learning outcomes in a clear framework so assisting the assignment of outcomes by the ARCP panel.

The development of assessment for appropriate activities with the use of Entrustable Professional Activities (EPAs) is outlined in this strategy.