Supervised Learning Events (SLEs)
The Malta Foundation Programme uses 4 types of SLEs which are summarised below:
1. Case-based Discussion (CbD)
This is a structured discussion of clinical cases managed by the foundation doctor. Its strength is discussion of clinical reasoning.
- A structured discussion takes place of real cases in which the foundation doctor has been involved.
- Decision-making and reasoning can be explored in detail.
Feedback and debriefing
A key component of the assessment process is the provision of feedback and debriefing. This is required to outline the views of teachers/trainers to doctors in the Foundation Programme. Giving and receiving feedback, which highlight both success and difficulty, are a vital part of, and will enhance learning and development.
Teachers/Trainers may be Consultants, Resident Specialists, GP Specialists or Higher Specialist Trainees (HSTs).
2. Mini Clinical Evaluation Exercise (mini-CEX)
This is an assessment of an observed clinical encounter with immediate developmental feedback. A minimum of six observed encounters suggested in both F1 and F2. Mini-CEX is one form of observed clinical encounter.
A different trainer should be used for each mini-CEX, wherever possible.
Teachers/Trainers may be Consultants, Resident Specialists, GP specialists or HSTs, and should ideally include the educational supervisor once.
Each mini-CEX should represent a different clinical problem, sampling each of the acute care categories listed in Section 4 of the Curriculum. The foundation doctor chooses the timing, problem and the trainer.
3. Direct Observation of Procedural Skills (DOPS)
This is a structured checklist for assessing practical procedures. DOPS is another doctor-patient observed encounter
- Two observed procedures are suggested per placement.
- Different observers/assessors should be used for each encounter, wherever possible
Teachers/Trainers may be Consultants, Resident Specialists, GP specialists, HSTs, BSTs, suitable nurses or allied health professionals.
Each DOPS should represent a different procedure, sampling from the acute care skills listed in Section 3 of the Curriculum, or from procedures specific to the specialty. The foundation doctor chooses the timing, procedure and observer/assessor. Trainers may also carry out unscheduled assessments.
4. Developing the Clinical Teacher
This is an assessment of a foundation doctor’s skill in teaching and/or making a presentation. This can be used for one-to-one teaching and group teaching.
Trainers must be trained in assessment and feedback methodology. They must be able to competently undertake the teaching session yourself.
Teachers/Trainers should be Consultants, Resident Specialists, GP specialists and experienced Higher Specialist Trainees. If possible, a different trainer should be used for each teaching assessment.
The process is led by the foundation doctor, who should choose the teaching session.
Developing the Clinical Teacher includes four rated question areas (see below) and provides free-text space for you to identify what went well, areas for development and an overall feedback of the teaching/presentation.
