ARCPs for GP Trainees
Table of Contents
The ARCP panel seeks to confirm that all GP trainees undertaking specialist training are progressing satisfactorily. Specifically, that trainees are developing the required capabilities and skills at the expected rate and that the necessary evidence to support progression is present. A review needs to take place at least once every 12 working months (not including parental leave, sick leave, etc.)
Address: Health Education England working across the South West, Peninsula Postgraduate Medical Education, Plumer House, Tailyour Road, Crownhill, Plymouth, PL6 5DH.
Please note: Due to Coronavirus, ARCP panels will be taking place virtually via videocall until further notice. Please contact PenGPHelpdesk.email@example.com if you have any queries.
There are central panels held every month along with local summer panels in June and July. They consist of two stages.
Stage 1 consists of the screen review where the ePortfolio is assessed by the ARCP panel members: the panel Chair who is a GP Associate Postgraduate Dean, and two panel members who will be either GP APDs, TPDs or Educational Supervisors. The progress of each trainee is assessed exclusively by the evidence present in the eportfolio and no other documentation is considered.
Stage 2 consists of the "face-to-face" (presently via videocall) ARCP panel consisting of the same panel members. Trainees considered by the stage 1 panel to be progressing satisfactorily will be signed off by the stage 2 panel Chair. Those portfolios which are thought to need more scrutiny are examined further, with a final outcome given and the trainee called to meet the panel "face-to-face".
The panel will assess and feedback regarding the quality of the Educational Supervisor's report (ESR).
- For general information about panels and the assessment process, see the RCGP website.
Local Programme Screen Review panels will be looking at the quality of the ES Reports to give feedback to Educational Supervisors. In cases where RCGP criteria are not met, the Panel Chair will write to the Educational Supervisor.
The RCGP ESR criteria are as follows:
|Needs Further Development||Acceptable|
|a) The basis for judgements is not clear, i.e. they are not referenced to the evidence, i.e. they are not linked to evidence or there is a substantial lack of evidence to support the judgments made by the Educational Supervisor.||Judgements are generally referenced to the available evidence|
|b) Where the judgements can be evaluated, they do not appear to be justifiable, i.e. where evidence has been cited for any judgments, the accuracy or robustness of the linked evidence is questionable.||Judgements appear to be justifiable|
|c) Suggestions for trainee development are inadequate in number and/or quality. I.e. constructive suggestions for how the candidate might progress are lacking.||Suggestions for trainee development are routinely made and appear to be appropriate
Outcome 1 - Satisfactory Progress - Achieving progress and the development of competences at the expected rate
Outcome 2 - Unsatisfactory Progress - Development of specific competences required – additional training time not required
Outcome 3 - Unsatisfactory Progress - Inadequate progress by the trainee – additional training time required
Outcome 4 - Released from training programme with or without specific competences
Outcome 5 - Insufficient evidence presented – additional training time may be required
Outcome 6 - Gained all required competences; will be recommended as having completed the training programme and for award for a certificate of completion of training (CCT)
Due to the ongoing effects of Coronavirus on GP training, the following COVID-19 relate outcomes have been introduced, to be used until at least September 2021:
Outcome 10.1 - Satisfactory progress. Acquisition of competencies/capabilities has been delayed by COVID-19 disruption. Trainee can progress.
Outcome 10.2 - Satisfactory progress. Acquisition of competencies/capabilities delayed. Trainee is at critical point and additional training time is required.
Below are some reasons a Covid outcome may be applied:
- Redeployment and could not acquire required experience
- Prolonged self-isolation needed during COVID-19
- Inadequate progress in this training year prior to COVID-19
- Incomplete evidence due to COVID-19
- Royal College or Faculty exam cancelled with trainee at CCT date
- Other COVID-19 related issue
Whilst ARCP screen reviews take place in the absence of the trainee concerned, if you are judged to have an outcome 2 (need to acquire additional skills), outcome 3 (need extended training) or outcome 4 (be required to leave the training programme) the panel will meet with you ivia videocall to outline its decision and to detail the remedial action required (if appropriate). See guidance about training requirements during extensions.
If a trainee is required to attend a panel via videocall, they will be given one week's notice.
(courtesy of the RCGP WPBA Standards group)
A log entry should ideally show:
- some evidence of critical thinking and analysis, describing own thought processes
- some self-awareness demonstrating openness and honesty about performance and some consideration of feelings generated
- some evidence of learning, appropriately describing what needs to be learned, why and how
- appropriate linkage to curriculum
- demonstration of behaviour that allows linkage to one or more competency areas.
The following table provides a framework for assessing reflection in the eportfolio:
|Not Acceptable||Acceptable||Excellent (in addition to acceptable)|
|Information Provided - Entirely descriptive e.g. lists of learning events/ certificates of attendance with no evidence of reflection||Limited use of other sources of information to put the event into context||Demonstrates well developed analysis and critical thinking e.g. using the evidence base to justify or change behaviour|
|Critical Analysis - No evidence of analysis (i.e. an attempt to make sense of thoughts, perceptions and emotions)||Some evidence of critical thinking and analysis, describing own thought processes||Shows insight, seeing performance in relation to what might be expected of doctors|
|Self Awareness - No self awareness||Some self awareness, demonstrating openness & honesty about performance and some consideration of feelings generated||Consideration of the thoughts and feelings of others as well as him/herself|
|Evidence of Learning - No evidence of learning( i.e. clarification of what needs to be learned & why)||Some evidence of learning, appropriately describing what needs to be learned, why & how. Uses a range of sources to clarify thoughts & feelings||Good evidence of learning, with critical assessment, prioritisation and planning of learning|
Other issues to consider when looking at the e-portfolio
1. Educators Notes: These may contain extra, miscellaneous information that may be pertinent to the ARCP decision taken.
2. Assessments: This should include: RCA/CSA, AKT, WPBA assessment tools, naturally occurring evidence (Audits; SEAs; Journal Clubs; Projects; Research; Log Entries), PDP, MSF;,PSQ, QIP. Consider issues such as:
- Quality of feedback; is it addressed in the learning log?
- Is the PDP SMART – specific, measurable, achievable, relevant, timebound (rather than a repeat of the log); have any of the outcomes been achieved?
- How long did the tools take to complete; what grade was the assessor; are there a range of assessors (particularly in hospital posts); do the tick boxes match the free text?
3. Achievements: See the learning log entries for items such as courses, certificates and e-learning.
4. Learning log: Consider the below points:
- Ensure the learner has a mix of personal reflective learning, such as clinical encounters as well as formal teaching sessions (see Appendix C)
- Clinical encounters. Are trainees learning from their patients? Will the learning plan address the identified needs? Are the curriculum areas highlighted the correct ones? (If the learner has wrongly linked curriculum areas then you will need to go to curriculum coverage and look at the linked log entries, particularly for areas where there are few entries, in order to ensure that those that are there are accurate).
- Do the log entries go beyond simple description and into reflection and developing learning needs and action plans for achieving these?
- Has the Educational Supervisor commented on the trainee’s entries? Do they promote learning?
- Professional conversations. Any highlighted problems, including any interventions that may have been from the Programme Directors?
- Note that HEE has recommended a minimum number of learning log entries (Appendix C). Trainees who have not achieved these recommendations will need further panel discussion to consider if there is either evidence of failing to progress in one or more capabilities, or if there is insufficient evidence to judge progress (Outcome 5). Note, that failure to have met the learning log recommendations is not in itself evidence of poor progress or engagement if the evidence for the relevant capabilities can be found elsewhere in the e-portfolio.
5. Clinical Supervisor’s report: Are there any concerns not picked up by the Educational Supervisor? A Clinical Supervisor Review (CSR) should ideally take place for every post a trainee is in.
6. Are there any other concerns (apparent to you) that have not been picked up elsewhere?
7. Check there is eportfolio evidence of learning for all posts, especially short posts (under 3 months, but at least 2 months long). Suitable evidence would be some WPBAs and entries within the learning log.
In exceptional circumstances, documentation outside the usual expectations may be needed, and trainees will be made aware if they need to submit this type of evidence.
The panel Chair will lead all discussions where there is disagreement about the panel outcome and/or where an unsatisfactory outcome is being considered. The Chair who has been involved in the original panel discussion will sign off the ARCP form electronically after it has been prepared by the GP Programme Coordinator.
The overall regulations for GP Specialty training can be found in the Reference Guide for Postgraduate Specialty training in the UK (the Gold Guide)
If there are any questions about this guide or the ARCP panel process, then please contact the APD for assessment, Dr Susanna Hill at Susanna.Hill@hee.nhs.uk
The RCGP has guidelines which may require you to undertake further training if you are absent for more than 12 months due to parental leave or illness. Please contact us if you think this will affect you.
Here is the RCGP guidance document on completion of training following prolonged absence.
There are a number of processes to monitor and improve the quality of the ARCP process and associated educational supervision and work place based assessment within HEESW.
At least annually, following completion of ARCP panels, the process is reviewed internally with recommendations for changes.The RCGP provides external quality assurance. An RCGP external advisor sits in and observes at least one panel a year and produces a report. The RCGP also examines a sample of eportfolios centrally once a year to examine specific quality issues and provide comparative data.
For virtually all GP trainees the route to gaining your CCT is via the certification unit at the RCGP. All of the training programmes are fully approved, so all you need to do is satisfactorily complete your placements and pass the MRCGP assessments.
When you sign your final ARCP form and process the "Apply for CCT" button in your ePortfolio, your application to the RCGP is automatic. The RCGP will then review your evidence to check you have met the requirements and make a recommendation to the GMC to award a CCT.
The GMC will check the RCGP recommendation against your application to them, and if you are successful, they will issue you with your CCT.
You must also be included on the National Medical Performers List (NMPL) for the country in which you wish to work.
Dealing with the RCGP can be quite daunting, particularly in the case of CEGPR applications - RCGP Certificate of Eligibility for GP Registration. If you think that you will need to go down this route, you would probably be wise to contact a friendly local Associate Postgraduate Dean for help early in the process, via your local training scheme office.
HEE is always keen to help its trainees with CEGPR applications, and the Head of School can also advise you if you run into a particularly thorny issue.
In particular it is worth knowing that:
The RCGP doesn’t accept electronic ARCP outcome forms – so you will need to get these printed off and authenticated.
CEGPR applications take quite a long time to process – so start your application well in advance of your anticipated date of completion of training.
We sincerely hope you won't need to read this section!
The regulations regarding training assessments, supervision and the ARCP process are detailed in the Gold Guide. If you wish to appeal an ARCP decision, in the cases of outcomes 3 and 4, then you should do so in writing to the Postgraduate Dean, within 10 working days. The process that will be followed is detailed in the Gold Guide and you should study this carefully before embarking on the process.
Please be aware that there is no option to appeal an Outcome 2, only to have it reviewed. This means that:
‘If the trainee requests a review of an Outcome 2 recommendation, this must be made in writing and with supporting evidence to the Chair of the ARCP panel within ten working days of being notified of the panel’s decision. Trainees may provide additional evidence at this stage (e.g. evidence of mitigating circumstances) and this must be received as part of the request for the review so that the panel is able to consider it in detail. The original ARCP panel will review its decision where practical within 15 working days of receipt of such a request from a trainee. The decision of the review process is final and there is no further appeal process.’ - Gold Guide, Version 7, January 2018
Such situations are understandably stressful, and the School will do its best to provide you with support and advice from a member of its faculty unconnected with your case.