A Supervised Learning Event (SLE) is an interaction between a foundation doctor and a trainer which leads to immediate feedback and reflective learning. They are designed to help foundation doctors develop and improve their clinical and professional practice and to set targets for future achievements.
What is the purpose of a SLE?
- support the development of proficiency in the chosen skill, procedure or event
- provide an opportunity to demonstrate improvement/progression
- highlight achievements and areas of excellence
- provide immediate feedback and suggest areas for further development
- demonstrate engagement in the educational process.
Participation in this process, coupled with reflective practice, is an important way for foundation doctors to evaluate how they are progressing towards the outcomes expected of the Foundation Programme Curriculum 2012 (the Curriculum).
Are SLEs assessments?
Can a SLE be failed?
Which tools do the SLEs use?
- Mini-clinical evaluation exercise (mini-CEX)
- Direct observation of procedural skills (DOPS).
Supervised learning events which take place remote from the patient use:
- Case-based discussion (CBD)
- Developing the clinical teacher.
Supervised learning events with direct observation of doctor/patient encounter
Mini-clinical evaluation exercise (mini-CEX)
- Foundation doctors should complete a minimum of six mini-CEX in F1 and another six in F2. These should be spaced out during the year with at least two mini-CEX completed in each four month period
- There is no maximum number of mini-CEX and foundation doctors will often complete very high numbers of SLEs recognising the benefit they derive from them.
Direct observation of procedural skills (DOPS)
- Foundationdoctors may submit up to three DOPS in one year as part of the minimum requirements for evidence of observed doctor-patient encounters
- Different assessors should be used for each encounter wherever possible
- Each DOPS could represent a different procedure and may be specific to thespecialty(NB: DOPS may not be relevant in all placements)
- Although DOPS was developed to assess procedural skills, its purpose in theFoundationProgramme is to support feedback on the doctor/patient interaction
- DOPS cannot be used to provide evidence of satisfactory completion of the GMC core procedures required in F1
- There is no maximum number of DOPS and foundation doctors will often achieve very high numbers of SLEs recognising the benefit they derive from them.
Supervised learning events which take place remote from the patient
Case-based discussion (CBD)
- A minimum of six CBDs should be completed each year with at least two CBDs undertaken in any four month period
- Different teachers/trainers should be used for eachCBDwherever possible
- There is no maximum number of CBDs and foundation doctors will often achieve very high numbers of SLEs recognising the benefit they derive from them.
Developing the clinical teacher
How frequently should SLEs be done?
How many SLEs should be done?
|All supervised learning events (SLEs)||Recommended minimum number perplacement*|
|Direct observation of doctor/patient interaction:Mini-CEXDOPS||Total 3 with 2 or more Mini-CEXDOPS to supplement mini-CEX|
|Case-based discussion (CBD)||2 or more|
|Developing the clinical teacher||1 or more|
(*based on a clinical placement of four month duration)
It is important to note that although these are the recommended minimum, foundation doctors are encouraged to undertake many more. This is a means of demonstrating engagement with the learning process and should support self reflection. The Placement Supervision Group will consider how engaged the foundation doctor has been with the process and NOT the detailed feedback.
What kind of topics should the SLE cover?
The list below suggests suitable topics but increasingly complex issues can also be covered within any of these subjects.
- Airway problems
- Breathing problems
- Circulation problems
- Gastrointestinal problems
- Haematological problems
- Infection/inflammatory/immunity problems
- Musculoskeletal/locomotor problems
- Neurological and visual problems
- Obstetric and gynaecological problems including fertility
- Oncological problems
- Psychiatric/psychological problems
- Renal/Urological problems
- Long-term conditions
- Breaking bad news
Whose responsibility is it to complete SLEs?
Who should be expected to contribute to a SLE?
Foundation doctors should try to use a different teacher/trainer for each SLE wherever possible. Clearly, if more than 9 SLEs are completed, the foundation doctor may need to use the same trainer(s) more than once.
What sort of feedback should be expected?
Remember that all doctors have scope for development and are expected to actively engage in life-long learning and refine their skills throughout their careers. It is important that foundation doctors understand that they can improve their performance
- The Foundation Charter
- Foundation Curriculum and ARCP Process
- Regional Induction (F1’s)
- F1 Regional Skills Teaching (F1RST)
- F2 Generic Skills Teaching (FLiGHT)
- Study Leave & Taster Modules
- Absence Notification