Transcript Slide 1
Public Health Specialty Training
Part B/OSPHE
Examiner’s perspective
Dr Fu-Meng Khaw
Part B Tutor, Northern Deanery
Director of Public Health, North Tyneside
[email protected]
Part B workshop, 11 December 2009
Overview
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Part B examiner role
Assessment framework
On the day experience
Tips
Examiner role and duties
• Application process
• Commitment to writing 2 questions per year
• n=27 (NE: David Landes, Meng Khaw, Sushma
Aquilla)
• Attend question development days
• Provide feedback on questions
• Examine at least twice a year
• Observe one, Shadow mark one, Do one
Part B OSPHE: Assessment
• Level expected of a trainee with 2 years
training left
• Apply knowledge and skills to PH settings
• Questions are extensively developed and
consulted
• Scenarios are used again on very rare
occasions
Part B OSPHE: Assessment
• Marking criteria
• Guidance for assessment for each
competency – specific to scenario
• Grade (A-E) assigned for each competency
assessed
• Pass Fail is C/D
• Numerical mark for each grade
• Final mark derived by weighting
• Role-player shadow-marking trial
Marking criteria
• Communication skills
– Avoids jargon – Is clear – Appropriate language for the audience
– Maintains eye contact – Appropriate manner for the scenario –
Demonstrates empathy and politeness.
• Listening and comprehension skills
– Listens and responds appropriately – Manner of responses
appropriate to scenario.
• Assimilate information
– Shows sound knowledge by assimilating the key public health
facts from the data provided – Satisfactorily explains the
appropriate key public health concepts – Applies relevant
knowledge to the scenario.
Marking criteria
• Reasoning and analysis
– Demonstrates appropriate reasoning, analytical and
judgement skills – Satisfactorily interprets and
balances evidence – Provides clear explanations of
appropriate key public health concepts – Applies
relevant knowledge to the scenario.
• Handle uncertainty
– Responds to confrontation and challenging questions
in sensitive manner appropriate to the situation –
Non-confrontational – Acknowledges uncertainty –
Demonstrates a balanced style.
Pass rate: Part A vs Part B
• Part A 2006-2009
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8 sittings
771 candidates
339 passed
44% pass rate
(25% - 70%)
• Part B 2006-2009
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21 sittings
493 candidates
389 passed
79% pass rate
(62% - 92%)
11/09 (75%)
On the day experience
• Preparation time to understand scenario
• Preparation time with role-player/actor
• Set up station/logistics
Begin!
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Candidates enter room
Identity confirmed
Instructions given to start the scenario
Examiners observe the process without
interruption/interaction
• One minute interval between candidates
Scenarios
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CHD deaths
Excess winter deaths
Meningococcal meningitis
Exceptional treatment request
Breast screening
Public health concepts
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Contact tracing
Critical appraisal of scientific evidence
Slope index of inequalities
Crude and standardised rates
Ratios and percentages
Performance management
Tips
• Preparation time
– Get the right scenario!
– Know your role
– Know the role-player’s role
– Spend time making summary notes
– Highlight important text
– Write/rehearse key messages
Tips
• During the scenario
– You only have 8 minutes to demonstrate your
competences
– Don’t speak too quickly
– Don’t speak too slowly
– Don’t take confrontation personally – these
are professional actors!
– Get your key messages across
– Ignore the examiner
Summary
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Assessment is valid
Question development is robust
Scenarios are realistic
Very limited amount of time to make assessment
Marking is not difficult from the examiner’s
viewpoint
• Emotional intelligence and interpersonal skills
are really important
• Speed-reading technique can be practised in
advance