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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 • • • • 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 – – – – – 8 sittings 771 candidates 339 passed 44% pass rate (25% - 70%) • Part B 2006-2009 – – – – – – 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! • • • • Candidates enter room Identity confirmed Instructions given to start the scenario Examiners observe the process without interruption/interaction • One minute interval between candidates Scenarios • • • • • CHD deaths Excess winter deaths Meningococcal meningitis Exceptional treatment request Breast screening Public health concepts • • • • • • 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 • • • • • 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