WPBA and the Curriculum capabilities
The Workplace Based Assessment (WPBA) is mapped to the 13 capabilities in the GP Curriculum. These capabilities are assessed by the full range of WPBA assessments, for multiple perspectives on performance in the Trainee ePortfolio. Each capability should be assessed at different times using different tools and ideally with multiple assessors.
Progression point descriptors and Indicators of potential underperformance (IPUs)
Each capability in the Curriculum has a set of “progression point descriptors” that are included in the curriculum under each core capability.. These provide guidance on the behaviours that a GP registrar is expected to demonstrate to display the required level of capability for a CCT, including indicators of underperformance and indicators of excellence.
The indicators of potential underperformance (IPUs) aim to make it easier to recognise underperformance early in training so support can be provided and learning needs adjusted.
While these progression point descriptors can be found in the GP Curriculum, they are also included here for ease as a standalone, downloadable document:
The following table shows which WPBA assessments can provide evidence that a GP registrar is competent in a capability.
| Capability | Curriculum learning outcomes | Assessments that can provide some supporting evidence of capability but require triangulation | Assessments that can provide strong evidence of capability for CCT |
|---|---|---|---|
| Fitness to practise | Demonstrating the attitudes and behaviours expected of a good doctor | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, CSR, Prescribing Assessment, QIP/QIA/Leadership Activity | |
| Managing the factors that influence your performance | CAT/CbD, COT, PSQ, MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | ||
| Promoting health and wellbeing in yourself and colleagues | CAT/CbD, MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | ||
| An ethical approach | Treating others fairly and with respect and acting without discrimination or prejudice | CAT/CbD, COT, MiniCEX, CEPS, PSQ, Prescribing Assessment, QIP/QIA/Leadership Activity | MSF/Leadership MSF, CSR |
| Providing care with compassion and kindness | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CSR | |
| Promoting an environment of inclusivity, safety, cultural humility, and freedom to speak up | MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | ||
| Communicating and consulting | Establishing effective partnerships through a range of in-person and remote consulting modalities | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CSR |
| Managing the additional challenge of consultations with patients who have particular communication needs, or who have different languages, cultures, beliefs, and educational backgrounds, to your own | CAT/CbD, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, QIP/QIA/Leadership Activity | COT, CSR | |
| Maintaining continuing relationships with patients, carers, and families | CAT/CbD, COT, PSQ, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CSR | |
| Data gathering and interpretation | Applying an organised approach to data gathering and investigation | CAT/CbD, COT, MiniCEX, CEPS, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CSR |
| Interpreting findings accurately and appropriately | CAT/CbD, COT, MiniCEX, CEPS, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CSR | |
| Clinical examination and procedural skills | Demonstrating a proficient approach to clinical examination and procedural skills | CAT/CbD, COT, MiniCEX, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CEPS, CSR |
| Decision-making and diagnosis | Adopting appropriate decision-making principles based on shared understanding | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CSR |
| Using best available, current, valid, and relevant evidence | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CSR | |
| Clinical management | Providing collaborative clinical care to patients which supports their autonomy | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CSR |
| Using a reasoned approach to clinical management that includes supported self-care | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CSR | |
| Making appropriate use of other professionals and services | CAT/CbD, COT, MiniCEX, CEPS, PSQ, QIP/QIA/Leadership Activity | MSF/Leadership MSF, CSR | |
| Providing urgent care when needed | COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CAT/CbD, CSR | |
| Medical complexity | Enabling people living with long-term conditions to optimise their health | CAT/CbD, COT, MiniCEX, PSQ, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CSR |
| Using a personalised approach to manage and monitor concurrent health problems for individual patients | CAT/CbD, COT, MiniCEX, PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CSR | |
| Managing risk and uncertainty whilst adopting safe and effective approaches for patients with complex needs | MiniCEX, CEPS, PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CAT/CbD, COT, CSR | |
| Coordinating and overseeing patient care across healthcare systems | CAT/CbD, COT, MiniCEX, PSQ, MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | ||
| Team-working | Working as an effective member of multi-professional and diverse teams | CAT/CbD, COT, MiniCEX, QIP/QIA/Leadership Activity | MSF/Leadership MSF, CSR |
| Leading and coordinating a team-based approach to patient care | COT, QIP/QIA/Leadership Activity | CAT/CbD, MSF/Leadership MSF, CSR | |
| Performance, learning and teaching | Continuously evaluating and improving the care you provide | COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, CSR, Prescribing Assessment | CAT/CbD, QIP/QIA/Leadership Activity |
| Adopting a safe and evidence-informed approach to improve quality of care | CAT/CbD, COT, MiniCEX, CEPS, MSF/Leadership MSF, Prescribing Assessment | CSR, QIP/QIA/Leadership Activity | |
| Supporting the education and professional development of colleagues | CAT/CbD, MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | ||
| Organisation, management, and leadership | Advocating for medical generalism in healthcare | CAT/CbD, MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | |
| Applying leadership skills to improve your organisation’s performance | CAT/CbD, MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | ||
| Making effective use of data, technology, and communication systems to provide better patient care | CAT/CbD, COT, MiniCEX, MSF/Leadership MSF, Prescribing Assessment | CSR, QIP/QIA/Leadership Activity | |
| Developing the financial and business skills required for your role | MSF/Leadership MSF, QIP/QIA/Leadership Activity | CAT/CbD, CSR | |
| Holistic practice, health promotion, and safeguarding | Demonstrating the holistic mindset of a generalist medical practitioner | PSQ, MSF/Leadership MSF, Prescribing Assessment, QIP/QIA/Leadership Activity | CAT/CbD, COT, CEPS, CSR |
| Supporting people through their experiences of health, illness, and recovery with a personalised approach | MiniCEX, PSQ, MSF/Leadership MSF, QIP/QIA/Leadership Activity | CAT/CbD, COT, CSR | |
| Safeguarding individuals, families, and local populations | CAT/CbD, COT, MiniCEX, CEPS, PSQ, MSF/Leadership MSF, CSR, QIP/QIA/Leadership Activity | ||
| Community health and environmental sustainability | Understanding the health service and your role within it | COT, MiniCEX, MSF/Leadership MSF | CAT/CbD, CSR, QIP/QIA/Leadership Activity |
| Building relationships with the communities in which you work | CAT/CbD, PSQ, MSF/Leadership MSF, CSR | QIP/QIA/Leadership Activity | |
| Promoting population and planetary health | CAT/CbD, COT, MSF/Leadership MSF, CSR, Prescribing Assessment | QIP/QIA/Leadership Activity |
While evidence of the capabilities should reflect the breadth of the curriculum, not every area of the curriculum will be covered through WPBA. Capabilities are also tested through the other components of the MRCGP exam - the Applied Knowledge Test (AKT) and Simulated Consultation Assessment (SCA).
WPBA and Capability assessment and progression
Evidence of progress in the capabilities is gathered throughout the training programme. It’s unlikely that GP registrars will be able to demonstrate evidence of full capability at the start of training, but evidence will be built up over the course of the training programme. Trainers and Supervisors should adapt the programme of learning for GP registrars as areas of strength and developmental needs become apparent.
As part of each Educational Supervisors Review (ESR), both the GP registrar and Educational Supervisor will rate the progress of the GP registrar in each of the 13 capabilities. Each capability is rated as one of:
- Needs Further Development (NFD) – below expectations
- NFD – meets expectations
- NFD – above expectations
- Competent for licensing
- Excellent
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