RCPCH Progress - guidance and support

The RCPCH Progress curriculum is approved for delivery as of 1 August. To support your transition to RCPCH Progress, see our frequently asked questions below, watch our videos and download more resources.
Last modified
1 November 2018

What is different about RCPCH Progress?

The new curriculum is based on a framework of learning outcomes rather than the list of competencies in our previous curriculum (from 2010). Progress incorporates the Generic Professional Capabilities that the GMC (General Medical Council) expects of all doctors.

Collecting evidence for an outcomes-based curriculum is very different from getting a competency signed off. This new approach allows greater flexibility to demonstrate your achievement.

The new curriculum is much more user friendly and supports you in your practice. It allows you to focus on areas of practice relevant to your working area, as opposed to getting a list of things ‘ticked off’.

See full curriculum, with learning outcomes

How is RCPCH Progress structured?

It is structured around 11 curriculum domains (for example, procedures, communication, leadership and team working).

There is a Learning Outcome that states the standard trainees must have met for each domain, and for each of the three levels of paediatric training.

All trainees need to demonstrate all these generic Learning Outcomes. At level 3 training, trainees need to meet additional Learning Outcomes specific to either General Paediatrics, or their sub-specialty (Grid).

To support trainees and supervisors and to ensure consistency, there are a small number of key capabilities specified for each Learning Outcome. These are mandatory things the trainee must evidence in order for the Learning Outcome to be met.

At the back of each syllabus document, an assessment grid suggests assessment tools that may be used to evidence each key capability.

For each Learning Outcome there are also a range of illustrations, examples of other evidence that trainees may wish to use to demonstrate they have fully met the outcome. Trainees are not required to do any specific illustrations - they are simply there as prompts - and they may use other evidence to demonstrate their achievement of the Learning Outcome.

How do I use RCPCH Progress to support my training?

The curriculum's Learning Outcomes inform the trainee and the trainer of the standard the trainee needs to have met to progress satisfactorily through each level of training. The key capabilities help ensure that the judgements made are consistent, fair and transparent.

The Learning Outcomes for all levels and sub-specialties are found within the main ‘curriculum’ document.

Generic syllabi for levels 1, 2 and 3 also contain the Learning Outcomes for each level, along with the key capabilities and illustrations for each outcome, and a grid of suggested assessment tools. Similar syllabi have been produced for level 3 General Paediatrics and each of the level 3 sub-specialties.

Will trainees undertaking a SPIN module complete three curricula at level 3 training (generic, general paediatrics, and SPIN)?

That’s correct. There is no change for how clinicians undertake SPIN modules at present. Trainees will continue to need to demonstrate how they meet the generic and general paediatric standards as they do now (we’ve just tried to make the separation of those clearer under Progress), albeit against the new Progress standards not the old ones. Plus they need to show they’ve met the requirements of their SPIN module. The SPIN curriculum part of the ePortfolio will be unchanged.

As new SPIN curricula are produced, or old ones reviewed, we intend to update the format. So over time they will all be structured in the same way as the new curriculum, with Learning Outcomes, key capabilities and illustrations. This will be phased in over time though, so won’t impact on trainees already on the existing SPINs.

Does the new curriculum mean any changes to the CCT I receive?

No, there has been no change to the CCT (Certificate of Completion of Training).

All trainees completing the training programme will continue to receive a CCT in ‘Paediatrics’. Trainees who have also completed a 'Grid' sub-specialty post will continue to have this included in brackets, for example ‘Paediatrics (Community Child Health)’.

What are the timescales for implementing RCPCH Progress?

The new curriculum becomes the approved curriculum to be used for training from 1 August 2018.

Most trainees need to start using the new curriculum at this point, as they move to their next year of training.

I’m currently a trainee. Do I have to switch to the new curriculum?

All trainees move from the current curriculum to RCPCH Progress, unless they are due to CCT before 15 September 2019.

You do not need to re-demonstrate achievement of training levels already completed under the old curriculum ie Level 2 trainees will not need to evidence again that they have met the requirements of Level 1 training.

What support is there for trainees and trainers?

We have a range of short videos, fact sheets and other supporting tools for College Tutors, supervisors and trainees. This will include a toolkit for College Tutors to help them ensure all trainers and trainees at their site are prepared for the implementation of RCPCH Progress in August 2018.

How can I get involved with the launch and implementation?

We are looking for trainees, tutors and supervisors who can help us spread the word about RCPCH Progress. Using our slides and videos, you can present to others locally or help at national events.

If there is an event happening where you would like to speak about the new curriculum, or you would like to volunteer to help with any other part of our launch programme, please contact us at progress@rcpch.ac.uk.

Are there any new assessments?

No, trainees still complete the MRCPCH exams, RCPCHStart and use the existing workplace based assessment tools.

There is a wider range of reflective notes that can be used to record other evidence against the Learning Outcomes, but these are not mandatory. When carrying out and reflecting on a workplace based assessment, trainees should focus on which Learning Outcome they were seeking to address.

The College is developing new assessments of Entrustable Professional Activities (EPAs) for Level 1 trainees, and these will be piloted prior to introduction to the assessment strategy. For more information, please see the assessment strategy document.

How do I use ePortfolio?

We have created some videos to help you use ePortfolio once Progress is implemented on 1 August. You can also find more on our ePortfolio guidance page.

Completing an assessment

What happens to my existing evidence in ePortfolio?

All evidence already recorded in ePortfolio still remains and can be used to demonstrate achievement of the new curriculum.

Where trainees have evidence tagged to a competence in the current curriculum, this is mapped by the College to the Learning Outcome we think it is most likely to apply to. Trainees need to review this from 1 August and can move evidence to a different Learning Outcome if needed.

Any evidence that is untagged remains in the ePortfolio in an untagged state. No evidence is removed from ePortfolio. If trainees wish to use currently untagged evidence to support achievement of one of the Progress Learning Outcomes they will need to tag it to these from 1 August.

Guidance for trainees on ePortfolio

Are there any other changes to ePortfolio?

The forms for recording assessments will be updated and simplified, making it easier to select (from a drop down menu) which curriculum domain and Learning Outcome the assessment relates to, and to additionally tag a key capability or illustration that relates to that outcome, where required.

The Educational Supervisor form will also be updated, to be structured around the new RCPCH Progress domains, and taking a similar form to the consultant revalidation forms. Trainees and their Supervisors will consider the evidence against each Learning Outcome and make a judgement.

Development of Progress: Why was the curriculum reviewed?

The 2010 curriculum had not been reviewed for many years. It was a very onerous curriculum that is quite unwieldy for use. As a consequence, the way it is used is inconsistent

Due to its age, there was potential that was is out of date and not fit for contemporary paediatric practice.

The curriculum review was undertaken with a ‘start from scratch’ approach.

How was Progress developed?

About 200 clinicians, including trainees, were involved in developing the new curriculum. Authoring and reviewing was led by the Curriculum Review Group, a sub-committee of the Education and Training Quality Committee (ETQC), supported by the RCPCH College Specialty Advisory Committees (CSACs).

Consultation took place with employer representatives, special interest groups, other Royal Medical Colleges and patients to ensure the final curriculum meets the needs of patients and the NHS now and in the future.

We worked closely with the GMC through the development to ensure the curriculum met the requirements of the Standards for Curricula and Assessment, and satisfactorily incorporated the Generic Professional Capabilities.

How were children and young people involved?

Nearly 200 children and young people along with their families and carers were consulted as part of the curriculum review. Several illustrations within the curriculum were written directly by these young people, and are marked with a (*).

Are there any more changes planned to the curriculum?

It is important that a curriculum is reviewed regularly to ensure it is fit for purpose, meeting the current and future needs of those using it to manage their training. There will be an annual window for stakeholders to suggest amendments to the Progress curriculum which will be considered by the ETQC. This will primarily focus on the illustrations supporting the Learning Outcomes.

In 2020-2021 the College will be updating the paediatric training programme to reflect the requirements of the Shape of Training Review, and there will be a fuller review of the Learning Outcomes themselves at this point.

See our response to Shape of Training Review

ARCP - Supporting RCPCH Progress curriculum implementation

You can download the Judging achievement of Learning Outcomes to support ARCP progression decisions below.

Courses supporting RCPCH Progress

We have mapped our face-to-face courses and online learning resources to the domains in Progress.

For example, our Effective Educational Supervision courses relate to domain 10 (education and training), and our How to Manage series relate to domain 4 (patient management) and others.

You can find more detail in the downloadable file below.

Informative videos

Preparing for launch

Webinar for trainees

Feedback from early adopters

Further updates and contact

We will update these FAQs regularly, so check back soon for more information.

If you have any questions about RCPCH Progress in the meantime, please contact the Quality and Standards team at progress@rcpch.ac.uk.

Downloadable resources