- How is RCPCH Progress structured?
- Level 3 training
- Does this curriculum mean any changes to the CCT I receive?
- What support is there for trainees and trainers?
- What assessments are there?
- What about SPIN modules?
- How do I use RCPCH ePortfolio?
- How was Progress developed?
- Are there any more changes planned to the curriculum?
- ARCP - Supporting RCPCH Progress curriculum implementation
- Courses supporting RCPCH Progress
- Informative videos
- Further updates and contact
How is RCPCH Progress structured?
There are 11 domains, such as procedures, communication, leadership and team working.
There is a learning outcome for each domain and for each of the three training levels. This states the standard the trainee must meet to progress satisfactorily through each training level.
To gain access to the next level of the Curriculum you will need to be going through a progression point (ST4 for level 2 and ST6 for level 3). If you wish to start documenting evidence against the higher level before completing the previous level please ask your Educational Supervisor to confirm this and contact the college at email@example.com and ask for access.
There are a small number of key capabilities for each learning outcome, which trainees must evidence. These help ensure that the judgments made are consistent, fair and transparent.
There is an assessment grid, which suggests the assessment tools that may be used to evidence each key capability.
Each learning outcome has illustrations, examples of evidence that trainees may use to demonstrate their achievement of the outcome. Trainees do not need to do any specific illustrations - they are simply there as prompts - and may use other evidence.
The learning outcomes for all levels and sub-specialties are in the main curriculum document.
Generic syllabi for levels 1, 2 and 3 also contain the learning outcomes for each training level, as well as the key capabilities and illustrations for each outcome and the assessment grid.
Level 3 training
Level 3 trainees must meet additional learning outcomes specific to either general paediatrics or their sub-specialty.
There are syllabi for level 3 training for general paediatrics and each sub-specialty, with the learning outcomes. These are available on the sub-specialty page - see all sub-specialties. In August/September 2021, there will be some changes to some level 3 training syllabi, and we've outlined the changes to expect.
Does this curriculum mean any changes to the CCT I receive?
When Progress was introduced in 2018, there was no change to the CCT (Certificate of Completion of Training). All trainees completing the training programme will receive a CCT in ‘Paediatrics’. Trainees who have also completed a 'Grid' sub-specialty post will have this included in brackets, for example ‘Paediatrics (Community Child Health)’.
What support is there for trainees and trainers?
We have a range of short videos, fact sheets, guidance and other supporting tools for College Tutors, supervisors and trainees at the bottom of this webpage. This includes guidance for how judgments are made at ARCP (Annual Review of Competence Progression) against learning outcomes and individual level summaries. A slide pack is also provided, to support clinicians who are responsible for briefing their colleagues on the curriculum.
For any more information, please contact firstname.lastname@example.org.
What assessments are there?
Since Progress was implemented, 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 an assessment, trainees should focus on which learning outcome they were seeking to address.
We are developing and piloting new assessments of Entrustable Professional Activities (EPAs) for Level 1 trainees. For more information, download the assessment strategy below.
What about SPIN modules?
When Progress was introduced in 2018, there was no change for how clinicians undertake SPIN (Special Interest) modules. Trainees will continue to need to demonstrate how they meet the Level 3 curriculum learning outcomes and the requirements of their SPIN module. The SPIN curriculum part of the ePortfolio is unchanged.
As new SPIN curricula are produced, or old ones reviewed, we are updating the format to match that of RCPCH Progress.
How do I use RCPCH ePortfolio?
We have created some videos to help you use Progress in ePortfolio, and you can watch these and see written instructions on ePortfolio guidance page.
All evidence recorded in ePortfolio before Progress came in 2018 remains and can be used to demonstrate achievement of Progress. Where possible, we mapped previously tagged evidence to Progress. Trainees can add or change tags for any existing evidence if they wish to use this to demonstrate any of the Progress learning outcomes.
Any evidence in ePortfolio that was not tagged remains untagged, and no evidence is removed. If trainees wish to use currently untagged evidence to support achievement of one of the Progress learning outcomes, they need to tag it.
The Educational Supervisor form was updated, to be trainee-led and structured around the RCPCH Progress domains; it takes a similar form to the consultant revalidation forms.
Trainees and their supervisors will consider the evidence against each learning outcome and make a judgement.
How was Progress developed?
About 200 clinicians, including trainees, were involved in developing the curriculum. 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.
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 be reviewed regularly to ensure it is fit for purpose, meeting the current and future needs of those using it to manage their training. There is an annual window for stakeholders to suggest amendments to the Progress curriculum which will be considered by the ETQC (Education & Training Quality Committee). This will primarily focus on the illustrations supporting the learning outcomes. For more details, you can download the governance policy.
In 2020-2021 we 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.
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
You can find more detail in the downloadable file below.
Preparing for launch
Webinar for trainees
Feedback from early adopters
Supervisor and trainee scenario
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 email@example.com.