Our programme of assessment refers to the integrated framework of examinations, assessments in the workplace and judgements made about an anaesthetist in training during their approved programme of training. The purpose of the programme of assessment is to robustly evidence, and clearly communicate the expected levels of performance and ensure these are met on an annual basis and at other critical progression points in, and to demonstrate satisfactory completion of, training as required by the curriculum. Detailed guidance has been drafted to assist trainers and anaesthetists in training.

The programme of assessment comprises the use of a number of individual assessment tools. These include the FRCA examinations, which encompass the ‘knowledge requirements’ that underpin the curriculum and have been mapped to the FRCA and will form the syllabus for each component of the examinations, as well as summative and formative structured learning events. A range of assessments is needed to generate the necessary evidence required for global judgements to be made about satisfactory performance, progression in, and completion of, training. All assessments, including those conducted in the workplace, are linked to the relevant learning outcomes (eg through the blueprinting of assessment system to the stated curriculum outcomes).

The programme of assessment emphasises the importance and centrality of professional judgement in making sure anaesthetists in training have met the expected level of attainment in the domains at each stage of training, as set out in the approved curriculum. It also focuses on the anaesthetist as a reflective practitioner. Assessors will make accountable, professional judgements on whether progress has been made. The programme of assessment explains how professional judgements are used and collated to support decisions on progression and satisfactory completion of training.

Assessments will be supported by structured feedback for anaesthetists in training. Assessment tools, which are well established in anaesthetic training, will be both formative and summative and have been selected on the basis of their fitness for purpose and their familiarity to anaesthetists in training and trainers. 

Anaesthetists in training will be assessed throughout the training programme, allowing them to continually gather evidence of learning and to provide formative feedback. Those assessment tools which are not identified individually as summative will contribute to summative judgements about a anaesthetist in training’s progress as part of the programme of assessment. The number and range of these will ensure a reliable assessment of the training relevant to their stage of training and achieve coverage of the curriculum.

Reflection and feedback should be an integral component to all structured learning events. Every clinical encounter can provide a unique opportunity for reflection and feedback and this process should occur frequently – and as soon as possible after any event to maximise benefit for the anaesthetist in training. Feedback should be of high quality and should include an action plan for future development for the anaesthetist in training. Both anaesthetists in training and trainers should recognise and respect cultural differences when giving and receiving feedback.