The Record of In-Training Assessment (RITA) is a
formal assessment that takes place at least annually. It is the task of the RITA panel to verify
that progress with training, in all its facets, is taking place at an
appropriate pace, and to identify any problems that require action. The period of training since the last
assessment is examined in detail. We
must determine whether a trainee has acquired the necessary skills to proceed
to independent clinical practice at the end of training.
Information is therefore required in order to make
informed judgments of the progress of trainees.
The JCHST Trainee Assessment forms reflect the opinion of the trainers
regarding the performance of trainees in various aspects of their training, including
clinical training, research and audit, and personal attitudes. Changes to this form are anticipated, and
trainers will be asked to consider whether a trainee should progress to the
next stage of training.
In the Northern Deanery we require attendance at the
Core Training Programme meetings based at
The above information is useful, but is insufficient
to assess all of the facets of trainee development. It is now important that trainees provide
evidence of progress with training.
Clinical training, study leave, research and audit are areas where a
trainee can show this. It is also an
opportunity for them to demonstrate organizational skills, enthusiasm and
attitudes in relation to their education and personal development. The following is information we would like to
see at RITAs:
i. Training
goals set and agreed with your trainer
ii. Evidence
that these goals are being achieved
iii. Logbook
summaries for each individual training post highlighting key orthopaedic procedures
and procedures relevant to the particular sub-specialty training in those posts
i. List of
courses and conferences attended in the last 12 months
ii. Educational
goals formulated prior to attendance on these
iii. Summary of
educational value of courses/conferences including whether goals achieved
iv. Statements
as to how clinical or professional practice has changed as a consequence
i. Evidence of
participation in research and audit activity with progress notes
(see Prof Rowley’s paper regarding
minimum requirements)
ii. Copies of
Presentation abstracts and Publications
i. Summaries
of learning points from Core Training Programme, Journal Clubs, Departmental
Meetings, etc
ii. List of
Journals subscribed to
iii. List of
text books purchased in the last 12 months
Anyone who keeps an educational portfolio will find
it easy to collate the above information for presentation. During the most recent cycle of RITAs it was
clear that the assessment of those trainees who had taken the effort to develop
an educational portfolio system was much simpler and quicker. They will have a head start when they come to
consultant annual appraisal/assessment and revalidation!
Many trainees have difficulties during their
training. Discussion with their trainers
or mentors can often help resolve these.
Sometimes the trainee does not appreciate he/she
is having difficulties. Trainers will
hopefully recognise these problems and draw them to the attention of trainees,
either informally or as part of the more structured appraisal and feedback
sessions. Some problems require more
formal action and this is one of the most important functions of the RITA
process. Difficulties are identified and
discussed and an appropriate training plan developed and implemented. A RITA D or RITA E is issued depending on the
type of problem identified and the action required. The intention is to assist the trainee in
dealing with and overcoming problems in their training and personal
development. Trainees who have received
this targeted training have generally found it helpful. Failure to progress with this targeted
training, however, is a serious issue.
We are likely to see over the next few years the
institution of formal assessment of competence of trainees in the environment
of their clinical practice.
It should be evident that the RITA assesses the
progress made during the previous twelve months, and not the work done in the
few days before the RITA interview.
Preparation requires collation of information collected over the year
for presentation. Time reflecting on
your achievements and failures will help in the process, and in determining
your future training needs.
Training Programme Director
Educational Portfolios. PJ Briggs.
Research within the context
of higher surgical training in trauma and orthopaedic surgery. D Rowley. British Orthopaedic News 2000; 22: 4-5.