Australian Society for Ultrasound in Medicine (ASUM ...€¦ · Certificate in Point of Care Ultrasound (ACPoCUS) Clinical Supervisor Handbook . Page 2 of 20 Australasian Society

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Australasian Society for Ultrasound in Medicine

P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au

ACN 001 679 161 ABN 64 001 679 161

Australian Society for Ultrasound in Medicine (ASUM)

Certificate in Point of Care Ultrasound (ACPoCUS)

Clinical Supervisor Handbook

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ACN 001 679 161 ABN 64 001 679 161

INTRODUCTION

Thank you for considering undertaking the role of Clinical Supervisor for a candidate for the

Australasian Society for Ultrasound in Medicine (ASUM) Certificate in Point of Care Ultrasound

(ACPoCUS). This is a vital and important role that can have a significant positive outcome on the

candidate's development of knowledge and skill in the practice of safe and clinically appropriate

point of care ultrasound (PoCUS).

Included in this section is the "Definition of an ACPoCUS Holder" for your information. You are

advised and encouraged to read this to understand the overall requirements and outcomes of the

ACPoCUS.

All candidates for the ACPoCUS must nominate a Primary Clinical Supervisor(s) before they

commence supervised clinical practice as a component of the ACPoCUS certification process.

All nominated Clinical Supervisors must complete a Nomination of Clinical Supervisor Form

available from the ASUM website (www.asum.com.au). It is the candidate's responsibility to submit

the form/s to the ACPoCUS Certification Board prior to the commencement of supervised practice

for the ACPoCUS. All nominated Clinical Supervisors must be approved by the ACPoCUS

Certification Board for the purposes of the ACPoCUS certification process.

Definition of an ACPoCUS holder

The overarching aim of the ASUM Certificate in Point of Care Ultrasound (ACPoCUS) process is to

certify, as competent, those practitioners performing focussed, point of care ultrasound procedures

as an adjunct to patient clinical management, within their specific scope of practice.

Capability Statements (CS)

The broad level knowledge, skill and abilities required of a practitioner awarded the ACPoCUS

includes, but is not limited to:

1. Use and care of ultrasound equipment including: underpinning theoretical knowledge of

relevant physics and instrumentation; ultrasound bioeffects and safety issues.

2. Understanding and demonstration of psychomotor and other skills involved in producing and

recognising an accurate and valid ultrasound examination and resultant data (the

“sonographic process”).

3. Detailed anatomy, physiology and pathology as related to the ultrasound examinations

relevant to the practitioner’s area of practice.

4. Accurate recognition and evaluation of sonographic appearances and information relevant to

the practitioner’s specific area of practice including: normal anatomy; normal variants;

artifacts; abnormalities.

5. Accurate critical analysis of information and ability to determine appropriate provisional

diagnosis/diagnoses as a result of the ultrasound examination and in conjunction with other

available clinical information as relevant.

6. Recognition of any limitations of the ultrasound examination and the effect of this on patient

clinical management.

7. Ability to critically analyse findings and determine the need for further information such as:

referral for more detailed ultrasound examination and diagnosis; other diagnostic tests;

further clinical information; follow-up examinations.

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8. Understanding of, and the ability to apply, any professional, ethical and legal issues that may

be particularly relevant/unique to the ultrasound processes.

9. Understanding of, and commitment to, requirements for continuing professional

development, especially as related to the use of ultrasound in their clinical practice.

10. Ability to communicate with patients/clients and colleagues in a manner that is timely,

relevant and appropriate to the circumstances.

11. Ability to record ultrasound findings in the clinical record in a timely and accurate manner to

facilitate appropriate continuity of patient care.

Overview of the ACPoCUS process (refer to relevant curriculum document for detail)

SUPERVISION REQUIREMENTS

Primary Clinical Supervisor Requirements

All ACPoCUS candidates must have access to clinical supervision during their education and

training. Candidates must nominate a suitable “Primary Clinical Supervisor” or a combination of

suitable persons to act jointly as a “Primary Clinical Supervisory team” for the duration of their

candidature.

The requirements of the Primary Clinical Supervisor(s) for each specific area of practice are defined

in the relevant curriculum document which must be provided to potential supervisors by the

Learningopportunities

Supervision&Guidance

Formative&SummativeAssessments

Candidateenrols&completes

Unit1Quiz1

FinalAssessments&Logbook

PortfolioofClinical

Competence

SubmittedtoASUMforCertification

Recordedu/s

practice

Recordedu/s

practice

evidence

Furtherlearning

evidence

Supervisor verifiesLogbook,FinalHolisticSummativeCompetenceAssessment

evidence

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candidate. Supervisors would usually be expected to be a currently practising practitioner holding

one of the following:

I. Fellowship of the Royal Australian and New Zealand College of Radiology (RANZCR) or

other specialist college appropriate to the scope of practice

II. Diploma in Diagnostic Ultrasound (DDU) from ASUM, appropriate to the scope of

practice

III. Certificate in Clinician Performed Ultrasound (CCPU) as issued by ASUM in the relevant

clinical areas. The relevant CCPUs must have been obtained at least 2 years prior to

undertaking the supervisor role and the supervisor must provide a statement regarding

their on-going clinical experience in PoCUS since obtaining the CCPU (Note: this may

not be applicable to all areas of practice, please check curriculum document)

IV. An Accredited Medical Sonographer (AMS) with demonstrated experience in clinical

teaching of sonographic skills and an in-depth knowledge and understanding of the

underpinning principles of PoCUS applications (see section: AMS as Supervisor

Requirements for further details). An AMS must be a part of a supervisory team with

either one of the persons listed in points I, II and III or V

V. An experienced and appropriately qualified physician in the candidate’s broad area of

practice (for example an Emergency Medicine physician, Critical Care physician,

Rheumatologist, Obstetrician or Gynaecologist). If the physician does not hold a specific

ultrasound related qualification as detailed in points I, II and III, they must be part of a

supervisory team with a person with any of the qualifications listed in points I – IV above.

Note: In exceptional (only) circumstances where a suitable Primary Clinical Supervisor, or a

Primary Supervisory team with the above listed qualifications, cannot be found or is otherwise not

appropriate, the ACPoCUS Certification Board may, at its discretion, accept another person as

clinical supervisor or a combination of supervisors with the appropriate expertise to provide

supervision.

Candidates, in consultation with their Primary Clinical Supervisor(s), may engage other experienced

and suitably credentialed practitioners (such as an Accredited Medical Sonographer - AMS) as a

member of the Primary Supervisory team to assist in appropriate teaching and competence

assessment within their scope of practice (for example scanning competence). All practitioners

involved in clinical supervision of a candidate who will be responsible for any assessment or

verification of practice must be approved by the ACPoCUS Certification Board prior to the

commencement of the clinical supervision.

Candidates should ensure that all nominated Clinical Supervisors have been provided with a copy

of the ACPoCUS curriculum document, relevant to the candidate’s scope of practice, and any

applicable Standards of Practice documents.

The Primary Clinical Supervisor(s) must be able to comment authoritatively and objectively on the

candidate's clinical practice and competence. The Primary Clinical Supervisor(s) is expected to be

working predominantly within the candidate's usual workplace and be available for direct

access/advice when required.

Primary Clinical Supervisor(s) should ideally display the following characteristics:

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be an enthusiastic clinical teacher

be approachable and easily accessible

be a good communicator

be willing and able to provide constructive feedback

be willing and able to submit assessments promptly.

All nominated supervisors must complete a Clinical Supervisor Form (Appendix 1) verifying that

they agree to undertake the supervision and have read and agreed to fulfil the Supervisor

Responsibilities.

It is the candidate’s responsibility to ensure the Clinical Supervisor Form/s is/are submitted to

ASUM at the beginning of their candidature. The ACPoCUS Certification Board will confirm with

the candidate and nominated supervisor/s if the nomination/s is/are acceptable to the ACPoCUS

Certification Board.

Any proposed changes to the arrangements for clinical supervision must be notified to the

ACPoCUS Certification Board for approval as soon as possible.

Candidates may choose to have some of their formative and/or summative assessments

undertaken in a simulation environment (if within the specific requirements of the core unit as

detailed in the relevant curriculum document). The simulation may be in the workplace on “model”

patients or may be in a purposeful education facility.

Persons who undertake the role of assessor, or are verifying Logbook entries performed in

simulation only, and are not involved in an on-going clinical supervisor role, do not need to be

individually approved by the ACPoCUS Certification Board. Such assessors do need to meet the

requirements as detailed in the Primary Clinical Supervisor Requirements of this document.

AMS as Supervisor Requirements

An Accredited Medical Sonographer (AMS) may be a member of the Primary Supervisory team to

assist in appropriate teaching and competence assessment within their scope of practice (for

example scanning competence but not diagnosis and/or report writing).

Unless exceptional circumstances exist, and has been approved by the ACPoCUS Certification

Board, a suitable Accredited Medical Sonographer (AMS) for the purposes of the Primary

Supervisory team, would be required to:

1. have a minimum of three years full-time equivalent experience as an AMS

2. have extensive experience and/or qualifications in clinical supervision and

assessment in the clinical ultrasound setting. Evidence must be submitted to

demonstrate this (eg Certificate IV or Graduate Certificate in workplace assessment

or equivalent tertiary education; certificate of completion of a suitable

examiner/assessor workshop such as offered by ASUM or equivalent; letter of

appointment as a tutor sonographer or university clinical supervisor and/or assessor

in ultrasound)

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3. have a willingness to undertake the role and an understanding of the responsibilities

involved

4. complete a Nomination of Clinical Supervisor form.

Responsibilities of Clinical Supervisors

The key responsibilities of Clinical Supervisors include:

providing appropriate advice and guidance to the candidate on the development of the

candidate's knowledge and skill in point of care ultrasound.

accepting the candidate's nomination as a Clinical Supervisor.

ensuring the requirements of the Clinical Supervisor are met in terms of qualifications,

availability and attitude.

completing in a timely manner the forms required to be submitted to ASUM for the Clinical

Supervisor to be accepted as suitable by the ACPoCUS Certification Board.

verifying entries in the clinical practice record log. This may be done by any of the

accepted Clinical Supervisors.

undertaking and/or helping to facilitate competence assessments of the candidate in a

timely manner according to the specific curriculum, including formative, summative and

final assessments

notifying the candidate in a timely manner if the Clinical Supervisor is unable to continue

in the supervisory role and, if possible, assisting the candidate in making other suitable

arrangements. Any proposed changes to the arrangements for clinical supervision must

be notified to the ACPoCUS Certification Board for approval as soon as possible.

Clinical Supervisors should note that the ACPoCUS Certification Board has the overall responsibility

for making recommendations to the ASUM Council regarding those candidates deemed to have

been successful in the ACPoCUS. Where the ACPoCUS Certification Board has insufficient or

conflicting information regarding a candidate's clinical competence, the Certification Board retains

the right to seek further information (e.g. further assessments which may or may not be performed

by an independent assessor appointed by ASUM for the purpose or the requirement for the

candidate to attend a specific education/training program).

To most effectively provide the candidate with educational assistance, the Primary Clinical

Supervisor(s) should:

1. Ensure that the candidate is provided with appropriate practical instruction whether

the training is provided by them or another nominated person, or by access to a

suitable training program

Formative = assessment is for education and development purposes and includes teaching and feedback components

Summative = assessment is part of the formal evaluation of the candidate’s competence contributing to certification

outcomes

Final = overall assessment of safe, integrated professional practice relevant to PoCUS context for certification processes

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2. Provide ongoing and appropriate assessment to enable the candidate to meet the

professional requirements and skills specified in the relevant ACPoCUS curriculum

3. Notify the ACPoCUS Certification Board if, at any time, serious concerns are raised

about the candidate's ability to perform their duties in point of care ultrasound in a

professional and competent manner consistent with their stage of training

4. Encourage the candidate to undertake self-assessment and self-reflection of their

clinical ultrasound practice and knowledge.

COMPETENCE ASSESSMENTS

The award of a ACPoCUS is based on a candidate demonstrating a level of competence in the core

clinical applications of ultrasound appropriate to the clinical scope of practice. The Competence

Framework is included at the end of this document.

Overall competence as a practitioner of PoCUS is determined, by ASUM, by assessment of multiple

items of evidence related to the core knowledge, skills and abilities required to use ultrasound safely

and efficiently to enhance patient clinical management.

Aim

The aim of the Portfolio of Clinical Competence unit is for the candidate to be eligible for certification

as a PoCUS practitioner through submission of a portfolio of evidence verifying that they meet the

defined capabilities as defined in the curriculum relevant to the candidate’s scope of practice.

Requirements

The candidate develops and maintains a portfolio of evidence throughout their education and

training in PoCUS. On completion of all the required assessments, as detailed in the relevant

curriculum document, the candidate submits the portfolio of evidence and seeks the award of the

ASUM Certificate in Point of Care Ultrasound (ACPoCUS).

The completed Portfolio of Clinical Competence, for submission, will consist of:

o Evidence of attendance at relevant formal teaching and learning experiences

o Clinical record log verifying required scan numbers/types for all core clinical units (as

defined in the relevant curriculum)

o Completed formative and summative assessments for Unit 2: Needle Guidance

Techniques, with the final summative assessment being at the Advanced Beginner level

o Completed formative and summative clinical assessments for each specified core

clinical unit with final summative assessment for each core unit at “competent” level

o Completed final holistic summative competence assessment by supervisor or

other approved person at “competent” level

As defined in the Competence Framework section of this document and the Competence Table at Appendix 2

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o Evidence of satisfactory level of achievement of the following:

Fundamentals of US Practice quizzes x 3

Case-based scenario analysis quiz x 1 for each core clinical unit (as defined

in the relevant curriculum)

Final holistic on-line interpretive, case-based scenario analysis quiz

Where there are significant discrepancies in the level of achievement/competence in any area of

assessment, ASUM reserves the right to require the candidate to undergo additional assessment

prior to determining the final outcome. Additional assessments may be further competence

assessment/s undertaken by independent, ASUM appointed assessors and/or the candidate may

be asked to present for a case-based oral assessment.

Further, where there are significant discrepancies in the level of achievement/competence in any

area of assessment, and the candidate is unable to demonstrate recent (previous 2-3 years)

attendance at relevant ASUM endorsed formal teaching and learning programs, ASUM reserves

the right to require the candidate to undergo additional education at a relevant ASUM endorsed (or

specified) formal teaching and learning program prior to submitting further assessments for

consideration.

Clinical record log (Logbook)

Candidates must maintain a record of all clinical ultrasound practice in the form of a clinical record

log (logbook), as part of their portfolio of clinical competence. The required number and types of

cases to be performed are as defined in the relevant curriculum. All clinical ultrasound practice, as

recorded in the logbook must be verified by a Primary Clinical Supervisor.

The role of a Primary Clinical Supervisor includes verifying the content submitted in the Logbook as

having occurred under their supervision (can be direct or indirect, at the Supervisor’s discretion,

dependent on the stage of the candidate’s development and learning). The logbook must be

accompanied by a Primary Clinical Supervisor Verification Declaration (available from the ASUM

website).

Supervisors are reminded to consider patient safety as a primary principle when determining the

appropriate level of direct/indirect supervision. Supervisors are reminded of their responsibilities

under the Australian Health Practitioner Regulation National Law (National Law) that requires

practitioners, employers and education providers to report ‘notifiable conduct’, as defined in section

140 of the National Law, to the Australian Health Practitioner Regulation Agency (AHPRA), in order

to prevent the public being placed at risk of harm.

One component of “notifiable conduct” is where any registered practitioner has reasonable belief

that another practitioner has “placed the public at risk of harm because the practitioner has

practised the profession in a way that constitutes a significant departure from accepted professional

standards”. The term ‘accepted professional standards’ requires knowledge of the professional

standards that are accepted within the health profession and a judgement about whether there has

As defined in the Teaching and Learning Experiences section of the Candidate’s Education and Clinical Experience

Handbook

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been a significant departure from them (http://www.medicalboard.gov.au/Codes-Guidelines-

Policies/Guidelines-for-mandatory-notifications.aspx - accessed 16 July 2017).

COMPETENCE FRAMEWORK

What is “competence”?

The medical education literature offers various definitions and frameworks for describing

“competencies”, “competence” and “performance”, and the means of assessing these expectations

in a feasible and meaningful way. In 2011 Boursicot et al published “Performance in Assessment:

Consensus statement and recommendations from the Ottawa conference”. The consensus

statement describes competence as being what an individual is “able to do” while performance

refers to what the person “actually does” in clinical practice.

Khan et al (2012) explores the definitions further and defines “competency” as the skill and

“competence” as the attribute of a person. Competence is considered as a point on the spectrum of

improving “performance”.

“Performance” can be either observed or unobserved (actual), and in the workplace or in a

simulated environment. Performance of a clinical skill or set of skills, such as PoCUS, is a complex

construct which is affected by many factors and composed of many elements including

knowledge/cognitive skills, psychomotor skills, problem-solving and interpretive skills, and attitudes

(including other aspects of professional practice such as communication and team-work).

Epstein (2002 p226) defines competence in clinical contexts as “the habitual and judicious use of

communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in

daily practice for the benefit of the individual and community being served”.

Khan et al (2012) provide a modified version of a curve of improving performance, adapted to

healthcare, based on the Dreyfus and Dreyfus (1980) model and the ten Cate et al (2010) model.

FIGURE 1: From Khan et al (2012)

This modified curve (Khan et al 2012) demonstrates increasing levels of performance with

increasing levels of training and “deliberate practice”. Note that for practitioners to reach the level of

http://www.medicalboard.gov.au/Codes-Guidelines-Policies/Guidelines-for-mandatory-notifications.aspx

http://www.medicalboard.gov.au/Codes-Guidelines-Policies/Guidelines-for-mandatory-notifications.aspx

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“competence” they require specific training in combination with deliberate practice. Beyond the

competence level with increasing levels of performance, to expert and master levels, much of the

increase in performance levels comes from deliberate practice.

In the PoCUS context, education such the background theoretical knowledge specific to ultrasound

practice, development of psychomotor skills, and the integration of theoretical and practical

elements of practice can all be taught, to a large extent, outside the workplace environment.

The fundamental principle of competency/performance based education though is that

learners are only certified as competent in those skills that they demonstrate they can

perform independently and safely.

Frameworks have been developed to take into consideration the context of the clinical environment and the practitioner’s ability to adapt and perform competently in changing and challenging clinical contexts (ten Cate 2015). Ultimately the assessment of competence is directly linked to patient safety outcomes. The International Federation for Emergency Medicine Point of Care Ultrasound Curriculum (Atkinson et al, 2015) and Ilgen et al (2015) propose a similar concept called the “Global rating scale” to assess overall good clinical practice, in conjunction with assessments of specific competencies throughout a practitioner’s training and development. Assessment of clinical skills is used to determine if a practitioner has demonstrated competence at

a level where they are deemed safe to practise the activity/skill/procedure without supervision.

Competencies are directly mapped to the specific skills/tasks involved in the particular clinical

context and the relevant question to be answered is: “does this person have the requisite

competencies and attitude to carry out the task that is demanded” (without on-going

supervision). In areas such as PoCUS this involves integration of multiple competencies from

several domains (cognitive, psychomotor skills, interpretive skills, patient care and professional

communication).

The curriculum for an individual PoCUS area of practice (including Critical Care, Rheumatology, Emergency Medicine) expresses all the activities (core units) a competent practitioner, in the area of practice, is expected to be able to do. Being deemed at a level where on-going supervision is not required for all core units (the competence level), along with satisfactory results in other assessments, would lead to the award of the ACPoCUS in the defined scope of practice. Overall assessment based on multiple information sources is used to increase validity, reliability and consistency of final certification decision-making (Harrison, 2015).

Contact

If you require any further information on supervising a candidate for the ACPoCUS please contact:

ASUM ACPoCUS Coordinator

Suite 501, 11 Help Street

CHATSWOOD

NSW 2067

AUSTRALIA

Phone: 02 9438 2078 Fax: 02 9438 3686 Email: [email protected]

mailto:[email protected]

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References Atkinson, P., Bowra, J., Lambert, M., Lamprecht, H., Noble, V. & Jarman, B., 2015, International

Federation for Emergency Medicine point of care ultrasound curriculum, CJEM, 17(2), pp. 161-70 Boursicot, K., Etheridge, L., Setna, Z., Sturrock, A., Ker, J., Smee, S. & Sambandam, E., 2011,

Performance in assessment: consensus statement and recommendations from the Ottawa conference, Medical teacher, 33(5), pp. 370-83

Epstein, R.M. & Hundert, E.M., 2002, Defining and Assessing Professional Competence, JAMA,

287(2), pp. 226-35 Harrison, G., 2015, Ultrasound clinical progress monitoring: Who, where and how? Ultrasound,

23(4), pp. 197-203 Ilgen, J.S., Ma, I.W., Hatala, R. & Cook, D.A., 2015, A systematic review of validity evidence for

checklists versus global rating scales in simulation-based assessment, Medical education, 49(2), pp. 161-73

Khan, K. & Ramachandran, S., 2012, Conceptual framework for performance assessment:

competency, competence and performance in the context of assessments in healthcare--deciphering the terminology, Medical teacher, 34(11), pp. 920-8

ten Cate, O., Snell, L. & Carraccio, C., 2010, Medical competence: the interplay between individual

ability and the health care environment, Medical teacher, 32(8), pp. 669-75 ten Cate, O., Chen, H.C., Hoff, R.G., Peters, H., Bok, H. & van der Schaaf, M., 2015, Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99, Medical teacher, 37(11), pp. 983-1002

APPENDIX 1 Supervisor nomination forms – To be developed and inserted.

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APPENDIX 2 Competence Assessment Forms

ASUM ACPoCUS Formative/Summative Competence Assessment Form

Note: This assessment tool MUST be used in conjunction with the ASUM Standards of Practice for the relevant area of practice, as published in the applicable ACPoCUS Curriculum, and the Competence Table provided at the end of this document. It is the Candidate’s responsibility to ensure the assessor has been provided with a copy of the relevant curriculum/Standards of Practice document/s along with this form.

Candidate: ______________________________________________ ID: __________________

Assessor: ______________________________________________

Assessor’s role/qualifications1: ______________________________________________________

Area of practice (for example AAA, E-FAST, ELS, Rheumatology etc):

_______________________________________________________________________________

Date of assessment: __________________________________

Assessment type: □ Formative (feedback & teaching given during assessment for education) □ Summative (prompting allowed but teaching not given during assessment) Number of assessment for this area of practice (please circle): Formative 1 2 3 4 Summative 1 2 3 4 Number of cases for this area of practice recorded in clinical record log at time of assessment (to be sighted by assessor). Please circle: 0 10 20 30 40+

Competent Minor prompting

Significant prompting

Not yet competent

Patient care and communication (suitable to clinical context)

Example cues:

Patient prepared, positioned correctly

Adequate explanation to patient, consent obtained

Correct entry of patient details

Due regard to patient care and comfort at all times

Effective and appropriate communication

1 If the assessor is the candidate’s approved Clinical Supervisor write “approved supervisor”. If the assessor is another

eligible person (as defined in the curriculum, please indicate qualifications here).

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Not yet competent

Checked clinical indications and other relevant information

Understood implications of clinical history/indications

Preparation of equipment

Example cues:

Lights dimmed if possible

Selected appropriate probe

Changed probe as needed

Selected appropriate presets

Image acquisition

Example cues

Recognised and described relevant anatomy

Acquired complete image/data set as required by applicable Standards of Practice

Performed accurate measurements as required by Standards of Practice

Understood rationale for, and implications of, measurements

Labelled and stored images appropriately as required by Standards of Practice

Image optimisation

Example cues:

Manipulated equipment controls appropriately to ensure accuracy of information

Identified and explained image artifacts and tried to eliminate if needed

Image interpretation

Example cues:

Identified and adequately documented abnormalities, anomalies and variants applicable to PoCUS context and the applicable Standards of Practice

Discussed findings and interpretation of findings accurately

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Not yet competent

Clinical integration

Example cues:

Documented examination and findings adequately in patient’s clinical record

Accurately determined if clinical question (the focus of the examination) had been answered in the positive, negative or was equivocal.

Described and analysed implications of examination findings on patient clinical management

Identified and analysed limitations of examination and the implications for patient clinical management

Post examination

Example cues:

Cleaned probe and relevant equipment adequately

Stored ultrasound machine and probes safely and correctly

COMMENTS Feedback of particularly effective/satisfactory performance:________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Areas for suggested improvement/development/further education: __________________________

_______________________________________________________________________________

_______________________________________________________________________________

For this scan type, the candidate requires (please tick relevant statement):

□ Direct supervision at all times

□ Significant prompting and supervision for safe practice

□ Minimal prompting and supervision for safe practice

□ Does not require prompting or supervision for safe practice

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For summative assessment only:

At this time, for this scan type, I would place the candidate at the level of (please circle appropriate

response) as defined in the attached Competence Table:

Incompetent

Novice

Advanced beginner

Competent

Proficient

I do / do not believe the candidate performs at this level consistently.

Assessor Signature: ___________________________________________

Candidate Signature: ___________________________________________

Date:

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ASUM ACPoCUS FINAL (Holistic) Summative Competence Assessment Form Note: This assessment tool MUST be used in conjunction with the ASUM Standards of Practice for the relevant area of practice, as published in the applicable ACPoCUS Curriculum, and the Competence Table provided at the end of this document. It is the Candidate’s responsibility to ensure the assessor has been provided with a copy of the relevant curriculum/Standards of Practice document/s along with this form.

Candidate: ______________________________________________ ID: _____________

Assessor: ______________________________________________

Assessor’s role/qualifications2: ________________________________________________

Area of practice (for example AAA, EFAST, ELS, Rheumatology etc): _________________

Date of assessment: __________________________________

Assessor’s note: Please rate the candidate’s overall performance in the area of focussed/point of care ultrasound in the relevant area of practice. The assessment is to rate the candidate’s performance across the core clinical areas of the area of practice as defined in the relevant curriculum (for example for Emergency Medicine the core areas are AAA, EFAST and ELS).

Competent Minor prompting required

Significant prompting required

Not yet competent

Patient care and communication (suitable to clinical context)

Example cues:

Effective and appropriate communication demonstrated at all times

Due regard to patient care and comfort at all times

Understands implications of clinical history/indications on PoCUS examination

Image acquisition skill, including correct use of equipment

Example cues

Knows relevant sonographic anatomy

Acquires complete image/data sets as required by applicable Standards of Practice

Performs accurate measurements as required by Standards of Practice

2 If the assessor is the candidate’s approved Clinical Supervisor write “approved supervisor”. If the assessor is another

eligible person (as defined in the curriculum, please indicate qualifications here).

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Competent Minor prompting required

Significant prompting required

Not yet competent

Understands rationale for, and implications of, measurements

Manipulates equipment controls correctly

Understands implications of image artifacts

Image interpretation ability

Example cues:

Identifies and adequately documents abnormalities, anomalies and variants applicable to PoCUS context and the applicable Standards of Practice

Discusses interpretation of findings accurately

Clinical integration ability

Example cues:

Documents examination and findings adequately in patient’s clinical record

Accurately determines if clinical question (the focus of the examination) has been answered in the positive, negative or was equivocal.

Describes and analyses implications of examination findings on patient clinical management

Identifies and analyses limitations of examination and the implications for patient clinical management

Demonstrable understanding of role and limitations of PoCUS in the specific scope of practice

COMMENTS ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

___________________________________

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The candidate requires (please tick relevant statement):

□ Direct supervision at all times

□ Significant prompting and supervision for safe practice

□ Minimal prompting and supervision for safe practice

□ Does not require prompting or supervision for safe practice

In considering the candidate’s performance of the core PoCUS applications in the

area of (for example Emergency Medicine, Rheumatology, Neonatal)

__________________________:

At this time, for PoCUS in this area of practice, I would place the candidate at the level of

(please circle appropriate response) as defined in the attached Competence Table:

Incompetent

Novice

Advanced beginner

Competent

Proficient

I do / do not believe the candidate performs at this level consistently.

Assessor Signature: ____________________________________________

Candidate Signature: ___________________________________________

Date:

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ACN 001 679 161 ABN 64 001 679 161