Working with patients is, mostly, straightforward. It's what I've been trained to do, for years. Working with managers is, mostly, straightforward. Again there's training but mostly it's because our manager is ace. Working with nurses is, mostly, straightforward. My teams are fantastic and genuinely work collaboratively with me. Working with students is, mostly, straightforward. They are usually inquisitive, bright young things full of enthusiasm and keen to engage in training opportunities.
Powers that be are making my life less straight forward.
I do a fair bit of teaching. I do all the medical student teaching and, unlike colleagues with Staff Grades, I've always had a "training grade" junior doctor and rigorously undertake formal weekly supervision and informal teaching.
This is largely for the love of it, and to help our next generation of medics, since there's no additional resources for the time invested and just as the junior doctor's getting up to speed they leave . . . hence the enthusiasm for stable Staff Grade doctors in many camps.
Now I am becoming stuck.
To get around possible inconsistancies in training (which I've yet to find any evidence for) and to make training shorter and cheaper (where evidence tragically is legion) we've now got Workplace-Based Assessments to do.
We objectively assess trainees in blah. To prevent favouritism and prevent rubbish/dangerous doctors becoming Consultants and prevent untrained doctors progressing this necessitates a series of assessments that I am to do with my trainee.
I have read what I can but am still none the wiser.
For years I've had structured RITA assessments for SpR's and almost identical start/mid/end point appraisals with SHO's but now that's jettisoned in favour of these new fangled workplace whatnots that nobody's written or spoken to me about. Neither informed about nor trained in this, what am I to do?
I am stuck.