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Indicator Scores

All Geriatric medicine UK-wide 2009

The green box represents the range of responses for all respondents across the UK. The three sections are defined as follows:

1. Lowest score to 25th percentile.
2. 25th to 75th percentile.
3. 75th percentile to the highest score.

The vertical black line is the median score for all the respondents across the UK. The red dot and associated error bars represent the mean and 95% confidence intervals for the chosen specialty or sub-specialty. For % charts the Green box is the 95% confidence intervals on the national proportion.

To compare other specialties in the same specialty group across the grade group, click on the grade group.

Outliers (above and below) are flagged with a triangle. Outliers are in the bottom or top quartile and outside the 95% confidence intervals of the national mean.

Overall Satisfaction Description:

This indicator combines satisfaction with each of the key elements of a training post and provides a global satisfaction score. It does not relate to any particular PMETB Generic Standard

Indicator Calculation:

• How would you rate the quality of teaching in this post?
• How would you rate the quality of supervision in this post?
• How would you rate the quality of experience in this post?
• How would you describe this post to a friend who was thinking of applying for it?
• How useful do you feel this post will be for your future career?

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated if at least 4 of the 5 items are present.

Clinical Supervision Description:

While the quality of practical experience in a post is the factor most closely related to Overall Satisfaction, the quality of supervision is most closely related to the reporting of medical errors. Good training requires good practical experience under safe supervision.

This indicator pertains to the following PMETB Generic Standard Requirements:

• Trainees must make the needs of patients their first concern.
• Trainees must be appropriately supervised according to their experience and competence.
• Those supervising the clinical care provided by trainees must be clearly identified, competent to do so, accessible and approachable by day and by night, with time for these responsibilities clearly identified within their job plan.
• Trainees must be expected to obtain consent only for procedures which they are competent to perform.

Indicator Calculation:

• How often have you felt forced to cope with problems beyond your competence or experience?
• How often, if ever, have you been supervised by someone who you feel isn't competent to do so?
• How often have you been expected to obtain consent for procedures which you do not carry out yourself?
• Do you always know who is providing your clinical supervision when you are working?
• Please indicate your perception of the way in which critical events and near misses are reported in your department.

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated if at least 4 of the 5 items are present.

Trainees reporting predominantly consultant supervision[%] Description:

Indicator Calculation:

• % selecting 'Usually consultants/GP trainers and occasionally other trainees at a higher grade/career doctors' or 'Consultants/GP trainer' in response to 'In this post I am clinically supervised by:'

Work Load Score Description:

Low scores are an indicator of a post where work intensity and/or long hours may lead to sleep deprivation or exhaustion.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Shift and on-call rota patterns must be designed so as to minimise the adverse effects of sleep deprivation.

Indicator Calculation:

• How often do you work beyond your rostered hours?
• How often has your current working pattern left you feeling short of sleep when at work?
• How would you rate the intensity of your work, by day?
• How would you rate the intensity of your work, by night?

Items recoded to 0 to 100 scale, where 100 is a good score, so a low score is a heavy workload. A mean is then calculated if at least 3 of the 4 items are present.

Handover Score Description:

Higher scores indicate that handover is more formally organised and more likely to be inclusive of the full multi-professional team.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Trainees in hospital posts must have well-organised handover arrangements ensuring continuity of patient care at the start and end of day or night duties.

Indicator Calculation:

• Which of the following best describes handover arrangements BEFORE night duty in your post?
• Which of the following best describes handover arrangements AFTER night duty in your post?

Items recoded to 0 to 100 scale, where 100 is a good score, so a low score indicates a less formal handover. A mean is then calculated, or if only item is present its score is used.

EC Working Time Compliance [%] Description:

EC Working Time From 1st August 2004 junior doctors in the National Health Service and other healthcare systems throughout Europe were no longer excluded from the provisions of the European Working Time Directive. Their working hours are currently limited by law to 56 hours a week. By 2009 they will be limited to 48 hours a week.

Further information is available here: http://www.bma.org.uk/ap.nsf/Content/HospitalDoctorsEWTD


Generic Standard

• Programmes, posts, associated management, and data collection concerning trainees and local faculty must comply with the European Working Time Directive, Data Protection Act and Freedom of Information Act.

Indicator Calculation:

• Are your rostered working hours compliant with the European Working Time Directive?
• Have you been asked to submit hours that are compliant with the European Working Time Directive, when the hours you actually work are NOT compliant?

% of respondents who answered "Yes" to D1 and "No" to D2. If an item has no response, no score is calculated.

Hour Education Score Description:

This indicator looks at the hours of weekly education. Trainees are unlikely to take into account monthly or less frequent regional training days, etc.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Trainees must be able to access and be free to attend training days, courses other material that forms an intrinsic part of the training programme.

Indicator Calculation:

• How many hours of relevant, timetabled, organised educational meetings or other events of educational value do you take part in on average each week?

Mean number of hours. There is a ceiling of 8, which is labelled 8 or more. Rescaled so that 0 is 0 hours and 8 or more is 100, with increments of 12.5 on a scale of 1 to 100.

Adequate Experience Score Description:

Practical experience is the sine qua non of postgraduate training. While D7 and D8 might in theory have elicited different responses, responses are highly correlated.

Generic Standard Requirement:

• Sufficient practical experience must be available within the programme to support acquisition of competence as set out in the curriculum.

Indicator Calculation:

• How would you rate the practical experience you are getting in this post?
• How confident are you that your current post will help you acquire the competences you need at this stage of your training?

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated, or if only item is present its score is used.

Redistribution Score Description:

Practical experience is the sine qua non of postgraduate training.

Generic Standard Requirement:

• Sufficient practical experience must be available within the programme to support acquisition of competence as set out in the approved curriculum. A HIGH score on this indicator suggests the post is not providing as much experience as it should

Indicator Calculation:

• % agreeing or strongly agreeing with the statement 'The redistribution of tasks in this post to other health professionals prevented you from achieving curriculum outcomes required for this placement.'

Educational Supervision Score Description:

This indicator is about the educational framework underpinning the post. Every element of the framework is associated with good training. Low scores suggest attention should be paid to programme management and the role of the director of medical education in ensuring structures and systems are in place.

Generic Standard Requirement:

• Trainees must have a designated educational supervisor.
• Trainees must sign a training/learning agreement at the start of each post.
• Trainees must have a logbook and/or a learning portfolio relevant to their current programme, which they discuss with their educational supervisor (or representative).
• Trainees must have a means of feeding back in confidence their concerns and views about their training and education experience to an appropriate member of local faculty.

Indicator Calculation:

• Do you have a designated educational supervisor?
• Do you have a training/learning agreement with your supervisor, setting out your respective responsibilities?
• Are you using a learning portfolio in this post?
• Have you been told whom to talk to in confidence if you have concerns, personal or educational?

"Yes" is coded 100 and "No" and "Not sure" are coded to 0. The mean is then calculated if at least 4 of the 5 items are present.

Feedback Score Description:

Feedback is an important factor in learning. This score is based on the availability of day to day feedback, appraisal and assessment.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Trainees must have further meetings with their educational supervisor (or representative) at least three-monthly, to discuss their progress, outstanding learning needs and how to meet them.

Indicator Calculation:

• How often have you had informal feedback from a senior clinician on how you are doing in this post?
• Have you had a formal meeting with your supervisor to talk about your progress in this post?
• Have you had formal assessment of your performance in the workplace?

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated if at least 2 of the 3 items are present.

Induction Score Description:

A good induction sets the tone for the whole post.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Every trainee starting a post or programme must attend a departmental induction to ensure they understand the curriculum, how their post fits within the programme, their duties and reporting arrangements, to ensure they are told about departmental policies and to meet key staff.
• At the start of every post within a programme, the educational supervisor (or representative) must discuss with the trainee the educational framework and support systems in the post and the respective responsibilities of trainee and trainer for learning. This discussion should include the setting of aims and objectives for the trainee to achieve in the post.

Indicator Calculation:

• Did someone explain your role and responsibilities in your unit or department at the start of this post?
• Did you get all the information you needed about your workplace when you started working there?
• Did you sit down with your supervisor and discuss your educational objectives for your current post?
• How would you rate the quality of induction in this post? (This refers to your induction to the organisation in which you are working).

"Yes" is coded 100 and "No" and "Not sure" are coded to 0. The rating items is rescaled from 0 to 100. The mean is then calculated if at least 3 of the 4 items are present.

Consultant undermining behaviour score [%] Description:

Generic Standard Requirement:

• Trainees must not be subjected to, or subject others to, behaviour that undermines their professional confidence or self-esteem. A high score on this indicator suggests trainees experience undermining behaviour from consultants.

Indicator Calculation:

• Have you been subjected to persistent behaviour in this post that has undermined your professional confidence and self esteem?
• Which one of the following is the main source of this behaviour?

% of respondents who report being subjected to behaviour defined in the first item by consultants - their response to the second item. This definition of bullying comes from Hicks B. (2000). Time to stop bullying and intimidation. Hospital Medicine ;61:428-31.

Other Staff undermining behaviour score [%] Description:

Generic Standard Requirement:

• Trainees must not be subjected to, or subject others to, behaviour that undermines their professional confidence or self-esteem. A high score on this indicator suggests trainees experience undermining behaviour from other staff.

Indicator Calculation:

• Have you been subjected to persistent behaviour in this post that has undermined your professional confidence and self esteem?
• Which one of the following is the main source of this behaviour?

% of respondents who report being subjected to behaviour defined in the first item by other trainees, nurses, managers, the whole culture at work, other or midwives - their response to the second item. This definition of bullying comes from Hicks B. (2000). Time to stop bullying and intimidation. Hospital Medicine ;61:428-31.

Work Intensity Score Description:

This indicator must be treated with caution: a high result is good, but a low result will not distinguish between excessive or inadequate workloads.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Working patterns and intensity of work by day and by night must be appropriate for learning (neither too light nor too heavy).

Indicator Calculation:

• How would you rate the intensity of your work, by day?
• How would you rate the intensity of your work, by night?

Items recoded as follows: 0 'Very inappropriate work intensity - too heavy or too light', 50 'Slightly inappropriate work intensity - slightly too heavy or slightly too light', 100 'work intensity about right'. A mean is then calculated, or if only item is present its score is used.

Access Ed. Resources Score Description:

The items included here under educational resources are those that relate to individual posts.


This indicator pertains to the following PMETB Generic Standard Requirement:

• There must be access to educational facilities (including a library), and resources (including access to the Internet in all workplaces) of a standard to enable trainees to achieve the outcomes of the programme as specified in the curriculum.

Indicator Calculation:

• In this post how easy is it to get access to the library services you need?
• The range of resources (both electronic and printed) within the library covers the areas I need to follow my curriculum

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated or if only one item is present its score is used.

Internet Access Score Description:


This indicator pertains to the following PMETB Generic Standard:

• There must be access to educational facilities (including a library), and resources (including access to the Internet in all workplaces) of a standard to enable trainees to achieve the outcomes of the programme as specified in the curriculum.

Indicator Calculation:

• % answering 'Yes always' to the item In this post do you have access to the Internet at your place of work?

Local Teaching Score Description:


This indicator looks at the ease with which trainees can attend teaching sessions and their perceived quality of these sessions.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Trainees must be able to access and be free to attend training days, courses other material that forms an intrinsic part of the training programme.

Indicator Calculation:

• For how many hours per week is the local/departmental basis specialty-specific teaching provided?
• When attending these local/departmental sessions in your current post how often do you have to leave a teaching session to answer a clinical call?
• When attending these local/departmental sessions in your current post who covers your service work? - Not covered option only where not covered coded to 0
• In your current post who provides the local/departmental teaching?
• How would you rate the quality of this local/departmental teaching?

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated if at least 4 of the 5 items are present.

Other Learning Opportunities Score Description:

This indicator combines a range of unrelated additional opportunities. A low score would indicate the need to explore which of these was problematic.

This indicator pertains to the following PMETB Generic Standard Requirement:

• Trainees must regularly be involved in the clinical audit process, including personally participating in planning, data collection and analysis.
• Trainees must have the opportunity to learn with other healthcare professionals.
• Trainees must be able to take study leave up to the maximum permitted in their terms and conditions.
• Trainees should be exposed during their training to the academic opportunities available in their specialty.

Indicator Calculation:

• To what extent are you involved in clinical audit in this post?
• Do you currently have access to e-learning material relevant to your training?
• In this post how often do you have the opportunity to learn together with other healthcare professionals (e.g. nurses, physios etc)?
• Have you had the opportunity to participate in research in this post?

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated if at least 3 of the 4 items are present.

Indicator Calculation:

• % answering 'Yes always' to the item 'Have you had any procedural skills trained with simulator training in this post?' Not applicable excluded.


Study leave Description:

Generic Standard Requirement:

• Trainees must be made aware how to apply for study leave and be guided as to appropriate courses and funding
• Trainees must be able to take study leave up to the maximum permitted in their terms and conditions of service

Indicator Calculation:

• In this post, how would you rate the encouragement you have had to take study leave?
• So far in this post, have you been able to access funds to cover the cost of all courses that were recommended for you to complete during this period?
• Are any days subtracted from your study leave allowance for compulsory training (in or out of hospital)?
• In this post, have you had difficulty obtaining study leave for any of the following reasons? - No difficulty option

Items recoded to 0 to 100 scale, where 100 is a good score. A mean is then calculated if at least 3 of the 4 items are present.



Regional Teaching Score Description:


This indicator looks at the ease with which trainees can attend departmental teaching sessions and their perceived quality of these sessions.



Indicator Calculation:

• Is specialty-specific teaching provided on a deanery/regional/school wide basis?
• How frequently is this deanery/regional/school specialty-specific teaching provided?
• Have you been able to attend these whilst in this post?
• How would you rate the quality of this deanery/regional/school specialty-specific teaching?