Horus ePortfolio
A showcase of the main parts of the Horus ePortfolio for foundation doctors.
Home page
This is the landing page once you login through horus.hee.nhs.uk. You can see any outstanding forms you have that are pending either for yourself or your supervisors/assessors to sign. Use the top bar to navigate to other pages, the 'Portfolio' drop down menu can take you to view contents of your portfolio, curriculum mapping tool and other functions such as downloading your portfolio. The 'Forms (start new)' tab takes you to the main section.
Forms (start new)
This is the section where you create all new forms. The top section are for per placement (i.e. requirements must be completed within each 4-month block), the middle section is for the year (i.e. prior to ARCP), the bottom section is for optional forms to log all your additional achievements. Note certain requirements have changed due to COVID, please check foundationprogramme.nhs.uk/curriculum/arcp/ for the most up-to-date information.
The main forms to discuss:
Mini-Clinical Evaluation Exercise (CEX): Used to evaluate any clinical encounter with any patient under observation by the assessor, can be focused on a single part of the consultation, e.g. your history taking or physical examination skill, communication skills or how you formulate management plans. Requirements of 3 per block is shared with a maximum of one DOPS, where, as a minimum, you can either do:
3 Mini-CEX + 0 DOPS
2 Mini-CEX + 1 DOPS
Direct Observation of Procedural Skills (DOPS): Used to assess procedural skills, ideal for more advanced procedures aside from those in core procedures (e.g. ascitic taps, chest drain, suturing), a maximum of one DOPS can help count towards the minimum requirement of mini-CEX as above
Case Based Discussion (CBD): Different from mini-CEX in that discussions are usually surrounding documentation, throughout the patient's journey. It is not necessary to be observed. It is more focused on clinical decision making and reflecting on what could be done differently and the clinical knowledge underpinning each stage of the patient's management. Generally takes longer to complete, therefore ideal to do with an educational/clinical supervisor.
Team Assessment of Behaviour (TAB): Used to be known as a multi-source feedback (MSF). Gather feedback on four main domains from various members of the team (minimum requirement shown in the image below), assessing the following domains:
Maintaining trust and professional relationship with patients
Verbal communication skills
Team working with colleagues
Accessibility
Core procedures: 15 basic skills to be complete once minimum during F1 year, list shown in image below:
Developing the clinical teacher (DCT): As the name implies, it is used to evaluate your teaching skills. This can include any teaching you deliver, from bedside teaching, to grand rounds, to a virtual lecture over Zoom. It is an excellent piece to include in your portfolio for specialty applications (alongside other greater teaching achievements if you have them of course!).
Mandatory certificates: This includes a valid PSA and ILS/ALS certificate. It needs to be uploaded and verified by your educational supervisor.
Mandatory teaching log: Used to log all learning events. Core teaching includes teaching for the entire cohort, e.g. the weekly F1 teaching and grand rounds. Non-core teaching includes everything else, e.g. departmental teaching, courses etc. Example and minimum hours needed (*note adjustments) in image below:
Quality improvement: A minimum of one project per year (although it has been changed this upcoming ARCP to 'shows evidence of understanding or contribution to QI projects- you technically only need a comment from your supervisor in the end of year report). Learn more about audits/QIP here .
Form R: Includes your personal details, placement information, any time out of training, declarations of any significant events/complaints/other investigations.
Optional forms: Log any additional achievements (again nice to have all evidence in one place for specialty applications) e.g. postgraduate exams, research and publications, taster week and reflection here.
Personal Development Plan (PDP): To complete at the start of each placement to outline your learning objectives, your end-of-placement sign off with your clinical supervisor includes evaluation of whether these have been met.
Curriculum mapping tool
This can be accessed through the 'Portfolio' drop down menu and selecting 'Curriculum'. Up to 5 forms can be mapped to specific learning objectives that should be met throughout your foundation training. A satisfactory rating must be provided by your education supervisor for each section. A list of the curriculum as below:
Section 1: Professional Behaviour and Trust
1: Acts professionally
2: Delivers patient centred care and maintains trust
3: Behaves in accordance with ethical and legal requirements
4: Keeps practice up to date through learning and teaching
5: Demonstrates engagement in career planning
Section 2: Communication, team-working and leadership
6: Communicates clearly in a variety of settings
7: Works effectively as a team member
8: Demonstrates leadership skills
Section 3: Clinical care
9: Recognises, assesses and initiates management of the acutely ill patient
10: Recognises, assesses and manages patients with long term conditions
11: Obtains history, performs clinical examination, formulates differential diagnosis and management plan
12: Requests relevant investigations and acts upon results
13: Prescribes safely
14: Performs procedures safely
15: Is trained and manages cardiac and respiratory arrest
16: Demonstrates understanding of the principles of health promotion and illness prevention
17: Manages palliative and end of life care
Section 4. Safety & quality
18: Recognises and works within limits of personal competence
19: Makes patient safety a priority in clinical practice
20: Contributes to quality improvement
That is all for this overview of the Horus ePortfolio.
Comment below if you have any questions regarding this topic!