I've kept a photographic record of junior doctors since 1992... it's very 
useful in refreshing your memory of a doctor prior to writing a 
reference..... especially as one gets older!

Ray McGlone

----- Original Message ----- 
From: "Prescott Mark (RLZ)" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Tuesday, March 21, 2006 9:59 AM
Subject: Re: structured reference requests


> These forms are very frustrating.
> In my department we retain a written record of the mid-term and final
> appraisal meetings with all the juniors and use that information for
> references. We also have started to keep a photograph on file (it does
> help!)
> My concern about the old system was that written refeerences often seemed 
> to
> say the same thing and rarely provided warning of concerns (that emerged
> later). Perhaps we are too kind as a group?
> Mark P
>
>> -----Original Message-----
>> From: Scott, Charles [SMTP:[log in to unmask]]
>> Sent: 20 March 2006 15:57
>> To: [log in to unmask]
>> Subject: structured reference requests
>>
>> Can I ask through the list what others attitudes to these requests are.
>> At this time of year I receive many reference requests like this all with
>> questionnaires to fill out asking for information which is very difficult
>> to asses fairly.  I have 10 juniors changing regularly so to remember
>> details such as this is impossible.,  To be honest I sometimes cannot
>> remember their names after a few months so what hope is there for stuff
>> like this.   I realise that these forms are for scoring but surely the
>> appointing authority should devise its own way of assessing candidates 
>> and
>> not rely on very dubious scoring from previous consultants.    The
>> following is the sort of thing I mean.  If I don't fill the damn thing 
>> out
>> I'm putting the doctor at a disadvantage but these are multiplying and we
>> should have a united response.   The old system of a genuine written
>> reference was in my opinion far more honest and relevant (and easily
>> reproducible).    Not unnaturally all my F2s/SHO score highly on these
>> forms.
>>
>>
>> I) For how long and in what capacity did you know the applicant?
>>
>> From....................................
>> to.....................................
>>
>> Name of Trust/Organisation
>> ..........................................................................
>> .................................
>>
>> * Consultant - immediate supervisor *
>> * Educational Supervisor *
>> * Clinical Director *
>> * Other (please specify) *
>> .................................
>>
>>
>>  ii) What is / was the title of the post occupied by applicant?
>>
>>
>> ..........................................................................
>> .
>>
>>
>> Please tick (*) one of the following options listed below under each
>> heading which best describes the candidate in relation to his current 
>> post
>> from your point of view.  If necessary, please give further information 
>> on
>> a separate sheet.
>>
>>
>> 1. Knowledge/Experience
>>
>> a. Very able, comprehensive knowledge of speciality
>> b. Good all round medical knowledge
>> c. Key areas of medicine well known but no details
>> d. Some gaps in knowledge
>> e. Large areas of ignorance
>>
>> 2. Technical Skills
>>
>> a. Able and highly skilled with all practical procedures
>> b. Usually capable with most practical procedures
>> c. Very poor practically
>>
>> 3. Attitude to patients and family
>>
>> a. Always sensitive to physical and psychosocial needs
>> b. Usually very thoughtful and caring
>> c. Occasionally failing to think of their needs
>> d. Not very caring at all
>>
>> 4. Response to stress
>>
>> a. Manages patients well and calmly seeks advice
>> regarding problems promptly and appropriately having thought them through
>> b. Sometimes uncertain when to discuss potential problems with
>> senior colleagues
>> c. Uncertainties in referral are potentially dangerous
>> d. Panics
>> 5. Organisational Skills
>>
>> a. Enthusiastic, efficient and innovative
>> b. Effective
>> c. Passive
>> d. Disorganised
>>
>> 6. Note keeping
>>
>> a. Exemplary. Always keeps clear, concise problem-orientated
>> notes
>> b. Usually keeps well prepared problem-orientated notes
>> c. Inconsistent note keeping
>> d. Poor note keeping
>>
>> 7. Participates in structured teaching/learning
>>
>> a. Looks for and finds opportunities
>> b. Passive participant
>> c. Will attend if reminded
>> d. Takes little advantage of programmes
>>
>> 8. Ability to learn
>>
>> a. Learns rapidly from experience and passes on new found
>> knowledge
>> b. Able to learn from experience
>> c. Learns steadily after role familiarisation.
>> d. Unable to think problems through
>>
>> 9. Commitment
>>
>> a. Punctual and stays to finish relevant tasks
>> b. Punctual
>> c. Usually punctual
>> d. Not punctual
>>
>> 10. Relationships with other staff.
>>
>> a. Dependable, sensitive and supportive of all colleagues
>> b. Friendly, gets on well with most people
>> c. Only occasionally conflicts with other colleagues
>> d. Frequently upsets others and does not work as one of a team
>>
>> 11. Teaching Skills
>>
>> a. Excellent communicator, knowledgeable, careful tutor
>> b. Fulfils teaching requirements well
>> c. Adequate but not well motivated
>> d. Poor teacher
>> e Not applicable
>>
>> 12. Audit
>>
>> a. Initiates and completes well thought out projects
>> b. Participates actively in audit
>> c. Will participate but not well-motivated
>> d. Not interested
>>
>> 13. Research
>>
>> a. Initiates and completes well thought out projects
>> b. Participates actively in audit
>> c. Will participate but not well-motivated
>> d. Not interested
>> e. Not applicable
>>
>> 14. Communication Skills
>>
>> a. Excellent written and verbal communication
>> b. Some gaps in understanding
>> c. Difficulties in written and verbal communication
>>
>>
>> 15. Career prospects
>>
>> a. Likely to succeed in chosen career
>> b. Uncertain as to likelihood of success
>> c. Unlikely to succeed in chosen career
>>
>> Please specify why you have chosen this particular option
>>
>> ..........................................................................
>> ..........
>>
>> ..........................................................................
>> ..........
>>
>> 16. Sickness Absence
>> (If you are unable to complete this section, please liaise with your
>> medical staffing department)
>>
>> (i) How many days sick leave did the applicant take during their time
>> with you?
>>
>>
>> (ii) On how many separate occasions was the applicant off sick?
>>
>>
>> (iii) Did you have any cause for concern about the applicant's level of
>> sickness?
>>
>> 17. Has the applicant been subject to any disciplinary procedure, formal
>> or otherwise
>> during their time with you (including proceedings instigated
>> by the GMC / GDC)?
>>
>> Yes   * No
>> *
>> If yes, please describe:
>>
>>
>> ..........................................................................
>> ..................................
>>
>>
>> ..........................................................................
>> ..................................
>>
>> 18. Junior Doctors Hours Monitoring
>>
>> Junior doctors are now contractually required to comply with Trust
>> requests to monitor their hours of work.  Can you confirm (or otherwise)
>> that the candidate complied fully with requests to monitor hours of work,
>> whilst working with you?
>>
>> Yes   * No   *
>> 19. Recommendation
>>
>> i) Strongly recommend without reservation
>> ii) Recommend
>> iii) Recommend with some reservation (please specify
>> below)
>>
>>
>> .....................................................................
>>
>>
>> .....................................................................
>>
>> Please add any other comments that may assist in the assessment process,
>> for example any involvement in audit, management training, experience 
>> etc.
>>
>>
>>
>>
>>
>>
>>
>> 20. Is this reference based on:
>>
>> i) General impression
>> ii) Close Observation
>> iii) Collective opinion of consultants
>>
>>
>> Signed: Printed Name:
>>
>>
>> Position: Contact number:
>>
>>
>> Date: Name of Tr
>>
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>> unless otherwise explicitly stated.
>>
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