Audio vestibular Medicine CESR Portfolio Guide

• Aware of, and adheres to, the GMC professional requirements
• Aware of public health issues including population health, social determinants of health and global health perspectives
• Demonstrates effective clinical leadership
• Demonstrates promotion of an open and transparent culture
• Keeps up to date through learning and teaching
• Demonstrates engagement in career planning
• Demonstrates capabilities in dealing with complexity and uncertainty
• Aware of the role and processes for commissioning
• Aware of the need to use resources wisely

• Aware of national legislation and legal responsibilities, including safeguarding vulnerable groups
• Behaves in accordance with ethical and legal requirements
• Demonstrates ability to offer apology or explanation when appropriate
• Demonstrate ability to lead the clinical team in ensuring that ethical and legal factors are considered openly and consistently

• Communicates clearly with patients and carers in a variety of settings
• Communicates effectively with clinical and other professional colleagues
• Identifies and manages barriers to communication (e.g. cognitive impairment, speech and hearing problems, capacity issues)
• Demonstrates effective consultation skills including effective verbal and non-verbal interpersonal skills
• Shares decision making by informing the patient, prioritising the patient’s goals and wishes, and respecting the patient’s beliefs, concerns and expectations
• Shares decision making with children and young people
• Applies management and team working skills appropriately, including influencing, negotiating, re-assessing priorities and effectively managing complex, dynamic situations

• Makes patient safety a priority in clinical practice
• Raises and escalates concerns where there is an issue with patient safety or quality of care
• Demonstrates commitment to learning from patient safety investigations and complaints
• Shares good practice appropriately
• Contributes to and delivers quality improvement
• Understands basic Human Factors principles and practice at individual, team, organisational and system levels
• Understands the importance of non-technical skills and crisis resource management
• Recognises and works within limit of personal competence
• Avoids organising unnecessary investigations or prescribing poorly evidenced treatments

• Manages clinical information / data appropriately
• Understands principles of research and academic writing
• Demonstrates ability to carry out critical appraisal of the literature
• Understands the role of evidence in clinical practice and demonstrates shared decision making with patients
• Understands public health epidemiology and global health patterns
• Demonstrates appropriate knowledge of research methods, including qualitative and quantitative approaches in scientific enquiry
• Demonstrates appropriate knowledge of research principles and concepts and the translation of research into practice
• Follows guidelines on ethical conduct in research and consent for research
• Recognises potential of applied informatics, genomics, stratified risk and personalised medicine and seeks advice for patient benefit when appropriate

• Delivers effective teaching and training to medical students, junior doctors and other healthcare professionals
• Delivers effective feedback with action plan
• Able to supervise less experienced trainees in their clinical assessment and management of patients
• Able to supervise less experienced trainees in carrying out appropriate practical procedures
• Able to act as a clinical supervisor to doctors in earlier stages of training

• Demonstrates ability to assess patients using a biopsychosocial model
• Recognises the impact of hearing and balance difficulties on the patient and their significant others
• Recognises the complexity caused by multiple comorbidities
• Recognises the impact of systemic disorders on hearing and balance
• Formulates an appropriate patient-centred holistic management plan
• Demonstrates awareness of the quality of patient experience

• Demonstrates knowledge of the pathology, appropriate investigations and management of co-morbid conditions
• Interprets clinical features, their reliability and relevance to clinical scenarios including recognition of the breadth of presentation of co-morbid disorders
• Appropriately manages comorbidities in audiovestibular patients and arrange further investigations taking into account patient preferences and the urgency required
• Recognises the importance of joint working, need to liaise with other specialty services and refers appropriately
• Is aware of the many factors that affect a patient’s presentation, understanding of the problem and approach to management
• Can identify, articulate and negotiate priorities
• Delivers patient centred care including shared decision making

• Demonstrates knowledge of the anatomy, physiology and pathophysiology of the extended auditory system
• Demonstrates knowledge of the range of audiological conditions affecting adults including different clinical populations
• Demonstrates the ability to obtain a comprehensive history, administer appropriate questionnaires and perform a detailed targeted examination in adults
• Demonstrates ability to request appropriate audiovestibular, imaging and laboratory tests, and to interpret test results, integrating all the information to establish a diagnosis
• Formulates and communicates an appropriate patient-centred, multidisciplinary management plan
• Demonstrates understanding of, and follows local and national guidelines and clinical trial protocols
• Liaises with other specialty services when appropriate
• Demonstrates understanding of transitional care from paediatric to adult services

• Demonstrates understanding of the functional anatomy and physiology of the vestibular and related systems, including central pathways and connections
• Demonstrates good diagnostic skills through accurate history taking, thorough and pertinent clinical examination to reach a provisional diagnosis
• Formulates appropriate differential diagnosis
• Selects and interprets appropriate audiological, vestibular and aetiological investigations, understanding the limitations of these tests.
• Formulates and explains an appropriate management plan, taking into account patient preferences, and the urgency required
• Explains clinical reasoning behind patient-centred diagnostic and clinical management decisions, in collaboration with the multi-disciplinary team
• Recognises need to liaise with specialty services to manage comorbidities and refers where appropriate

• Demonstrates knowledge of the anatomy, physiology and pathophysiology of the extended auditory system
• Demonstrates the ability to take an accurate, relevant and detailed audiovestibular and neurodevelopmental history from the child/young person or carer including the ability to identify safeguarding concerns
• Demonstrates ability to perform a thorough and detailed physical examination appropriate to the age and developmental level of the child/young person
• Able to identify medical, social, emotional and psychological problems which may be causative or may adversely affect (re)habilitation
• Able to identify the impact of auditory disorders on the child/young person’s physical, social, emotional and psychological well-being and activities of daily living (home, social and school) and the reciprocal impact of these on the auditory disorder
• Able to select and interpret appropriate diagnostic audiological assessments, laboratory tests, imaging and relevant multidisciplinary assessments enabling aetiological diagnosis of auditory disorders.
• Recognises the impact of the diagnosis on the family and selects the appropriate management strategies through multidisciplinary team discussion
• Recognises and support the specific needs of the child/young person and family at different stages of childhood, including transition to young adulthood through relevant agencies

• Demonstrates knowledge of the anatomy, physiology and pathophysiology of the vestibular system and its connections
• Demonstrates the ability to take an accurate, relevant and detailed audiovestibular and neurodevelopmental history from the child/young person or carer
• Demonstrates the ability to perform a thorough clinical examination appropriate to the age and developmental level of the child/young person
• Demonstrates the ability to select and interpret appropriate audiovestibular, laboratory, imaging and relevant multidisciplinary assessments enabling aetiological diagnosis of dizziness and balance disorders.
• Demonstrates the ability to formulate and implement a holistic patient-centred management plan, including use of medications, in children and young people with dizziness and imbalance, involving multidisciplinary colleagues as necessary
• Demonstrates the ability to recognise the role and impact of non-vestibular factors in children and young people with imbalance and dizziness and liaises with/refers to related specialties for assessment and management as appropriate
• Works within the framework of local and national guidelines and protocols

• Contributes and engages in multidisciplinary team meetings
• Understands the role of the members of the multidisciplinary team
• Demonstrates effective communication skills including in challenging circumstances
• Understands the appropriate patient pathway in relation to audiovestibular disorders
• Appropriately communicates need of assessments, test results and further management to other colleagues, patients and carers
• Involves other colleagues in shared decision making and values the opinion of other professionals

• Formulates and delivers patient centred care including shared decision making and demonstrates effective teamwork with other professional colleagues
• Demonstrates the ability to take leadership in local, regional and national Audiovestibular Medicine initiatives
• Demonstrates appropriate leadership behaviour and an ability to adapt their leadership behaviour to engage with stake-holders and improve outcomes
• Demonstrates a good understanding of the value of peer review process
• Understands the principles of commissioning process with regards to the audiovestibular needs of the population
• Demonstrates appropriate supervision and influence of colleagues and knows how to escalate any concerns
• Promotes an open and transparent culture and a culture of learning

Currency Window

Evidence of your recent practice will be given more weight to reflect current capabilities and we suggest that approximately 50% of your evidence for a curriculum outcome is drawn from within the last five years of clinical practice (WTE).

Evidence Volume

around 100 electronically uploaded documents