| CbDs and reflections can be used to demonstrate evidence. |
| Learning outcome | Suggested examples of evidence and topics on which related CbDs and reflective pieces can be used |
| Domain: Health Promotion |
| Be aware and respect the impact of social, economic, cultural and religious factors on health. | Evidence of community ophthalmology attachment |
| Cultural: corneal donations/retrievals and its implications. |
| Social and economic: deprivation and transport. Evidence of detailing examples of people with limited means of transport and being remote. Booking Taxis. Late presentation of cataract and advanced disease secondary to socioeconomic deprivation. |
| Religion: drops in Ramadan – educational element. Fasting |
| Have detailed knowledge of National Screening Programmes especially with reference to Ophthalmic diseases. | Placements in paeds (ROP), Med ret (diabetic screening), or glaucoma |
| Demonstrate understanding of UK visual screening for children. An example could be including familial retinoblastoma cases, or cases who have been referred as a part of hydroxychloroquine screening or diabetic retinopathy screening |
| Domain: Leadership and Teamworking |
| Document and evidence leadership behaviours. | Reflective practice |
| Courses – e.g. TTT |
| Certificate of learning |
| 01_01 Introduction to Leadership and LeAD |
| https://portal.e-lfh.org.uk/Component/Details/510250 |
| Completion for Level 1 also counts towards Level 2 evidence |
| https://www.leadershipacademy.nhs.uk/resources/healthcare-leadership-model/ |
| Audit / QIP project/or evidence of research project |
| Write a reflective piece about own attributes and skills in communication, handling feedback, coping with stress, developing resilience, leadership styles that fit your strengths and stretching oneself to develop further |
| Practice within a multidisciplinary team to develop leadership projects. | Manage rota |
| Human factors training |
| Certificate of course |
| Evidence of practice within a multidisciplinary team |
| Chairing a meeting |
| Learning appraisal skills |
| Training on team building |
| Undertaking patient improvement activity |
| Domain: Patient Safety and Quality Improvement |
| Apply clear and appropriate clinical reasoning to make safe decisions. | Portfolio |
| Part 2 FRCOphth |
| MSF |
| Practice in line with latest evidence. | Portfolio |
| Part 2 FRCOphth |
| MSF |
| Maintain appropriate audits of practice. | Portfolio |
| Part 2 FRCOphth |
| Surgical logbook; details of complications; Cataract Complications Audit |
| MSF |
| Apply quality improvement methods. | Portfolio |
| Part 2 FRCOphth |
| QI project, Audit |
| MSF |
| Domain: Safeguarding and Holistic Care |
| Recognise where specialised management techniques may be necessary for those with special needs. | CBDs |
| Refer to ECLO |
| Consent and capacity training |
| Adult Safeguarding Level 2 |
| https://portal.e-lfh.org.uk/Component/Details/510406 |
| CbD re: patient with special needs attending clinic or theatre |
| Evidence of knowledge in sight impaired registration, DLVA requirements |
| CBD or reflection on support needed/referral to ECLO |
| https://portal.e-lfh.org.uk/Component/Details/506969 |
| ECLO and wider visual support |
| https://portal.e-lfh.org.uk/Component/Details/506975 |
| Case relating to vision/visual field and driving |
| Case relating to Amaurosis/TIA/Stroke and advice regarding driving |
| Case relating to CVI registration and ECLO/low visual aid referral |
| CBD/reflection relating patient with dementia/learning difficulties needing consent |
| Domain: Education and Training |
| Plan and provide education and training activities for medical trainees and other professionals. | Evidence of medical student teaching, nurses, optometrist or junior trainee |
| Evidence of developing a teaching session |
| Contribution to regional teaching session or to medical students or other professionals |
| Reflect on teaching |
| Feedback |
| Give constructive feedback on learning activities. | Feedback form completed at end of teaching session with own constructive feedback |
| MAR from a non-clinical supervisor |
| Feedback on regional teaching |
| Domain: Research and Scholarship |
| Implement an evidence-based approach to shared decision making and enhancing patient outcomes | Involvement in MDT |
| CbD |
| Undertake a literature review to answer a clinical question |
| Research Agreement |
| Demonstrate competencies for commencing clinical research. | GCP course – online/in person |
| Research ethics course |
| Collect evidence of research skills; evidence of a publication is strong evidence or research project undertaken |
| Good Clinical Practice training |
| Carry out lit search on topic |
| Evidence of discussions with supervisor on research projects e.g a project proposal |
| Write ethics application |
| eLearning/courses on research skills e.g GCP training, research skills modules from MSc course, Trust R+D training courses |
| Research Agreement |
| Distil research, deliver poster presentations and improve oral presenting. | Journal club |
| Regional teaching |
| Research publication/oral or poster presentation in local, regional, national and international meetings |
| Critical appraisal clinical trial presented at regional meeting/journal club |
| Research Agreement |
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