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Journal of Clinical Urology 15(1)
Figure 1. Example training year in the 2021 curriculum.
of independence (Table 3), with trainees needing to be
level III to exit phase 2, and level IV to exit phase 3 (and
achieve a CCT).
The assessment format of CiPs is specifically intended
to enable trainees to develop independence (level IV) in
practice and working towards this goal will be expected
of trainers and trainees alike. When independence is not
seen to be achieved, similar to GPCs, specific reasons
for this must be highlighted as areas for development in
the MCR. Therefore, all trainees should expect to have
areas for development highlighted until achievement of
CCT. Unlike GPCs, however, areas of excellence can be
highlighted where appropriate (and would be expected
to support an assessment of level V).
Workplace-based assessments
WBAs are now only mandatory for recording progress in
index procedures and critical conditions, in which they are
used to assess competency in life and limb scenarios and key
procedural skills. However, WBAs also remain useful for
formative assessment, enabling reflection and evidencing
achievement in areas previously highlighted for improvement
(with remedial WBAs potentially being a specific recommendation
in learning agreements or from ARCP panels).
Trainees are still expected to have exposure and develop
skills in the non-WBAs skills and scenarios, but these are
now holistically assessed in the MCR. In particular, in
phase 2 trainees should be exposed to the range of subspeciality
interests to facilitate a broad understanding of the
speciality and help prepare for FRCS Urol.
Movement away from arbitrary WBAs chasing in later
years empowers senior trainees to develop independent
practice in a safe environment, with these previously seen
to be a particular barrier to achievement of a CCT in what
will be phase 3 training.3
Index procedures
IPs, recorded via procedure-based assessment (PBA) or
direct observation of procedural skills, are replacing INs.
These are more reflective of core urological practice and
are competency driven, using the same levels of competency
as the 2016 curriculum.
Historically, INs were generated by assessing the mean
number of procedures achieved by finishing trainees at the

JCU - January 2022

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JCU - January 2022 - Cover1
JCU - January 2022 - Contents
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JCU - January 2022 - Cover3
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