Assessment of professional development of neurology trainees: a UK perspective

The European Working Time Directive has led to concerns that trainees' hours of work will decrease, with negative effects on their training. Various changes to the curriculum are needed to equip trainees for self-directed learning. A strong lobby argues for the introduction of examinations before entry to the consultant grade. Meanwhile, there is intense political pressure (in the UK at least), to shorten the duration of postgraduate training so that pledges for consultant numbers can be met. Reconciliation of these conflicting demands is a challenge for the future. Additional assessment procedures should be piloted. To successfully introduce changes, trainees and trainers will need to work in partnership. Course assessment and student feedback should be formalised. In this paper I summarise the assessment procedures in the UK and US, and suggest a model of best practice.