Central to the CoBaTrICE assessment methodology is the learning agreement (sometimes referred to as a learning plan, personal development plan, learning needs analysis or learning contract). At the start of a training programme, at regular intervals during training, and at the start of a new placement, it is important that a discussion takes place between the trainee and the trainer. The trainer should be in a recognised position such as programme director, local educational supervisor, or principal trainer. This two-way conversation can clarify both the opportunities for the acquisition and assessment of competencies that the programme/training post offers as well as the learning needs of the trainee. Such an appraisal meeting will make use of the evidence collated in the portfolio to help clarify a learning plan for the placement. The objectives agreed in the learning plan can be reviewed during and at the end of that training period.

Minimum requirements

At minimum, a learning agreement should include:

• name of trainee and trainer/supervisor, and signatures
• location and duration of training post
• date of agreement
• responsibilities of the institution / ICU for training
• responsibilities of the trainee: training commitment / responsibilities for learning
• planned learning outcomes/objectives
• activity or strategy to meet outcomes/objectives
• planned assessments and records (evidence of achievement of learning outcomes/objectives)

 Trainee's guide to developing a personal learning plan as a component of a learning agreement

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Timetable for implementing a learning agreement when a trainee is appointed to a programme or module:

ON APPOINTMENT	WITHIN 2 WEEKS OF START	WITHIN 6 WEEKS OF START	3 MONTHLY INTERVALS	END OF MODULE OR PROGRAMME
Induction of trainee - introduction to team; formal instruction in unit & hospital policies & procedures; pastoral considerations	Formal assessment of training needs; initial learning agreement	Informal assessment of progress; review of experience gained, documentation	Formal review of progress against learning agreement; feedback from other trainers/staff; competencies attained & 'signed off'; un-met needs (including competencies) may require modifications of training timelines; monitor portfolio development & educational activities	Formal review of portfolio (summary of 3 monthly assessments); completion of competencies;