- An introduction to MRCGP and the competencies for hospital consultants
- MRCGP for hospital based trainees (powerpoint)
- RCGP's clinical supervisor's eportfolio manual
- What all hospital departments should know about GP training
- What all clinical supervisor consultants should know about GP training
- CBD question maker tool for consultants
- CBD mapping sheet
- Mini-CEX mapping sheet
- Current clinical supervisors for Bradford hospital posts
- Some more help files on the eportfolio can be found by logging into the e-portfolio and clicking the "help" subheading in the left hand navigation menu
If you find anything you feel would be helpful to others, please email me here.
In this section you will first find a selection of introductory documents that we encourage you all to read. We have made them so that they are
a) summarise the key points for GP training (including tips and pitfalls)
b) easy to read
c) not too lengthy.
After you have read these, then select the particular specialty you belong to in order to see what the GP competencies actually mean for your specialty; in other words, what our training scheme hopes you will be able to deliver for our GP trainees.
At all times remember that the standard against which the GP trainee is judged is always the level of competence expected of a doctor who is CERTIFIED to practise independently as a general practitioner.
This standard is used throughout the three years of training. This means that in the first two years of training the GPStR is being judged against the standard they should have reached at the end of training. Inevitably there will be less evidence from the application of the MRCGP assessment tools in the first two years of training, and more developmental needs will be identified. This is what the assessment system is designed to do, so that further training experiences can be directed toward the developmental needs of GPStRs.
If you have any suggestions, please email me on rameshmehay@googlemail.com
Ramesh Mehay, Programme Director (Bradford VTS)
The Introductory Documents
MRCGP - an introduction
The MRCGP is the new licensing exam for all trainees wanting to become GPs. All the core components have to be done in a timely fashion. For example, if a trainee does the required minimum of say 3 case based discussions all at the end of a post, they may well be referred. However, what would be acceptable is doing one at the beggining of the post, one in the middle and one towards the end (= to demonstrate progression). |
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The Assessments
* There's quite a few different types of assessments for the MRCGP.
* They all have acronyms which can make it look more complicated than it is.
* For simplicity's sake, I'm only going to mention the assessments YOU will be involved in.
* You'll be glad to know that of the 12 types of assessments, you only need to really get to grips with 5 of them.
* Click on the boxes below to get more detailed information on the individual components (links also in sub-menu above). You will find some really useful forms and guidance to help you on a practical basis (see "downloads" section for each page).
click on a grey tab to open up that panel, click again to close
* Don't worry about the timing. It is the trainee's responsibility to tell you when they are a) due and b) feel ready for another assessment.
* If a trainee asks you "can we do a CBD please", please don't say "yeah, we'll do it later, I don't have time now". You may be busy but what you should say something like "let's make a date for that; how about next week on Tues morning after the ward round?"
* Because MRCGP is a trainee led process, we have asked all our trainees to "nab" their consultants and "pin them down" for a date for assessments; please don't be offended by this. If they don't get their assessments done on time, ultimately they will not progress to the next stage of their training.
Yes, BUT ONLY IF YOU HAVE TRAINED THEM HOW TO DO IT PROPERLY. At the moment, we are seeing too many GP trainees being assessed by specialist registrars who have not been trained in what the competencies mean or how to carry out the assessments. The Royal College would deem this unacceptable and is against the rules.
No surgeon in their right mind would consider allowing their trainee to do say an appendectomy without training them up first......the same applies to these assessments for general practice training. They are important assessments which dictate whether a trainee is safe with patients and we must not forget that.
If you want to know more, then please go back to the home page of this website and click the "MRCGP" section and look through each of the various components. It's really important to grasp a good understanding of what each of these assessments is about because
1. if you carry them out the way they are meant to be done, you will ultimately be able to figure what bits the trainee is good at and more importantly what areas they need to work on
2. a lot of these assessments are similar to those used in foundation year training. No doubt you will have some FY doctors and thus this skill becomes transferable.
3. By practising the way they are actually meant to be done might even fine tune the way you do them with FY docs and give more meaning and usefulness to them
4. your own specialty trainees are likely to start doing these assessments for their college too: transferable skills benefitting all.
So, doing it the right way now means reaping huge rewards later.
- You can find very detailed information on the MRCGP and it's individual bits on our Royal College's website: www.rcgp.org.uk
All Consultants with trainees are Clinical Supervisors
Clinical Supervisors are qualified specialists who have responsibility for the day-to-day supervision, training and assessment of trainees who are doing a secondary care placement in their specialty. Therefore a GP Trainer, GP Educational Supervisor or GP (Training) Programme Directors cannot be a clinical supervisor. If a trainee is in an integrated post, then they will have a clinical supervisor for each specialty.
Guide to nMRCGP for Clinical Supervisors
The Guide for Clinical Supervisors has been produced by the RCGP in consultation with NACT and COGPED to explain the model of supervision, to provide a brief introduction to assessment and to give guidance on what a consultant providing clinical supervision for GP trainees is expected to do.
The Gold Guide (section 4.27) requires that:
each trainee should have a named clinical supervisor for each placement, usually a senior doctor, who is responsible for ensuring that appropriate clinical supervision of the trainee’s day-to-day clinical performance occurs at all times, with regular feedback.
All clinical supervisors should:
- Understand their responsibilities for patient safety.
- Be fully trained in the specific area of clinical care.
- Offer a level of supervision necessary to the competences and experience of the trainee and tailored for the individual trainee.
- Ensure that no trainee is required to assume responsibility for or perform clinical, operative or other techniques in which they have insufficient experience and expertise.
- Ensure that trainees only perform tasks without direct supervision when the clinical supervisor is satisfied that they are competent so to do; both trainee and clinical supervisor should at all times be aware of their direct responsibilities for the safety of patients in their care.
- Consider whether it is appropriate (particularly out of hours) to delegate the role of clinical supervisor to another senior member of the healthcare team. In these circumstances the individual must be clearly identified to both parties and understand the role of the clinical supervisor. The named clinical supervisor remains responsible and accountable for the care of the patient and the trainee.
- Be appropriately trained to teach, provide feedback and undertake competence assessment of the trainees in the specialty.
- Be trained in equality and diversity and human rights best practice.
Responsibilities
Clinical supervisors oversee the day-to-day work of the trainee during that placement.
They are expected to:
- hold formative meetings with their trainee at the beginning, middle and end of their placement.
- use WPBA assessment tools as learning opportunities, formative assessments and to provide evidence towards the record of competence progression collected in the trainee’s eportfolio.
- complete a Clinical Supervisors Report (CSR) at the end of the placement. If a trainee is in an integrated post working concurrently in more than one specialty, then each clinical supervisor will complete a CSR.
The Curriculum
Click on your specialty for more details on what the curriculum means for your department.
(Adapted from work by Dr. Amar Rughani, Sheffield)
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Have I missed off your specialty? email me here |
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