MRCGP intro

The RCGP website is your essential resource for all the latest information and guidance. It is being continually updated, therefore if it says anything different from what’s on this website: believe the college!    www.rcgp.org.uk

THREE KEY POINTS

  1. RESPONSIBILITY: It is the responsibility of the trainee to ensure that they complete the appropriate assessments and build up a record of their training and evidence of competence AT THE APPROPRIATE TIMES through the e-portfolio. It will be you who tells your trainer/supervisor when you are ready to do a specific type of assessment (not the other way around).
  2. NEEDS FURTHER DEVELOPMENT: Please do not see ‘needs further development’ as a failure. We expect you to have quite a few ‘needs further development’ especially if you are in ST1 or ST2. If you had all “competent” or “excellent” in ST1 or ST2, we’d be worried – how can you have no learning needs at such an early stage in your training?
  3. HOSPITAL CONSULTANTS: Some of your hospital colleagues may not be that familiar with what they are doing in the assessments. Whilst they are being trained up, we would urge you to get a good understanding of how the assessments work and what each domain or competency means so that you are empowered to help your consultant. In this way, we are sure that your hospital colleagues will get the hang of them in no time and really help you to get the best out of them. So, please help them.

OTHER THINGS (click to open me)

  • Whilst the process is Trainee led, it will be supported by your Educational Supervisor.
  • There are 6 monthly reviews throughout training at which your progress will be reviewed and actions agreed.
  • Loads of different things happen in parallel throughout the 3 years.  So plan now to avoid last minute panic

THE GP CURRICULUM

The curriculum covers the knowledge and skills that all GP trainees need to learn in order to deliver the highest quality standards of patient care.  Familiarise yourself with the GP curiculum; it’s a big document but the more you look at it, the more familiar it will become. All components of MRCGP are mapped to the competencies defined in the curriculum.

RULES, REGULATIONS AND REQUIREMENTS CHANGE OFTEN. PLEASE VISIT AND RE-VISIT THE RCGP WEBSITE FREQUENTLY BECAUSE IF YOU DON’T ONLY YOU LOSE OUT!

HOW CAN I PREPARE FOR THE MRCGP

There’s lots of stuff available on the RCGP website:  www.rcgp.org.uk .   However, you may find the information cramped website a bit too overwhelming.   For that reason, we’ve re-developed some of the information to emphasise the important bits and to aid understanding in general.   Simply click on one of the MRCGP components and feel free to download the many FREE resources we’ve made available to you.

Here are some quick bits of information you should know right now:

  • Some clarity on what some of the Curriculum Statement headings mean:
    • Teaching, Mentoring and Clinical Supervision means the teaching the trainee has has been involved with and/or delivered, NOT the educational experiences which they have received.
    • Management in General Practice means organisational management, NOT the clinical management of patients.
  • DOPS
    • There’s no point recording previous experience which hasn’t been directly observed. It’s essential to get the ePortfolio entries for the compulsory DOPS put in by whoever observed the procedure. If this isn’t done, the ARCP panel will bounce your ePortfolio when it’s submitted for CCT at the end of ST3.   Also, the procedure has to be on a patient and not, for example, in a skills lab on a dummy.
  • COTS
    • Try and get your GP trainer to do some COTS via directly observing you in real time in a joint surgery consultation (as well as the usually method of doing it via video recordings).   This will help you prepare for CSA and will help you get a bit more comfortable with consulting when someone is watching.   Also, it means that a range of normal consultations are observed by the trainer, not just the good ones which trainees tend to select for COTs
  • OOH (Out of Hour work)
    • The educational reason for doing OOH is for trainees to acquire the relevant competencies in case they wish to participate in Out of Hours once they qualify.  Simply recording the number of sessions worked doesn’t provide evidence of this. Trainees must record a brief list of paitents seen (and what was done) and reflect  on one or two of the interesting ones which they think will help them provide evidence for curriculum coverage as well as some of the professional competencies.

YOUR LOCAL MRCGP COURSE

For current information on future MRCGP Preparation Courses please follow this link: FACULTY CALENDAR