SOME BASIC THINGS ABOUT GP TRAINING SCHEMES Dr Maggie Eisner SOME BASIC THINGS ABOUT GP TRAINING SCHEMES

What I will cover Recruitment process Pathway to becoming a trainer Our educational programmes Roles and responsibilities of TPDs

Recruitment process National system via GP recruitment website Stage 2: 2 machine marked papers: knowledge and Situational Judgement test (Professional Dilemmas) Stage 3: 3 simulations (patient, relative, colleague) + written paper (prioritisation) Individual component marks fed into computer -> Trainable or Not Trainable

Allocation of posts Trainees put rotations in order of preference on application forms Allocated according to their recruitment scores – but bottom 10% are given their higher preferences, in order not to make their chances worse References not scrutinised before trainee accepted at recruitment

What should trainees cover in each of the 3 years (so I can tailor my tutorials appropriately)? Too much variation between trainees to give an answer Broad 1st GP post (ST1 and 2) aims are on website ST2s should possibly be thinking about AKT ST3s will be working towards CSA Consider using CSA ‘generic indicators for targeted assessment domains’, as well as COT criteria, when looking at videos

Pathway to becoming a trainer Submit consultation video to COT standard Pass PG cert in Primary Care Education (4 modules) Learn about MRCGP (no ‘n’) Sessions with trainer-mentor – anyone interested in being one? Interview at Deanery

Half Day Release – how it is arranged & what do we cover? Most schemes do a mixture of large and small group teaching. Small group teaching is the preferred methodology because learning is more effective. Some schemes simply split all trainees into mixed small groups Others split according to ST year. Mix of discussion sessions, trainee presentations (4 competencies and other topics), topic based sessions, sessions covering broad aspects of GP (ethics, person-centred care), Arts based sessions Also mock CSA sessions and consultation skills sessions using simulators

Modular courses In Bradford, we developed these partly because hospital trainees found it hard to get to HDR Full days workships Programme: Induction – on starting scheme 2 Intro to WPBA days – on starting scheme 2 AKT preparation days – ST2 Safeguarding – any ST year ARCP prep – any year Introduction to CSA – ST1 or 2 IMG Courses

Attendance at educational sessions Most schemes expect Equivalent of 70% HDR attendance in hosp posts 80% HDR attendance in GP posts It is recorded. Hospital trainees can make up 16 sessions of educational attendance from a mixture of HDR sessions and modular courses Spelling this out for hospital consultants and rota co-ordinators has helped attendance

IMG courses 2 days in Spring every year For IMGs in all years Aims General support, (recognising everything’s harder for them) Increase chances of their passing CSA? Content Address and discuss their own concerns Discussion of English language/culture issues Presentation on CSA by successful IMG ex trainee Consultation skills practice (mostly sex and death) Peer support

TPDs – what we do We place trainees in posts We organize an OOH rota We organize ARCP panels We put on educational activities – HDR, workshops, modular courses, CSA days We look after the Study Leave budget We provide advice on Educational Supervision We provide professional and pastoral support to GP trainees We provide professional and pastoral support to GP trainers We provide support to Practice Managers We liaise with hospital specialties

Now you’ve heard all this Please let us know if you have any Thoughts Suggestions Ideas