A new competency model for general practice: implications for selection, training, and careers.

Background: Recent structural and policy changes in the UK health service have significantly changed the job responsibilities for the GP role.

Aim: To replicate a previous job analysis study to examine the relevance of current competency domains and selection criteria for doctors entering training.

Design And Method: A multisource, multimethod approach comprising three phases: (1) stakeholder consultation (n = 205) using interviews, focus groups and behavioural observation of practising GPs; (2) a validation questionnaire based on results from phase 1 (n = 1082); followed by (3) an expert panel (n = 6) to review and confirm the final competency domains.

Evaluation of GP appraiser development centres using emotional intelligence: can positive learning outcomes be transferred to practice?

This paper describes a longitudinal evaluation of six pilot medical appraiser development centres (ADCs) with GPs held between February and September 2009 in the Kent, Surrey and Sussex Deanery. The ADCs were developed using traditional development centre methods and incorporated the concept of emotional intelligence (El). Initial evaluation results have shown positive short-term outcomes relating to appraiser skills and self-confidence as well as transfer of learning.

An evaluation of a training placement in general practice for paramedic practitioner students: improving patient-centred care through greater interprofessional understanding and supporting the development of autonomous practitioners.

Objectives: To report the extent to which the placement of paramedic practitioner students (PPSs) in accredited general practice (GP) training practices supported their development as autonomous, patient-centred practitioners and fostered interprofessional learning.

Design: A case study method was used. Sources of data included semi-structured telephone interviews (eight PPSs, eight GP trainers), an online end of placement survey and placement and assessment documentation.

Is there a value to case-based discussion?

Case-based discussion (CbD) is a workplace-based assessment which is used formatively to help develop a GP trainee's performance and which will also contribute to the judgement made on a trainee's competence at the end of their training. The views of GP trainers and trainee's in their final year of training were explored quantitively to identify if CbD was of value, its limitations and whether or not it could assess a trainee's performance. The results suggest as an isolated assessment it is not possible to fully assess performance.

An evaluation of the experience of integrated GP training placements in the Kent, Surrey and Sussex Deanery.

Innovative/integrated training posts (ITPs) are an increasingly established feature of vocational training for GPStRs. They aim to extend exposure to primary care in the early years of specialty training. To date, there has been little evaluation of the post and no studies investigating how ITPs are variously structured.

Fostering clinical engagement and medical leadership and aligning cultural values: an evaluation of a general practice specialty trainee integrated training placement in a primary care trust.

Objectives: To report on the extent to which a general practice specialty trainee integrated training placement (ITP) developed the leadership skills and knowledge of general practice specialty trainees (GPSTRs) and on the potential of the ITP to improve clinical engagement.

Design: A case study method was used in a Kent primary care trust (PCT). Sources of data included face-to-face and telephone interviews (three GPSTRs, three PCT clinical supervisors, three general practitioner (GP) clinical supervisors and three Deanery/PCT managers), reflective diaries, documentary sources and observation.

Using emotional intelligence to facilitate strengthened appraiser development.

This paper describes a new approach to developing strengthened medical appraiser skills prior to the introduction of medical revalidation. We describe how we extended previous skills-based models and competency checklists to produce a behavioural model of effective appraiser performance. Development centre (DC) methods were used to produce a one-day workshop to encourage appraisers to reflect on their current level of ability and to identify and address additional required skills through observation, practice and feedback.

Implementing a strategy to promote lifelong learning in the primary care workforce: an evaluation of leadership roles, change management approaches, interim challenges and achievements.

Objectives: To identify and explore leadership roles and responsibilities for implementing the workforce development strategy; to identify approaches used to implement and disseminate the strategy; and to identify and explore challenges and achievements in the first 18 months following implementation.

Design: A formative evaluation with qualitative methods was used. Documentary analysis, interviews (n = 29) and two focus groups (n = 12) were conducted with a purposive sample of individuals responsible for strategy implementation.