As not all the guidance in GMP has been included in the framework. Not drawn on those sections that:
State very high level values
Relate to matters where it would not be reasonably practicable to produce evidence of compliance, or where effort of obtaining such evidence would be disproportionate to its benefit in assessing doctors’ practice.
Describe unacceptable conduct , for example in relation to financial probity, or improper relationships with patients. Doctors cannot be asked to demonstrate that they are not defrauding the NHS.
Role of the RCGP will be to quality assure the process of appraisal and the training and support of appraisers.
When doctors consider events from actual practice the word ‘review’ will be preferred to ‘reflection’ as this emphasises challenge and learning.
Early indicators of underperformance highlighted by appraisal will lead to prompt support for doctors in difficulty . Early direction to sources of support will help to reduce potential under performance.
Support for Appraisers
All Appraisers must be selected, trained and supported to a common standard the mechanism for this will be development of an RCGP Accredited Appraiser Training course, together with quality assurance, calibration and support systems.
Personal Development Plan (PDP) Guidance for Appraisers
Most of a doctor's learning occurs continually in the workplace and the PDP should not be thought of as a learning log, but as a tool that encourages reflection and provides evidence of this.
It should not be assumed that learning derived from the PDP is in some way superior to that which occurs on an ad hoc basis , as the two approaches to learning are often complementary.
Many appraisers use the term ‘general professional update’ to cover learning driven by events i.e. recognised during practice and usually directly concerning patient care.
[credit × 2] the GP would be expected to include a demonstration of application of new learning:
simple data collection
reflective piece demonstrating change in a practice.
What can be claimed? What should not be claimed?
“ Time spent on developmental activities may include preparation, activity and reflection. Credits should only be awarded when a demonstration of the learning achieved is relevant to the practice of the GP.
What should not be claimed?
The credit-based system is designed to move beyond a simple ‘hours = credits’ scenario. By requiring the individual to record learning relevant to the GP’s practice, simple certification of time spent is not adequate to claim credit. Examples of inadequate credit claim would be:
reading the BMJ every week for 1 hour – claim 52 credits
audit data collection, 6 hours – claim 6 credits.
The above example of reading the BMJ may be eligible for credit claims. However, in the format presented it gives little indication of relevance to the GP’s practices, and such untargeted reading should not normally exceed 10 credits. Performing data collection for the purposes of audit should not be claimed. ”