Since their national implementation in 2002, GP appraisals are being extensively applied. There is a positive link between appraisals and patient care in hospitals. There also appears to be no uniform model for appraisals, which has led to confusion between their 'stand-alone' role as a formative assessment tool and their contribution to summative revalidation. This is a case study into the formative element of appraisals as carried out at a primary care trust in Wessex. We offer an insight into the diversity of learning outcomes and developmental potential of the formative element of appraisals (excluding revalidation) attained through the analysis of emerging themes from responses to a purposely designed questionnaire aimed at appraisees (questions appear in the tables). To our knowledge this is one of the few research articles that deal with the formative educational element of GP appraisals.

There is more work to be done in evaluating current tools and developing stronger processes. Linkage between data sources needs to be improved and proactive tools at the organizational level need further development to help with the early identification of performance issues. This would also assist in balancing a wider systems approach with a current over emphasis on individual doctors.

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