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Background: There is little in the literature giving the perspective of UK General Practice (GP) trainers on their development as teachers. Aims: What motivates GP trainers develop themselves as teachers? What obstacles to their professional development do GP trainers perceive? Method: A questionnaire to all GP trainers in the West Midlands Deanery in 2004. Results: 360/444 (81%) questionnaires were returned. 56.6% of GP trainers had another educational role in addition to training GP Registrars in the practice. 15.8% of trainers possessed an educational qualification. 13 had completed a Certificate in Medical Education and 28 were engaged in study towards that qualification. Trainers wanted more time to spend on their development as teachers than they presently have, and would then be interested in a wider variety of learning methods. However, 56.6% of trainers would still not choose to undertake a university-accredited course. Female GP trainers perceived more difficulty in obtaining protected time for their development as teachers (Educational CPD) ( p ¼ 0.021), were significantly less sure of their partners' support for this development ( p ¼ 0.033), and were more likely to agree with trainers undertaking a Certificate in Medical Education ( p ¼ 0.003). Having an additional educational role did not affect trainers' ability to take protected time, but significantly increased the amount of time aspired to ( p ¼ 0.005). Nothing made more difference to trainers' perception of their ability to undertake Educational CPD than did the perceived attitude of their partners.

Background: There is a move to ''professionalize'' medical educators, but little has been published on the views of UK GP trainers to this change. Aims: To explore the attitudes of GP trainers to their own professional development as teachers. Methods: A focus group study was undertaken in a large UK Deanery. The emergent theory was developed using Activity Theory, which sees learning as a dynamic interaction between individuals and their cultural, social and historical setting.Results: There were a range of factors influencing GP trainer development. GP trainers were more motivated to develop themselves as teachers when their GP registrar was perceived to be of high quality. There was ambivalence amongst trainers regarding university qualifications in medical education. The biggest obstacles to professional development were the attitudes of the GP trainer's partners, and the challenge of finding protected time. Trainers looked to the Deanery for leadership and direction for their educational CPD, but expressed disappointment that this was not more regularly in evidence. Conclusions: Incongruity exists between the professionalization of GP training and the feeling that trainers themselves have about the way they are regarded. GP trainer development can be understood more fully when viewed as a product of discourses between the trainer and their environment.

This paper reports the evaluation of a newly developed trainers' course which uses a virtual learning environment for part of the delivery. 'Blended learning' refers to the mixing of teaching and learning media in order to optimise the learning experience and the efficiency of course provision, usually with a combination of faceto-face and web-based learning. The new world of training for GP specialty registrars (GPStRs) is supported and managed via their individual e-Portfolio, throughout Education for Primary Care (2008) 19: 597-604 # 2008 Radcliffe Publishing Limited WHAT IS ALREADY KNOWN IN THIS AREA . Blended learning, providing web-based and face-to-face teaching and learningopportunities can combine 'just-for-you' (adaptive, learner-centred learning) with 'just-in-time' opportunities. These are available at the time of need, integrating theory and practice, often in the workplace rather than just in the classroom. . The challenge is always to ensure that the use of unfamiliar or poorly designed tools is not allowed to affect the achievement of the learning outcomes. . Effective tools aim to minimise the work associated with operating the interface itself so that all the learner's resources are available for the task.WHAT THIS WORK ADDS . Learner satisfaction was high on a Training the Trainers course using a blended environment of four days face to face plus four online units. . It is possible to effectively balance theoretical and practical learning by aligning instructional activities with required outcomes. . Technical difficulties still make the experience of online learning frustrating for some and this needs effective tutor training and support. SUGGESTIONS FOR FUTURE RESEARCH. The choice of whether to use a virtual learning environment is increasingly present when planning all types of educational activities. Future areas of work might look at how best to apply this delivery pattern for different types of learners to enhance the transfer of newly acquired knowledge, skills or behaviours into clinical or teaching practice.