Procedures and processes of accreditation for GP trainers: similarities and differences

Abstract

A survey of all UK deaneries was carried out to identify the processes and procedures associated with the approval of GP clinical and educational supervisors and to document the current similarities and difference between deaneries. The results of the survey were placed in the context of recent literature. Results showed notable variation in some areas as well as relatively recent developments becoming established practice, such as the requirement for a certificate of medical education. Overall, results indicate a time of transition and the potential for practice to be aligned across deaneries and local education and training boards (LETBs).

Medical educators: the rich symbiosis between clinical and teaching roles

“…The provision of high‐quality medical education is important for both clinicians and their patients, and it is now widely recognised that medical education has evolved from an extracurricular ‘hobby’ into a subspecialty in its own right . As a consequence of this development, medical educators are increasingly encouraged, and sometimes required, to undertake qualifications designed to develop and recognise their educational expertise …”

The history of GP training

“…Lyon-Maris and Scallan (2013) conducted a questionnaire from a lead educator ( n = 17) in each deanery of the UK. They suggested harmonisation of enablers to GP training practice approval, including for example, the time after qualifying as a GP to becoming a GP trainer, being a sole trainer within a practice and requirements for compulsory academic qualifications.…”

Wearing hats and blending boundaries: harmonising professional identities for clinician simulation educators

“…Clinicians working in medical education can struggle to manage their dual identities of clinician and teacher [1][2][3][4][5][6][7][8][9], facing individual and social relational [1,4,[10][11][12][13][14][15][16] barriers inhibiting their professional identity formation (PIF) [17]. PIF is the complex dynamic process by which a clinician journeys from 'who they are' to 'who they wish to become' .…”