Dear All,

Thanks for coming along to our workshop of the 13 July 2005. Initially we discussed the running of the half-day release afternoons in the light of Ivan's forthcoming departure as a Course Organiser: trainers were asked to consider participation in running sessions if they have topics of special interest to contribute; involvement in VTS activities being a point in the trainers' favour under their reapproval criteria.

For the main part of the workshop we focussed on having multiple learners in a training practice, and addressed some of the practical and educational challenges this creates. The group discussed the logistics of co-ordinating two (or more) different learning agendas at the same place and over the same time period, for example where there is a novice and an experienced registrar. There may also be differences in ‘learning styles', although the group felt ‘peer learning' can be encouraged which could take into account these differences. Models of joint consultations were considered, e.g. where there is a rotating consulting arrangement of one trainer and two registrars. In the early stages of training, where the registrar is not directly observed but the trainer is available between (or during) consultations, it may not be feasible for the trainer to run his own surgery at the same time if there are two or more registrars seeking advice.

There are therefore implications for practice workload, and for the sharing out of responsibility for supervision among other partners in the practice, and many trainers share some or all of the training grant to reflect this. It is an encouraging development that some training practices have (or are in the process of obtaining) multiple trainer status, but again there are implications for cover for the practice if more than one partner wishes to go to the same meetings, workshops, courses and so on.

The group considered the COGPED draft paper by Swanwick and Plint on workplace learning in general practice ( From supernumerary to supervised professional development, May 2005 ) which expands on a recent joint COGPED/RCGP Curriculum Statement. The College began the formidable task of reviewing the curriculum for GP training programmes in June 2003, along with representatives from other bodies including JCPTGP, COGPED, GPC, GP tutors, patient groups and registrars. An update on the review (by Professor Steve Field) was published July 2004, and further updates will appear on the RCGP website accordingly.

For the small group exercise, in order to address the issue of varying learning agendas of multiple learners in a practice, trainers divided up to look at four scenarios in training , considering how they would pitch the relevant educational interventions to registrars at different levels of experience/responsibility, i.e a ‘novice' and a ‘final' registrar. Real cases from trainers' own experiences were offered, and strategies were shared with the group as a whole at the end of the exercise.

Further information:

Review of the GP training Curriculum – in brief

The COGPED Draft paper on Workplace Learning – ‘bullet points.'

Regards,

Jim Walker 2005