GP trainers and trainees - trait and gender differences in personality: implications for GP training.

This study looked at differences between established GP trainers and current GP trainees in relation to personality traits. Personality differences are particularly important for training in the UK context where the attributes of successful GPs may be evolving as the context changes, and where there is a unique one-to-one relationship between trainer and trainee. GP trainers and trainees attending educational events were invited to participate in this study by completing the NEO-PI-R, a personality measure. Correlation and multiple regression analysis demonstrated differences between these groups; some in line with expected differences relating to age and gender. Others, such as lower reported levels of emotional resilience, may be particular to this trainee population. Overall the gender differences are significant given the trend towards the feminisation of the medical profession. Generational differences may also explain some behaviour and attitudinal differences which can aid trainers' understanding of training issues. The findings have important implications for training, particularly in relation to the development of emotional resilience for GP trainees, and for recruitment. Further research correlating educational outcomes and perceived satisfaction with a GP career and GP training would indicate if trainer/trainee personality differences have a direct bearing on educational outcomes and future practice.

The GP retainer scheme: report of a national survey.

The current context of organisational change and new working patterns, together with the high cost of medical training, mean it is of vital importance that the NHS retains its trained workforce. The GP retainer scheme supports doctors who for reasons of personal circumstance are restricted in their ability to compete for employment in medicine, and aims to facilitate the retention of their skills and confidence. This national study evaluates the experiences and views of current and past GP retainers and provides a rigorous assessment of the retainer scheme. It is a mixed method study: an online questionnaire was completed by 318 current and ex-retainers across the UK; follow-up telephone interviews were conducted with 30 respondents. The study finds that the GP retainer scheme is effective in retaining GPs through times of transition and provides evidence to support the continuing funding of the scheme across the UK. The scheme is beneficial for doctors who also have a role in caring for young children and is also highly valued by a minority of GP retainers who are using it to return to work after illness, or to practice in a more limited role, due to chronic illness or disability. This study found variations in the implementation of the educational entitlement which is fundamental to the scheme. A minority of retainers experienced problems with the implementation of the scheme and recommendations are made for improvements.

Developing the high-flying registrar: a qualitative evaluation of the Severn Deanery education scholar programme.

The introduction of the Education Scholarship and Education Fellowship programmes in the Severn Deanery in 2008 was in response to an emergent need for a more formalised career structure for the most able GPSTs and specifically for identified education scholars to progress over time from a scholar to temporary and substantive training programme director (TPD) posts. As a result, two scholars have progressed to being appointed as fellows (one-year fixed-term TPDs) over the last three years and one of these is now a TPD. This qualitative research study sought to identify the value and acceptance of the scholar scheme within the Severn Deanery and in particular assess the impact of the scholar scheme in terms of educational benefits, impact on professional practice and future career opportunities. It also undertook to examine the key factors affecting the quality of experience of the scholar scheme (e.g.induction, mentorship, autonomous vs. prescribed education opportunities etc.). Findings showed unequivocal and universal support for the scheme.

GPs' experiences of the Returner (Induction and Refreshment) scheme in Severn: a qualitative study.

The introduction of the General Practice Returner (since renamed the Induction and Refreshment) scheme in England by the Department of Health and London Deanery in 2002 provided placements providing training for qualified GPs seeking to return to the primary care workforce after significant time away from clinical general practice. This qualitative research study sought to explore issues around such placements and involved in-depth telephone interviews with an opportunistic sample of 14 GP returners and five trainers on their experiences of the GP returner scheme within Severn Deanery. Findings showed unequivocal and universal support from both returners and trainers for the value of the scheme. However, issues around the 'two-year rule' and funding arrangements whilst returning to practice may need to be re-addressed. GP returners reported significant improvements in their clinical skills and knowledge, understanding of changing NHS policy/protocols and enhanced perceived self-confidence. The importance of a peer-respected scheme organiser, easily accessible internationally, was felt to be crucial. Opportunities for the transferability of unique experiences from GPs returning from overseas should also be further explored.

Consultants' attitudes to the assessment of GP specialty trainees during hospital placements.

This study explored the views and experiences of a sample of hospital consultants using the RCGP e-portfolio, within the wider context of WPBA. Whilst the use of e-portfolios and WPBA in a hospital setting was broadly valued and accepted, issues of e-portfolio functionality often hindered the professional judgement of competencies. Issues relating to training in the use of the RCGP e-portfolio and the need for adequate protected time were identified, together with a reluctance to give negative formative feedback through this format.

NHS Direct out-of-hours service for general practitioner registrars: trainees' experiences of a learning opportunity.

On its introduction in 1997 NHS Direct was intended to take over responsibility for screening all out-of-hours (OOH) calls to GPs, following the successful completion of national pilot projects. This research sought to evaluate the impact of exposure of GPRs to a structured NHS Direct educational experience as a professional development activity. The paper addresses the debate on the content and delivery of GPRs' professional development, and the need to better understand the OOH service as a tool for reflection on personal and professional development. This evaluation confirmed both the value and acceptability of structured experiential programmes of this nature, whilst also identifying key success factors for the design and delivery of future programmes. Furthermore, it makes recommendations for an extension of this pilot study to a national level, and for such programmes to be made available to all GPRs, using more traditional environments.