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

GP Principal, Thame, UK
Head of Psychology, Hartpury College, University of the West of England, UK
Deputy Director of GP Education
Director of GP Education, Severn Deanery, Bristol, UK

Correspondence to: Jacqueline Makris, The Rycote Practice, East Street, Thame, OX9 3JZ, UK. Email: [email protected]

Accepted July 2010

Supplementary material for this paper is available at www.radcliffepublishing.com/journals/J02_Education_for_Primary_Care/supplementary_papers.htm

Education for Primary Care 21(4):p 236-242, 2010.

WHAT IS ALREADY KNOWN IN THIS AREA

The implementation and subsequent evolution of e-portfolios, within the wider context of continuing professional development, are now well established in a range of clinical and educational fields.
There are no published research data on their acceptability and use by hospital consultants acting as clinical supervisors to general practice specialty trainees (GPSTs).

WHAT THIS WORK ADDS

The use of e-portfolios in a hospital setting, to document the assessment of GPSTs, is valued and accepted.
There are issues, however, relating to the lack of training of consultants in the functionality of the Royal College of General Practitioners (RCGP) e-portfolio, administration of workplace-based assessments (WPBA), and provision of adequate time in job plans for this important activity.
Consultant clinical supervisors have difficulties in giving negative formative feedback to trainees through the e-portfolio.

SUGGESTIONS FOR FUTURE RESEARCH

Additional research on methods of training consultant clinical supervisors in the administration of WPBAs and the use of the RCGP e-portfolio is necessary to maximise the use of this important educational tool.
Further investigation of the barriers to giving negative formative feedback in this situation is essential to maximise the educational experience of hospital posts used in GP specialty training.