GP trainers’ perceptions of their learning needs: supporting trainees for the MRCGP clinical examination

Problem

Addressing differential attainment in the Membership of the Royal College of General Practitioners’ (MRCGP) clinical examination is a strategic priority for Health Education England (HEE). Although general practice (GP) trainers are paramount in supporting the success of trainees, their professional development has long been neglected.

This study identifies the learning needs of GP trainers and the ways they can be best supported to improve trainee performance in the MRCGP clinical examination.

Research questions

1. What are GP trainers’ perceptions of their knowledge and skills to support trainees in need of additional support for the MRCGP clinical examination?

2. What are the learning needs of GP trainers that allow them to best support trainees in need of additional support for the MRCGP clinical examination?

3. How can GP trainers be best supported to enable them to provide training for doctors in need of additional support for the MRCGP clinical examination?

Approach

GP trainers (n = 163) in the Black Country (BC) were invited to participate via email. A mixture of quantitative and qualitative data was gathered using an online questionnaire.

Findings

Most study participants (n = 52) were well experienced and had insight into differential attainment in the MRCGP clinical examination. Most trainers’ main knowledge and skills gap were a poor understanding of the recorded consultation assessment (RCA) and difficulty understanding cultural differences.

Consequences

A comprehensive analysis identified that the BC GP trainers had specific knowledge and skills gaps when assisting trainees in need of additional support. Potential changes could be considered, including upskilling trainers in cultural empathy, ensuring they have an adequate understanding of the RCA, and providing specific resources and networks to refer to when assisting trainees in need of additional support.