Defining learner needs for personal development
Aims
This document is designed to help leaners (trainers/ trainees) define their own learner needs.
To change our behaviours as learners we need to consider Kolb’s cycle:
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Critically reflect on our personal experience
Plan ahead for the next time implementing changes generated from reflections
and have a go
Kolb cycle in detail.
Critical Reflection:
Practice is the key to improving reflective ability and taking time to consider how you can improve.
Possible models to aid this could be:
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Options - Implications – Choice / Decision – Justification – Reflection in relation to how
others act and view the issue, what are the key factors that lead to the decision – how will
others see these, what does this tell us?
Johari’s window and the work by J. Luft and H. Ingham to reduce unknown unknowns (or
hidden learning needs)
Obtain feedback from other sources to compare with your personal experience
Emotional intelligence
 Being self-aware, self-regulating, self-motivating, showing empathy, social
competence.
Using a document such as the Self-Assessment of Trainer Needs (SATN) in the peer appraisal
document (and Appendix 1 below) as a basis for considering possible gaps in your ability or
confidence
Using role models and reflecting on how others do things are other ways of promoting selfdevelopment. Opportunities for role modelling that might enable you to do this include:
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Tandem surgeries with review and reflection with the registrar
Shared review of problem cases from trainer and trainee
Shared reflections of trainer and trainee’s “performance” in SEA / PSQ / MSF / practice
meeting debriefing
Sharing views (on areas of knowledge, skills and attitudes) with co-trainer, other partners
and trainer group
Remember attitudes may need time to undergo change as the learner cycles through stages:
 Shows awareness of the value
 Views it positively
 Believes it
 Changes behaviour in line with the value
Sources of material
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Using RCA, CBD and COTs will also yield useful material. A bank of material can be built up
which can provide scenarios to use to explore professionalism (see separate document on
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the NGTPD website) with trainees, and use of these with many trainees over time will allow
some benchmarking.
Appraisal and e-portfolio reviews will give insights into aspects of professionalism
Review of any incidents e.g. compliments, complaints, other SEAs
Preparation for exams
More data gathering possible using
o MSF
o PSQ
RDMp approach (relationship, diagnostics, management and professionalism approach) –
the mapping can suggest areas of evidence to focus on to collect data about performance on
professionalism. See below appendix 1.
Other factors
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Commitment to life-long learning
Availability of time to reflect on learning
Balance of work and personal life
Balance of team and personal priorities
Useful regular feedback in an atmosphere conducive to learning
This can be extended by use of the SKAPE framework to define causal and influential factors Skills /
Knowledge / Attitudes / Personal and External factors
Appendix 1.
From Tim Norfolk’s work re RDMp Descriptors the following table identifies useful descriptors of
behaviours
Negative
p= Professionalism Defensive (M + p)
Ethics
Critical
Fitness to practice
Shows favouritism
Narrow perspective
fails to take responsibility for poor actions
Treat issues as problems
Disrespectful to colleagues, staff or patients
Finds it difficult to seek help when appropriate
Positive
Receptive
gives constructive feedback & support
collaborates
sees bigger picture
Takes responsibility appropriately
recognises limitations
Shows respect
seeks help when necessary
o Further characteristics from our own experience include
Negative
Positive
Looks at problems as simple e.g. black and white or Looks at problems as being complex
from their own perspective
Considers other perspectives as valid.
Appendix 2: Self- assessment of Trainer Needs (SATN)
AREA
Specific aspects (examples)
Teaching
Application of
educational theory
Able to use educational theory (eg learning styles, adult
learning principles, Kolb cycle etc) to facilitate teaching
Communication skills
One to one teaching
skills
Comfortable in applying models of the consultation to aid
learning.
Able to teach using the Calgary-Cambridge Method
Able to apply learner led teaching
 Have strategies to gather appropriate data to
make an educational diagnosis and agree
management plan
 Able to use communication skills to optimise
learning
Able to respond to learner behaviour that might interfere
with learning eg low confidence, poor insight
Able to foster collaborative atmosphere and deal with
defensiveness if necessary
Able to manage feedback effectively across spectrum of
trainee variations in performance, response to feedback etc
Assessment
Able to use the nMRCGP tools (COT, CBD etc)
Understand standards needed to pass AKT and CSA
Aware or resources to aid trainee preparation for nMRCGP
Able to provide feedback effectively, both positive and
negative
Able to support the trainee with the e-portfolio
Examples of Content
Areas
(list not exclusive)
EBM
Attitudes
Audit and SEA
Equality &
Diversity
Able to interpret evidence and assess the validity and
importance of evidence
Able to teach this using material relevant to routine general
practice
Able to advise on resources for trainees to develop these
skills
Have strategies for helping trainee develop insight into
their attitudes, their potential impact, and ways of
managing this
Able to conduct and teach audit effectively
Able to lead significant event analyses effectively
Able to apply and teach E&D principles
Subjective rating
1-5
1= poor, 5= excellent
Appraisal
Able to guide trainee in understanding and taking part in
appraisal
Administration
Able to advise trainee on practical matters regarding
training administration
Able to support the practice admin team in managing
training in the practice
Aware of training standards, employment law.
Support and
development of
training in practice
Able to progress and protect training within the practice
Able to lead and support team in
 promotion of educational skills in partners and
others involved in training
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strategic development of training in practice
 Implementation of Trainer’s responsibilities as per
Deanery Educational Contract (Appendix 3)
Development Needs
How I will address them
Desired Outcome
Appendix 3. Trainer responsibilities as noted in Deanery Educational Contract
THE GP TRAINER IS RESPONSIBLE FOR:
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Putting the safety of the patient as their first priority
Ensuring that they are correctly identified as the Educational/Clinical Supervisor on eportfolio. If they are the Clinical Supervisor, they will liaise with the Educational Supervisor
(ES) prior to any review.
Providing an induction which will enable the trainee to practice and learn safely under
supervision. The induction will be of at least one week duration and will include
o Written information. This will include a description of team members’ roles and the
services available to patients. It may be electronic or paper.
o Health and Safety for example use of panic buttons, safety on home visits
o Undertaking a needs assessment to establish the GPStR’s learning objectives.
This will be done using a variety of methods and sources. It will include
knowledge, skills and attitudes, in clinical and non clinical domains.
o Producing an outline of a teaching plan that starts to meet the objectives defined
in the needs assessment
o Induction into the use of e portfolio
Providing other learning and teaching opportunities with other team members in the
practice.
Providing opportunities to discuss cases during and after each surgery
Keeping a record of all needs, assessments and appraisals, and document supporting
evidence as required for the e-portfolio and for quality control.
Supporting the Trainee in identifying areas of both strengths and weaknesses in their day-today practice that informs the development of the education plan.
Providing regular time tabled reviews of educational progress according to the needs of the
GP Trainee and ARCP panels.
Accommodating the Trainee's preferred learning style but facilitating their use of other
learning styles
Ensuring that they, or a suitably trained member of the practice, are available for WPBA
when given adequate notice.
Monitoring the trainees e-portfolio entries on a regular basis, giving feedback on entries and
providing educational supervision at the appropriate time. The trainer should be monitoring
the e-portfolio weekly when in their practice, whether or not they are the Educational
Supervisor. If the trainer is the Educational Supervisor when the trainee is in a specialty post,
monitoring may be less frequent.
Liaising with hospital colleagues or others to provide educational experience outside the
practice, and releasing the trainee to attend, where that is the best way of meeting the
trainee’s identified needs. This includes release to undertake Equal Opportunities and
Diversity, Safeguarding Children, Child Health Surveillance and Family Planning training.
Ensuring that practical training in Child Health Surveillance, Safeguarding Children, Evidence
Based Medicine, audit and significant event analysis is available in their own or another
specified practice.
Agreeing to allocate half a day per week of personal development time to the trainee
(during the working week - but not time normally designated for surgeries). This time should
include appropriate library access / video access and where appropriate practice staff
support e.g. for help with data collection. It is for the trainer to decide whether the trainee
must remain at the practice for this time.
Providing a minimum of 3 hours per week of protected and fully time tabled education,
within the practice, for whole-time equivalent GP trainees and a pro rata periods for those
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on flexible training arrangements. This education could include tutorials, joint surgeries,
video analysis of consultations, specific practical sessions, time tabled debriefs, assessments,
e-portfolio review and sessions with other doctors and attached or employed staff in the
practice. This protected time may also, within reason, be used by the trainer to review the eportfolio with the trainee.
Providing informal teaching opportunities outside of the protected teaching time as needed.
Providing appropriate equipment, and opportunities to practice video consultation analysis.
Be available on-site, or a name a deputy who is available on-site whenever the trainee is
consulting with patients in the surgeries and be available or name a deputy who is available
by phone for visits and on call activities. Exceptional circumstances may exist where this is
not possible, but if so the Trainee should be appropriately informed.
Facilitating formative assessment, educational planning, following up progress with
reference to present performance, and amending the plan accordingly, in conjunction with
the Trainee during the course of the general practice placement by holding regular meetings.
There should be, at a minimum, an initial meeting during the first month of an attachment
and subsequent follow-up meetings at 3 - monthly intervals.
Maintaining records of protected teaching sessions and significant educational events. They
will record the timetable and all assessments. They will have written records of feedback in
addition to the Tynedale questionnaire. All significant concerns will be documented and
shared, as required by the Training Programme. They will document other evidence that is
important for certification such as OOH sessions, trainee audit etc.
Discussing with the Trainee any aspect of their performance giving rise to concern and
subsequently, if necessary, with the responsible Lead Training Programme Director.
Providing on call arrangements for the Trainee which allow for sufficient experience and the
educational need of the Trainee - this should be negotiated at the beginning, and during the
course of training.
Allowing GP Trainees access to all clinical and business meetings within the practice. The
trainee may be excluded from a business meeting if their presence would be inappropriate.
Releasing the Trainee so they can punctually attend programmed STP half-day / day release
/ educational activities.
Providing easy access to adequate library and internet facilities which will be available
throughout surgery opening hours. The trainer will facilitate the trainees’ access and use of
relevant databases.
Assisting the Trainee, where appropriate, with issues relating to career guidance and
support. In the main, however, such advice will be provided by the STP.
Providing a Contract of Employment conforming to the BMA Model contract, to be issued
within four weeks of starting employment. Please note that the protected teaching that the
Deanery specifies exceeds that in the BMA Contract appendix.
DSB & RD 31.10.12