The RCGP has designed a series of webinars for trainers covering ‘all you need to know’ about the Simulated Consultation Assessment (SCA). These are free for members, and £75 for non-members.
Delivered in two-parts, the webinars cover what trainers need to know about the exam, consultation techniques, case examples and preparation presented by experienced examiners and facilitators:
Prof Robin Simpson, Dr Jim Bartlett, Prof Roger Neighbour and Dr Pauline Foreman.
Enhance your role as a trainer: prepare, guide and support your trainees for exam success.

For more information and to book, click here.

Fourteen fish allows trainers to comment on reflections. This is helpful in building confidence, engaging in deeper reflection, or improving quality. Here is a helpful guide: Levels of reflection

We strongly encourage trainees to familiarise themselves with the RCGP’s guidance on the use of AI: https://www.rcgp.org.uk/mrcgp-exams/wpba/generative-artificial-intelligence
The RCGP position is that Generative AI is a valuable tool to support learning and Workplace Based Assessment (WPBA), but it must be used to complement rather than replace the development of independent clinical skills.
 
Professional Responsibility: Trainees are not required to declare AI use in their Portfolio entries we would recommend you do so. Trainees are entirely responsible for ensuring its use is ethical, professional, and compliant with data protection and patient confidentiality requirements.
 
AI Literacy: Both trainees and educators must develop “AI literacy,” which involves understanding the capabilities and significant limitations of these tools.
 
Critical Engagement: Because AI models “hallucinate” (fabricate plausible-sounding but false information) and do not “understand” facts, trainees must fact-check all outputs, verify references, and challenge AI-generated findings.
 
Support for Reflection: AI can provide prompts to guide reflection (such as suggesting relevant curriculum capabilities) but it must not be used to generate reflections or replace genuine reflective practice based on real patient experiences.
 
Risk of Over-reliance: While AI can help with data gathering, over-reliance risks undermining the development of core clinical judgements and reflective skills necessary for independent practice.

For trainees in a GP training post, registrars are contracted to work 40 hours per week (full time equivalent) of which 12 hours must be educational. The Thursday half-day release (ST3), ITP teaching (ST1-2), and clinical update (ST1-3) at the Royal Surrey County Hospital count as 8 hours of this learning time.

More information can be found on this website here or on the NHS employers website.

The GPST Faculty Group’s remit is threefold: 
– ensure that the local GPST programme is fit for purpose and in line with national GPST curriculum requirements
– quality control the local GPST programme 
– ensure that trainee progression is tracked, supported and audited. 

Clinical and Educational Supervisors are required to share any educational concerns/updates regarding their trainees prior to the meeting and are invited to attend. Part A is an open forum with trainee representatives present to share trainee feedback on rotations and placements. Part B is a closed forum to discuss each trainees individual progress.

The Local GPST Faculty meets three times a year. The dates for 2024/25 are:  Thursday 14th November 2024, Thursday 6th March 2025, and Thursday 5th June 2025.

For advice and guidance regarding out of sync LTFT trainees, please see the following document advising around timing of ESR and ARCP: LTFT trainees – advice on when they will need to have an ESR and ARCP panel

Have a question? Email Donna Stevens or one of our TPDs