Postgraduate Ce rtificate in Strategic Leadership, developed by Health Education Kent, Surrey and Sussex (HEKSS) for GP Educators was piloted in 2012. It incorporated several key elements:

A Postgraduate Certificate in Strategic Leadership and Medical Education developed by Health Education Kent, Surrey and Sussex (HEKSS), piloted in 2012 incorporated several key elements:

• A breadth of learning including the GP as  educator, clinician and team worker
• Experiential learning strategy
• Blended approach
  •  Action learning sets  facilitated by Academic Mentors
  • On-line educational packages
  •  Electronic portal for submission and sharing of work
• Reflective portfolio assessment
• Calibration of portfolio assessors

The PG Cert required GP educators meet simultaneoulsy the academic standards of the University of Kent, who accredited the course and the GMC professional standards for GP educators’ reaccreditation. ^{1, 2}

43 out of 44 participants met both standards 

·         A breadth of learning including the GP as educator, clinician and team worker

·         Reflective portfolio assessment

The evaluation whilst largely positive is not without limitation Data was self reported and collected at a single point.

The results affirm the overall educational strategy and learning from the pilot has informed the continuing PG Cert programme. The Academic Mentors have formed a peer action learning set to share their resources and approaches. There is clearer guidance on time frames. Whilst continuing to support a personalised reflective portfolio guidance has been offered as to the overall body of work expected. Calibration of portfolio assessors has continued.

Evidence of impact on patient care is suggested but there is need for further evaluation.

To develop a PG cert programme with a high completion rate and overall satisfaction:

To develop a PG cert programme with a high completion rate and overall satisfaction:

•  Make it relevant - high face validity
• Focus on transferable skills readily applied to the workplace
• Use facilitated learning sets  
• Improve reliability of portfolio assessment through on-going calibration of assessors

·         Use facilitated peer learning sets

1. General Medical Council (2010) Generic standards for specialty including GP training http://www.gmcuk.org/Generic_standards_for_specialty_

including_GP_training_Oct_2010.pdf_ 35788108. pdf_39279982.pdf (accessed 22.7.13)

2. General Medical Council (2012) Recognising and approving trainers: the implementation plan

http://www.gmcuk.org/Approving_trainers_implementation_plan_Aug_12.pdf_

49544894.pdf (accessed 2/7/13)

3. Holgado-Tello FP Moscoso SC García IB and Chaves SS (2006) Training Satisfaction Rating Scale: Development of a Measurement Model Using Polychoric Correlations European Journal of Psychological Assessment 22: 268–279.

4. Kraiger K Ford JK and Salas E (1993) Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology 78: 311-328.

5. Birdi K (2010) The Taxonomy of Training and Development Outcomes (TOTADO): A new model of training evaluation. The B.P.S. Occupational Psychology Conference Book of Abstracts 2010, 32-36.