Trainers Needs Assessment Questionnaire

How would you rate your competence in carrying out the following tasks or skills

Very good

Quite good

Not so good

Importance: High, Medium or Low

Methods of Teaching and Learning

Assessing the registrar's learning style and recognising your own teaching style

Using different methods of learning, and knowing when they are best used, e.g. random and problem cases analysis, video, referral and prescribing analysis

Able to use plans/portfolios

Able to describe methods for continued self-appraisal/professional development

Communication skills

Able to discuss common models of the consultation, with particular knowledge of Pendelton, Tate and Neighbour

Able to use Cambridge-Calgary model or other system for analysing videos

Knows marking scheme for MRCGP

Able to advise a registrar on the techinical aspects of recording

Able to discuss the special challenges of telephone consulting and out-of-hours work

Tutorial skills

Able to adapt quickly to make use of opportunistic educational needs

Able to challenge the registrar, confident use of silence and awareness raising questions

Assessing your own tutorial skills on video

Critical reading/thinking and EBM

Explaining simple statistical conepts, e.g. P value, confidence interval, odds ratio

Explaining the merits of different types of study design, e.g. case control, cohort, RCT

Explaining how to interpret meta-analyses

Explaining how to assess the quality of an editorial or review articles in terms of bias, assumptions, conclusions drawn

Able to demonstrate the use of evidence in the trainer's own practice

Able to discuss the merits and drawbacks of guidelines

Able to demonstrate a simple search on Medline, BMJ, and a search engine on the Internet

Able to describe to the registrar useful sources of information concerning EBM

Audit

Be able to explain the principles of audit and describe the audit cycle

Be able to explain the difference between criteria and standards

Able to advise, supervise or identify skilled help for the registrar so they complete an audit cycle during their training year

Able to demonstrate the value of audit in practice

Aware of the requirements of summative assessment

Be able to explain the principles of appraisal

Be able to assess the needs of a registrar and set learning goals

Be able to document progress by an educational log

Be able to let a failing registrar know your concerns and devise a plan for remedial action

How would you rate your competence in carrying out the following tasks or skills

Very good

Quite good

Not so good

Importance: High, Medium or Low

Be able to advise a registrar on the standards required for summative assessment trainer's report

Be able to advise on the different parts of the MRCGP

Literature of General Practice

Be able to recommend appropriate texts for the MRCGP

Be able to recommend medical texts or articles or fictional works on common problems, ethical and clinical, which the registrar may confront

Be able to discuss important papers in the general medical journals and general practice journals

The trainer as an employer

Know the standards required of training practices for premises, records, audit and management

Know the standards required of training practices for premises, records, audit and management

Know the criteria required of doctors for eligibility of employment in the UK as a registrar

Know regulations governing sick leave, study leave, flexible training, hours of work, on-call and contracts

Know regulations governing Health and Safety and employment law

Know who to contact if you are having problems with a registrar that you can't resolve yourself

Able to discuss the financial and administrative aspects of a general practice partnership

Able to negotiate protected teaching time with partners

Able to discuss political aspects of general practice such as WAG, GMC, LMC, GPC, BMA, GMSC, CHI, NICE