To demonstrate you are keeping up to date, you will need to collect 50 credits in each appraisal year, irrespective of the number of sessions worked, leading to 250 credits over a 5-year revalidation cycle. You award them to yourself and then they are verified by your appraiser.
Basically, one hour of education demonstrated by a “reflective record” on learning points and changes made is one learning credit.
What you learn will be individual to you, your interests and your working life but some tips that will keep your appraiser happy:
- Over your 5 year revalidation cycle, spread your learning credits across all areas of your work.
- Demonstrate that what you’ve learnt is needs-based and relevant to your working situation.
- “Close the loop” by showing how you applied some new learning e.g. write up a case review showing how you used your new learning to change your practise.
- You will be expected to demonstrate that you are up to date in child safeguarding and basic life support.
How you learn is also up to you.
- Aim for a mixture of different learning activities; anything from personal study, locum group learning, discussion with a colleague, organised courses.
- Don’t forget, you’ll also be clocking up learning credits from your quality improvement activities and your learning from feedback via significant event analysis. Just remember not to double count the credits (e.g. counting credits for the same piece of learning in your QIA and CPD area) as this is frowned upon.
Reflection, reflection, reflection
This is key when it comes to claiming your CPD credits. Recording that you read the BMJ for an hour a week – bingo 52 credits! – will not be sufficient. Similarly, just collecting attendance certificates at meetings will not do. The argument being that the untargeted and unreflected acquisition of knowledge does not necessarily translate to change that will benefit patients. You need to reflect and record why this learning is important to you; what you might need to do differently as a result of this learning and a plan for doing this; ideally, as a final flourish, you could demonstrate the outcome of your learning by showing how your practise has changed, perhaps handily leading to a QIA...
For many, the process of reflective learning feels like such a fundamental part of being a doctor that the act of having to record what seems obvious and natural can feel cumbersome and frustrating. But appraisal, now being the basis of revalidation, is here to stay and there is a way to turn the process to your advantage….and the NASGP CPD templates are here to help you capture learning from different settings and record those important features of reflection that your appraiser will want to see.
- Download and adapt Microsoft Word and Google Document templates to record and reflect on a clinical encounter, a clinical meeting, on reading, as well as a structured clinical reflection template.