Fraser Rose Medal

The Fraser Rose Medal is awarded annually to the candidate who, having completed the MRCGP examination and in concluding their training before 31 July, has demonstrated outstanding performance to the panel of examiners.  The award is usually made at the RCGP’s Annual General Meeting in the following November.

The Assessment Development Committee recommends a nomination to the RCGP’s Awards Committee in accordance with the following criteria:

1. Performance across all three elements of MRCGP is considered in the short-listing process for possible contenders

2. All shortlisted contenders should hold a CCT and full membership of the College

3. Candidates re-sitting any part of the licensing tripos are precluded from the short-listing process

4. The ePortfolio entries of shortlisted candidates are reviewed by a panel of three assessors using criteria developed in Oxford Deanery for assessing excellence as a proxy for evaluating WPBA performance. 

The Oxford criteria for evaluating ePortfolios are as follows:

Evidence Base

1.1 Comprehensive curriculum coverage – 
Appropriate and sufficient linkage between learning events and the curriculum headings 

1.2 Comprehensive competence coverage – 
Appropriate awareness and sufficient evidence to demonstrate quality in the trainee’s professional competences 

1.3 Problem Based Learning –
The entries will be rooted in personal clinical experience, with a reflective approach to learning from performance rather than observation 

1.4 Theoretical Learning –
The entries will be rooted in personal non-clinical experience, with a reflective approach to learning from performance as well as observation and reading 

1.5 Psycho-Social approach –
The content will demonstrate a broad based, holistic and ethical approach to clinical practice

1.6 Triangulation –
Reference will be made to corroborating evidence in other sections of the portfolio 

Educational skills

2.1 Self directed learning –
The portfolio will demonstrate the trainee’s personal organization and an ability to recognize learning needs and manage their own educational agenda 

2.2 Personal development plan –
The trainee demonstrates a self awareness of their learning needs and sets varied and SMART targets in their PDP and completes their learning cycles 

2.3 Educational Progress -
The trainee demonstrates insight and self-awareness and describes change and progress in their clinical behaviour and professional competences.

2.4 Positive approach to learning –
The trainee’s portfolio will demonstrate a curiosity and an enthusiasm for learning 

Presentational skills

3.1 Editorial style –
The portfolio will be comprehensive but remain uncluttered and succinct 

3.2 Accessible -
In preparation for periodic reports, the Educational Supervisor will be given clear sign posts towards the pertinent evidence to demonstrate progress

3.3 Portfolio Entries -
Entries will be made on a regular basis and be of consistently high standard to match the guidance for reflective practice presented by the RCGP WPBA group

17 March 2014

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