Recent updates to the curriculum

We review the GP curriculum each year to keep it current and to respond to user feedback. In early 2016 we submitted a number of minor changes to GMC for their approval. These were approved and implemented from February 2016 onwards. All trainees in GP specialty training programmes should follow the 2016 version of the curriculum, which is available on the Curriculum statements page, in the online curriculum and through the Trainee ePortfolio.

What changed in February 2016?

Most of the changes are very minor, such as typograhical corrections, amendments in response to changes in curriculum terminology, improving understanding, and updating information about resources.

There are some changes to the End-of-Life Care module which have been made in response to the review of the Liverpool Care Pathway by the Leadership Alliance on the Care of Dying People (LACDP). These changes place increased emphasis on providing individualised care, focused on the needs and wishes of dying people and their families. They do not add any additional requirements to training or assessments, but clarify and re-emphasise certain aspects.

Module 3.09 End-of-Life Care [PDF]. This document shows the main amendments as tracked changes

What changed in August 2015?

Changes to the core curriculum

We published a new edition of the core statement 'Being a GP' to make it clearer. Although the statement is different in appearance from previous editions, most of the changes are presentational and don’t affect the MRCGP assessments.

For example, we have:

Simplified the curriculum documents by removing the nine EURACT headings and grouping the curriculum learning outcomes under the 12 MRCGP areas. This simplification makes it possible to show more easily which MRCGP assessment tools are used to assess the core learning outcomes. We have also been able to incorporate new Clinical Examinations and Procedural Skills competences, which has replaced the Direct Observation of Procedural Skills (DOPS) requirements.

We have renamed the MRCGP 'Primary care administration and IMT' as 'Organisational management and leadership'. This highlights that this area of learning is about the GP's important role as a lead clinician in a multi-disciplinary practice team, as well as the day-to-day business of running a practice.

To show how GP training is the basis for a career of learning and professional development, we have clarified the links between the domains of Good Medical Practice, the GMC's framework for revalidation, and the core outcomes in the curriculum.

We have also made improvements to help trainees whose first language is not English or who come from different cultural backgrounds. This includes using more consistent language, adding a glossary and re-phrasing the learning outcomes to make their intended meaning clearer.

You can view the new edition of Being a General Practitioner [PDF] and the updated blueprint [PDF]

For more information about the background to the changes go to Explanation of the Curriculum Changes [PDF]

Changes to the curriculum modules

We restructured the content of the curriculum modules in line with the core curriculum. This includes re-ordering the learning outcomes into the 12 MRCGP areas and simplifying the section headings.

Changes to learning outcomes

  • Addition to reflect the increasing importance of different modes of consultation

We have added a new learning outcome to 'The GP Consultation in Practice' module:

Demonstrate effective and safe telephone, email and online consultations, applying an awareness of their uses and limitations while mitigating risks

  •  Additions to clarify specific aspects of safeguarding

In the core curriculum 'Being a GP' we have specified that trainees should demonstrate level 3 competences in child safeguarding. The learning outcome reads:

Recognise your responsibility for safeguarding children, young people and vulnerable adults, using appropriate systems for sharing information, recording and raising concerns, obtaining advice and taking action. This requires you to acquire and demonstrate the level 3 competences set out in the Intercollegiate Guidelines ‘Safeguarding children and young people: roles and competences for health care staff (March 2014)’

In the curriculum module 'Care of Children and Young People', the learning outcome ‘Safeguard children and young people, understanding that …’ currently includes points about the welfare of the child, vulnerable children, children in special circumstances, and maltreatment of children. We have now added a new point:

Child abuse can take many forms such as physical abuse, emotional abuse, sexual abuse and exploitation, and neglect

In the 'Healthy People' module we have broadened the learning outcome ‘Know the main risk factors for childhood accidents, and child abuse’ to:

Know the main risk and safeguarding factors for different patient groups – for instance, the frail elderly, children at risk of accidents, and children and young people at risk of abuse.

  • Addition to emphasise the importance of perinatal mental health

We have added a new learning outcome to the 'Care of People with Mental Health Problems' module:

Recognise the increased risk of mental health problems in the perinatal period and demonstrate how to assess and manage these appropriately

  • Addition to emphasise the importance of common eye conditions

We have added a new learning outcome to the 'Care of People with Eye Problems' module:

Be able to diagnose and manage common conditions causing red eye and lid problems, such as blepharitis, chalazion and conjunctivitis
  • Other changes to learning outcomes

We made some small changes to learning outcomes to update out-of-date information and clarify meaning. These updates can be seen in the track-change copy of the modules (see below). They do not involve any changes to the expected outcomes of training or assessment.

Other changes

We have made minor changes to the Summary, Educational priorities, Case discussion and reflective questions, How to learn this area of practice, and Learning resources sections of many of the modules, but these do not substantially affect the knowledge and skills that will be tested in the MRCGP assessments.

We have also corrected some textual errors and updated obsolete website links.

Amended statements

You can view the amended statements as tracked changes by clicking on the links below.

The RCGP Core Curriculum: Being a General Practitioner [PDF]

The RCGP Curriculum: Professional & Clinical Modules [PDF]. This document shows the main amendments as tracked changes

Useful links

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