Appendix 1: Assessment blueprint with capability standards
● = Assessments that can provide strong evidence of capability for CCT
○ = Assessments that can provide some supporting evidence of capability but require triangulation
– = This assessment does not provide evidence of capability
Area of capability: Knowing yourself and relating to others
| CAT / CbD | COT | MiniCEX | CEPS | PSQ | MSF / LMSF | CSR | SSR | Prescribing | QIP / QIA / LA | WPBA - All | AKT | SCA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Fitness to practise | |||||||||||||
| Demonstrating the attitudes and behaviours expected of a good doctor | ○ | ○ | ○ | ○ | ○ | ○ | ○ | ○ | ○ | ○ | ● | ○ | ○ |
| Managing the factors that influence your performance | ○ | ○ | – | – | ○ | ○ | ○ | ○ | – | ○ | ● | – | – |
| Promoting health and wellbeing in yourself and colleagues | ○ | – | – | – | – | ○ | ○ | ○ | – | ○ | ● | – | – |
| An ethical approach | |||||||||||||
| Treating others fairly and with respect and acting without discrimination or prejudice | ○ | ○ | ○ | ○ | ○ | ● | ● | ○ | ○ | ○ | ● | – | ○ |
| Providing care with compassion and kindness | ○ | ○ | ○ | ○ | ○ | ○ | ● | ○ | – | ○ | ● | – | ○ |
| Promoting an environment of inclusivity, safety, cultural humility and freedom to speak up | – | – | – | – | – | ○ | ○ | ○ | – | ○ | ● | – | – |
| Communicating and consulting | |||||||||||||
| Establishing effective partnerships through a range of in-person and remote consulting modalities | ○ | ○ | ○ | ○ | ○ | ○ | ● | ○ | – | ○ | ● | – | ○ |
| Managing the additional challenge of consultations with patients who have particular communication needs, or who have different languages, cultures, beliefs and educational backgrounds, to your own | ○ | ● | ○ | ○ | ○ | ○ | ● | ○ | – | ○ | ● | – | ○ |
| Maintaining continuing relationships with patients, carers and families | ○ | ○ | – | – | ○ | ○ | ● | ○ | – | ○ | ● | – | ○ |
Area of capability: Applying clinical knowledge and skill
| CAT / CbD | COT | MiniCEX | CEPS | PSQ | MSF / LMSF | CSR | SSR | Prescribing | QIP / QIA / LA | WPBA - All | AKT | SCA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Data gathering and interpretation | |||||||||||||
| Applying an organised approach to data gathering and investigation | ○ | ○ | ○ | ○ | – | ○ | ● | ○ | – | ○ | ● | ○ | ● |
| Interpreting findings accurately and appropriately | ○ | ○ | ○ | ○ | – | ○ | ● | ○ | – | ○ | ● | ● | ● |
| Clinical examination and procedural skills | |||||||||||||
| Demonstrating a proficient approach to clinical examination and procedural skills | ○ | ○ | ○ | ● | – | ○ | ● | – | – | ○ | ● | ○ | – |
| Decision-making and diagnosis | |||||||||||||
| Adopting appropriate decision-making principles based on shared understanding | ○ | ○ | ○ | ○ | ○ | ○ | ● | – | ○ | ○ | ● | ● | ● |
| Using best available, current, valid and relevant evidence | ○ | ○ | ○ | ○ | ○ | ○ | ● | ○ | ○ | ○ | ● | ● | ● |
| Clinical management | |||||||||||||
| Providing collaborative clinical care to patients that supports their autonomy | ○ | ○ | ○ | ○ | ○ | ○ | ● | ○ | ○ | ○ | ● | ● | ○ |
| Using a reasoned approach to clinical management that includes supported self-care | ○ | ○ | ○ | ○ | ○ | ○ | ● | ○ | ○ | ○ | ● | ● | ● |
| Making appropriate use of other professionals and services | ○ | ○ | ○ | ○ | ○ | ● | ● | ○ | – | ○ | ● | ● | ○ |
| Providing urgent care when needed | ● | ○ | ○ | ○ | ○ | ○ | ● | – | ○ | ○ | ● | ● | ○ |
Area of capability: Managing complex and long-term care
| CAT / CbD | COT | MiniCEX | CEPS | PSQ | MSF / LMSF | CSR | SSR | Prescribing | QIP / QIA / LA | WPBA - All | AKT | SCA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Medical complexity | |||||||||||||
| Enabling people living with long-term conditions to optimise their health | ○ | ○ | ○ | – | ○ | ○ | ● | ○ | – | ○ | ● | ● | ○ |
| Using a personalised approach to manage and monitor concurrent health problems for individual patients | ○ | ○ | ○ | – | ○ | ○ | ● | – | ○ | ○ | ● | ● | ○ |
| Managing risk and uncertainty while adopting safe and effective approaches for patients with complex needs | ● | ● | ○ | ○ | ○ | ○ | ● | ○ | ○ | ○ | ● | ● | ○ |
| Co-ordinating and overseeing patient care across healthcare systems | ○ | ○ | ○ | – | ○ | ○ | ○ | ○ | – | ○ | ● | – | – |
| Team working | |||||||||||||
| Working as an effective member of multiprofessional and diverse teams | ○ | ○ | ○ | – | – | ● | ● | ○ | – | ○ | ● | – | ○ |
| Leading and co-ordinating a team-based approach to patient care | ● | ○ | – | – | – | ● | ● | ○ | – | ○ | ● | – | ○ |
Area of capability: Working well in organisations and systems of care
| CAT / CbD | COT | MiniCEX | CEPS | PSQ | MSF / LMSF | CSR | SSR | Prescribing | QIP / QIA / LA | WPBA - All | AKT | SCA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Performance, learning and teaching | |||||||||||||
| Continuously evaluating and improving the care you provide | ● | ○ | ○ | ○ | ○ | ○ | ○ | ○ | ○ | ● | ● | ○ | – |
| Adopting a safe and evidence-informed approach to improve quality of care | ○ | ○ | ○ | ○ | – | ○ | ● | ○ | ○ | ● | ● | ● | ○ |
| Supporting the education and professional development of colleagues | ○ | – | – | – | – | ○ | ○ | ○ | – | ○ | ● | – | – |
| Organisation, management, and leadership | |||||||||||||
| Advocating for medical generalism in healthcare | ○ | – | – | – | – | ○ | ○ | ○ | – | ○ | ● | – | – |
| Applying leadership skills to improve your organisation’s performance | ● | – | – | – | – | ● | ● | ○ | – | ● | ● | ○ | – |
| Making effective use of data, technology and communication systems to provide better patient care | ○ | ○ | ○ | – | – | ○ | ● | ○ | ○ | ● | ● | ○ | ○ |
| Developing the financial and business skills required for your role | ● | – | – | – | – | ○ | ● | ○ | – | ○ | ● | ○ | – |
Area of capability: Caring for the whole person, the wider community and the environment
| CAT / CbD | COT | MiniCEX | CEPS | PSQ | MSF / LMSF | CSR | SSR | Prescribing | QIP / QIA / LA | WPBA - All | AKT | SCA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Holistic practice, health promotion and safeguarding | |||||||||||||
| Demonstrating the holistic mindset of a generalist medical practitioner | ● | ● | – | ● | ○ | ○ | ● | ○ | ○ | ○ | ● | ● | ● |
| Supporting people through their experiences of health, illness and recovery with a personalised approach | ● | ● | ○ | – | ○ | ○ | ● | ○ | – | ○ | ● | – | ○ |
| Safeguarding individuals, families and local populations | ○ | ○ | ○ | ○ | ○ | ○ | ○ | ○ | – | ○ | ● | ● | – |
| Community health and environmental sustainability | |||||||||||||
| Understanding the health service and your role within it | ● | ○ | ○ | – | – | ○ | ● | ○ | – | ● | ● | ○ | ○ |
| Building relationships with the communities in which you work | ○ | – | – | – | ○ | ○ | ○ | ○ | – | ● | ● | – | – |
| Promoting population and planetary health | ○ | ○ | – | – | – | ○ | ○ | ○ | ○ | ● | ● | ○ | – |
Appendix 2: Core capabilities mapped to GMC generic professional capabilities
| GMC generic professional capability (GPCs) | Core capabilities for general practice mapped to the GPCs |
|---|---|
| Professional values | Fitness to practise |
| An ethical approach | |
| Professional skills | Communicating and consulting |
| Data gathering and interpretation | |
| Clinical examination and procedural skills | |
Medical complexity Decision-making and diagnosis | |
| Professional knowledge | Clinical management |
| Community health and environmental sustainability | |
Health promotion Safeguarding | Holistic practice, health promotion and safeguarding |
| Leadership | Organisation management and leadership |
| Team working | |
Research Safety and quality improvement Education | Performance, learning and teaching |
Appendix 3: Core curriculum capabilities and learning outcomes mapped to GMC’s Good medical practice 2024
| Domains | 1. Knowledge, skills and development | 2. Patients, partnership and communication | 3. Colleagues, culture and safety | 4. Trust and professionalism |
|---|---|---|---|---|
| Knowing yourself and relating to others |
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| Applying clinical knowledge and skill |
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| Managing complex and long-term care |
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| Working in organisations and systems of care |
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| Caring for the whole person, the wider community and the environment |
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References
- ^ Royal College of General Practitioners. Definition of a GP. Consensus statement September 2023. www.rcgp.org.uk/about
- ^ NHS England. Standard General Medical Services Contract 2024/25. NHSE, 2024. www.england.nhs.uk/publication/standard-general-medical-services-contract-24-25/
- ^ Royal College of General Practitioners. Continuity of care work at RCGP. RCGP, 2021. www.rcgp.org.uk/blog/continuity-of-care-work-at-rcgp
- ^ Training the future GP
- ^ Adapted from an original image published by the GMC in “Generic professional capabilities framework” (https://www.gmc-uk.org/-/media/documents/generic-professional-capabilities-framework_pdf-108338152.pdf) © 2017 General Medical Council
- ^ General Medical Council. Good medical practice. GMC, 2024. www.gmc-uk.org/professional-standards/the-professional-standards/good-medical-practice
- ^ NHS England. The NHS Long Term Workforce Plan. NHSE, 2023. www.england.nhs.uk/publication/nhs-long-term-workforce-plan. The plan is an NHS England initiative, and does not apply to all four UK nations.
- ^ This is indicative – the Statutory Education Bodies (SEBs) in the four devolved nations have flexibility in how they approach this.
- ^ Modified from principles in Anderson LW, Krathwohl DR (eds). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman, 2001.
- ^ As found in “Good medical practice” https://www.gmc-uk.org/professional-standards/the-professional-standards/good-medical-practice/the-duties-of-medical-professionals-registered-with-the-gmc
- ^ Freeman, Thomas R., McWhinney's Textbook of Family Medicine, 4 edn (New York, 2016; online edn, Oxford Academic, 1 Apr. 2016), https://doi.org/10.1093/med/9780199370689.001.0001, accessed 4 Jan. 2025.
- ^ Marinker M (1989) General practice and the social market (Social Market Foundation, London)
- ^ Kemper KJ. Holistic pediatrics = good medicine. Pediatrics 2000; 105:214–18 https://doi.org/10.1542/peds.105.S2.214
- ^ https://www.susqi.org/the-susqi-education-project