How to develop and maintain a role in research delivery

Training is a key component of effective clinical research delivery. Most studies require completion of GCP training, which is available online or through face-to-face certification, ensuring that GPs understand the essential research standards and regulatory requirements. Additionally, each study offers its own study-specific training, enabling GPs to acquire the practical knowledge and skills necessary for successful delivery. Further professional development can be accessed through the NIHR Learn platform, which offers a wide range of research training modules.

The GPwER is required to understand their General Data Protection Regulation (GDPR) Duty of Confidentiality, and practice and medical governance responsibilities in order to ensure adherence to these when delivering research from within the primary care setting.  They will have to oversee the appropriate training of the wider practice research team to ensure they are up to date with relevant study procedures. This is a Principal Investigator key responsibility.

The NIHR API Scheme provides a structured pathway for health and care professionals to develop the skills needed to become future study Principal Investigators. For GPs considering an extended role as a GPwER in Research Delivery, completion of this scheme equips them with the expertise and confidence to lead subsequent studies. The API Scheme is formally endorsed by the NIHR and Royal Colleges, reflecting its value in fostering high standards of clinical research leadership.

The GPwER in Research Delivery role meets all areas of capability outlined in the RCGP curriculum and is structured around the GMC’s Generic Professional Capabilities framework. The role enables development across multiple domains, including:

1. Knowing yourself and relating to others

Building effective relationships with patientspractice teams, study sponsors, and secondary care colleagues, while reflecting on personal performance and professional growth.

2. Applying clinical knowledge and skill

Using evidence-based medicine to inform research delivery, critically appraising study protocols, and ensuring research aligns with clinical practice.

3. Managing complex and long-term care

Supporting studies that address long-term conditions or multifaceted interventions, coordinating care alongside research participation.

4. Working in organisations and systems

Leading research within the practice, liaising with national research networks, and integrating study delivery with wider NHS structures.

5. Caring for the whole person, wider community, and the environment

Ensuring inclusivity, equity, and sustainability in research participation, while promoting high-value care that benefits patients, the community, and the healthcare system.

Through these capabilities, GPwERs in research delivery combine leadership, scholarship, and patient-centred care, reinforcing professional development while ensuring high-quality, ethically robust research within primary care.

Leadership in clinical research delivery provides GPs with opportunities to develop and apply a wide range of extended skills. Interpretation of research results, communication with patients and teams, obtaining informed consent, understanding clinical evidence, and supporting innovation are all enhanced through active involvement in research.  practice research team training and development is also a key leadership role of the GPwER.

Integrating research within a GP practice fosters stronger teamwork and career fulfilment. GPs work closely not only with their practice colleagues but also with the wider primary care community, with expert research network delivery teams and specialist clinical trial staff, further developing leadership, coordination, and project management skills. The GPwER is key in research delivery, using their expert knowledge in health informatics to offer research opportunities to participants, and apply critical record keeping of research activity using the electronic health record.

Balancing patient care with research responsibilities is central to effective leadership. Ensuring that clinical studies are conducted safely and ethically, without compromising routine care, is key to maintaining trust, quality, and the smooth running of a research-active practice.

Clinical research can also provide early access to new treatments, diagnostics, or management approaches. It strengthens the doctor–patient relationship and supports patients in understanding and engaging with their own health, highlighting the leadership role GPs play in promoting patient-centred innovation.

Experienced GPwERs in research delivery have the expertise to guide their practice in expanding research activity. With the large number of potential studies in the UK, a practice could support multiple studies each year, creating opportunities for professional development, practice growth, and additional income to support staff or research infrastructure. Through these responsibilities, GPwERs exercise leadership that can benefit patients, the practice, and the wider healthcare system.

GPs can progress into the GPwER in Research Delivery role through a variety of pathways. Initial engagement often begins with the RRDN, which can signpost GPs to learning and training resources, and can include access to mentorship schemes where experienced, research-active GPs offer support and guidance to those new to the role. Participation in the NIHR API Scheme offers a structured, six-month in-work training programme, providing practical experience and developing the skills required to manage research studies safely and effectively.

The regional research network continues to support GPs as they gain experience in study delivery. Starting with PIC  studies or straightforward observational academic studies allows GPs to gain practical experience across multiple aspects of research delivery, without placing excessive demands on their time. As GPs gain confidence and experience in the role, they can progress to leading more complex academic interventional studies and, studies sponsored by the Life Sciences industry, which require greater time commitment but also provide appropriate financial support.

The GPwER in Research Delivery role is highly flexible, allowing GPs to tailor their level of involvement. A GP may choose to deliver a small number of modest studies in a year, or take on several large-scale interventional trials, both academic and commercial. The scale of research activity a GP can undertake depends on the support available within the practice and the strength of the practice’s research infrastructure, enabling a sustainable and rewarding research portfolio.  GCP training underpins all research activity regardless of the scope of the GPwER research portfolio.

The RCGP recognises that GPs are highly skilled medical generalists, trained to integrate knowledge across multiple areas and adapt to diverse patient needs. This breadth of expertise enables GPs to take on extended roles, such as research delivery, without requiring additional formal accreditation. Their existing training equips them with the professional judgment, clinical reasoning, and ethical grounding necessary to undertake these roles safely and effectively. However, where a GP wishes to obtain formal certification, appropriate programmes should be made available. Further guidance is provided in the RCGP Clinical Extended Roles guidance.

As with all doctors, GPs are expected to recognise and work within the limits of their competence, in accordance with the GMC’s Good Medical Practice, which outlines the standards for safe, effective, and ethical practice.

It is important to note that employers and service/research commissioners may have specific requirements regarding the provision of a GPwER in a research delivery service.

In the context of research delivery, GCP training and certification are essential, as it provides the technical, regulatory, confidentiality and consent guidance and ethical foundation necessary for conducting clinical studies. While formal accreditation of the GP role itself is not currently available, completion of GCP demonstrates competence in the specific processes of research delivery. It ensures adherence to regulatory and ethical standards, and statutory data governance. This approach balances the professional autonomy of GPs as expert generalists with the rigour required for high-quality research.

Competence as a GPwER in Research Delivery is maintained through regular engagement with training and professional development. GCP certification should be refreshed every two or three years (depending on study and sponsor regulations), and study-specific training must be completed at the commencement of each study and whenever protocol amendments occur.

The RCGP Research Ready programme provides a structured approach to supporting and standardising research-active GP practices. The NIHR Learn platform offers a wealth of high-quality training resources, enabling GPs to develop and maintain the skills necessary for delivering safe, effective, and compliant research.

The evidence that a GPwER is keeping their requisite knowledge and skills up to date and maintaining their competencies should be reviewed through the GPwER's annual whole scope of practice appraisal. This should form part of the discussion of all external roles and include quality improvement activity such as case analysis and audit.

The RCGP would expect that, for a GP to describe themselves as a GPwER, at least some ‘core’ general practice should be maintained. This is because as a GP they bring important additional skills in practising holistically and dealing with complexity and uncertainty to their GPwER role. However, we acknowledge that some doctors (those who have trained as GPs) may have stopped general practice altogether. For such doctors, appraisals may be delivered through the acute trust.

Where there is a need for a GPwER to demonstrate at their annual appraisal that they remain safe, competent and up to date in their core general practice role, they may wish to utilise the Academy of Medical Royal Colleges' factors for consideration template (external PDF).