Definitions
Mandatory training: Training and learning that has been deemed essential for safe and efficient service delivery, often by an employer or in line with centrally produced guidelines or local policies.
Statutory training: Some mandatory training is statutory in circumstances where there is a legislative requirement for organisations to provide training in a certain area, and where staff are asked to complete this training to ensure organisations are meeting their duties laid out in law.
Appraisal and required training
GMC Good medical practice 2024 requires doctors to keep their knowledge and skills up to date by regularly taking part in activities that maintain and develop competence and performance and follow the law in all of their workplaces. Appraisers are not required to police the amount of training that has been done, as this is the responsibility of the employer and other regulators.
You must consider your CPD needs for safe practice across your whole scope of work, and your appraiser will seek to assure themselves that appropriate supporting information is presented that you are taking part in activities that maintain and develop your competence and performance.
Appraisers may be able to guide you on what the essential requirements are for your roles. However, the organisations you work with or for may have agreed training requirements for you to fulfil their legislative or contractual requirements. If you're not sure what is required of you, check with each of the organisations you work with.
The contractual or legislative variation across the UK mean GPs may have different requests for training depending on who they are contracted with. For example, in England, the CQC states: Each GP practice is responsible for determining what mandatory and additional training its staff need. They are also responsible for how this is delivered.
RCGP principles for mandatory training
In November 2025 College Council approved the principles below. We believe these principles should apply to all mandatory training for all GP roles across the four nations.
Relevance: Training should be demonstrably linked to patient safety and professional practice. Whether training should be once or repeated, and how often, should be professionally led.
Proportionality: Requirements must balance safety with the realities of GP workload.
Flexibility: Standards should allow reflection and a range of learning approaches, not just repeated courses.
Evidence-based design: Training requirements should be informed by educational theory and adult learning principles.
Efficiency: Duplication of training should be avoided, with recognition of prior learning and transferable competencies.
Accessibility: Resources should be easy to access and available in formats that fit into busy clinical schedules.