Assessing a GP educator's training video - a marking grid

GP trainers need to provide evidence of peer review of a teaching episode as part of their deanery's assessment and accreditation process. Dr Prashini Naidoo explains a 'teaching review grid' that can be used to capture this.

GP trainers and supervisors need evidence of a peer review of a teaching episode (Photo:
GP trainers and supervisors need evidence of a peer review of a teaching episode (Photo:

GPs who undertake educational work are assessed and accredited by their deaneries every three to five years. As part of their application process, GP trainers and supervisors need to provide evidence of a peer review of a teaching episode.

The teaching episode could be live, that is the trainer and trainee have their tutorial in front of other trainers who mark their performance. Alternatively the peer review could be from watching a video of their teaching.

For logistical reasons, many GP trainers prefer to video a teaching episode and review it with a colleague, or at their local trainers' group or GP educators' course. The deanery expects to see evidence of reflection on the peer feedback during the application and accreditation process. This article discusses a grid that GP trainers could use to analyse the training video and a means to capture the peer discussion.

A 'teaching review grid' is provided below. As trainers watch the video, they can record the evidence on the grid, in much the same way a trainer using a COT (consultation observation tool) grid does when reviewing trainee consultations.

The trainers feed back to their peer, using a feedback method of their choice, for example the SET-GO method. By the end of the peer discussion, trainers should be able to identify specific changes they wish to make to improve their practice on the basis of feedback received. This is captured in a reflection for the accreditation team.

Teaching review checklist grid

In each section peer reviewers should mark their observations, any notable practice and suggestions for improvement.

Areas to assessObservations
(Notable practice – mark with *)
(Suggestions for improvement – mark with ?)
1. Environment and technical
  • Did the learning environment seem nonthreatening?
  • Did trainer and trainee seem comfortable, approachable and enthusiastic? Was the training session done in protected time?
  • Was there time for both teaching and caregiving?

Evidence of pastoral role

  • Was it interactive?
  • What was the pre tutorial preparation?

By discussing the latter you are providing an outline of some learning opportunities and setting out what is expected of trainee

2. Communication
  • Did the trainer explore the agenda?
  • Did the trainer elicit the learner's agenda?
  • Was the tutorial agenda finalised and what was expected to be learnt clarified?
  • Did the trainer elicit what the trainee already knew about the subject?

This could be evidence of how the trainer raises the trainees’ self-awareness and assesses how learners educated themselves.

  • How does the trainer encourage the trainees to share their learning?

This could be a demonstration of the trainer’s facilitation skills.

  • Did the trainer draw on the trainee's personal experience?

This acknowledges learner autonomy appropriate to their experience.

  • Was there an exploration of how personal experience may affect their attitude?

The trainer could have evidence here of being approachable; of having a non-judgemental attitude and valuing diversity.

  • Did the trainer probe, clarify, ask Socratic and/or reflective questions?
  • Was there any didactic teaching, offering of clear explanations or provision of reasons for advice, opinions and actions?

This could be evidence of the trainer being informative and instructive.

  • Did the trainer stimulate independent learning?
  • Was feedback (both positive and negative) offered?
  • Did the trainer coach the trainee on clinical or technical skills?
  • Did the trainer incorporate research data and/or practice guidelines into teaching?
3. Projected outcome

Aim: In this teaching episode, what was the trainer's aim?

Objective: What were the trainer's objectives?

Intended learning outcome (ILOs): What did the trainer want this trainee to learn by the end of this discussion? How successful was the trainer in meeting these?

4. Methods
  • Was there any pre-tutorial reading?
  • Did the trainer email any resources or questions?
  • Was this a one-to-one discussion?
5. Anything else?
  • Having watched this video (again with peers), what changes would the trainer like to make?
6. What next?
  • What one or two things does the trainer want to do next to help him/her make those changes?
7. Discussion with peers
  • What feedback did the trainer's peers give?

Trainer's action plan

The following is for the trainer to complete. Having received peer feedback about their training video, this is their action plan.

Key issuesGP trainer's thoughts
What learning need(s) have I (the GP trainer) identified?
How will I fulfil this?
How will my teaching change as a result?
Date I plan to have achieved this by
Signed off by reviewer/appraiser/deanery inspection team

If the accreditation team is reviewing the video, they are looking for evidence of how:

  • the trainer plans teaching;
  • the range of teaching interventions used;
  • the appropriateness of the learning opportunities;
  • the support provided in developing the learner's self-directed learning, self-awareness, critical reflection and generic professional skills.

If the accreditation team is reviewing the trainer's reflection, they examine for evidence of:

  • self evaluation of teaching;  
  • actions taken to improve teaching based on feedback; and
  • an update in teaching skills.

Hopefully, the marking grid and learning need table provided in this article will help trainers capture the evidence they need.

  • Dr Naidoo is a GP trainer in Oxford

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