Evaluation of the impact of the Differential Attainment Champion role in the GP School, Health Education North West

Abstract

International Medical Graduates (IMG) and UK ethnic minority medical graduates experience disproportionally worse outcomes from GP Specialty Training when compared to their peers. This variation in outcomes is not explained by any single identifiable factor such as aptitude or motivation and is called Differential Attainment (DA). A national allocation of funding to minimise the effects of DA in GP training was established for Health Education England in 2021. 

In the North West, it has been used to support experienced GP educators to act as Differential Attainment Champions (DAC). Thirty nine sessions of time were appointed to Educational Supervisors and GP Educators. The DACs focus their sessions on supporting trainees at risk of DA. Much of this work is done in one to one sessions, with some areas using group work as well. This report gives a qualitative account of the experiences of the DACs and some of the trainees they support. 

The aim of the programme is to contribute to improving the training progression in all non-UK graduates, doctors in training with adverse Annual Review of Competency Progression (ARCP) panel outcomes, and those identified by educators as benefitting from additional support. Future application of the findings not only relate to this intervention, but to other initiatives related to DA in GP training and potentially other specialties. 

The following aspects of the DAC role worked well: 

• the freedom to tailor support to the individual needs of the trainees; 
• the targeted and proactive support early on in GP core training; 
• the support of trainees in a wide range of areas: o e-portfolio advice; 
• ARCP advice; examination advice; communication       skills; personal       help and advice – e.g. settling into a region and providing ways to feel       less isolated when away from family. 

Trainees valued: 

• one to one support when needed; 
• group session support. For example, on communication skills or social aspects of getting to know others and their      cultural backgrounds; 
• external signposting when needed – e.g. dyslexia      diagnosis. 
• having a GP contact who was perceived to be unbiased.      Reported improvements included: 
• improved examination outcomes; 
• portfolio engagement recognised in some cases by ARCP panels.