Edge Hill University
Browse

File(s) stored somewhere else

Please note: Linked content is NOT stored on Edge Hill University and we can't guarantee its availability, quality, security or accept any liability.

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

report
posted on 2023-06-19, 14:57 authored by Jeremy BrownJeremy Brown, liam jenkins

  

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. 

Funding

Health Education England North West

History

Accessibility status

  • Not accessible, or has not been checked

Usage metrics

    Edge Hill University

    Licence

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC