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Related Experiment Video

Updated: Jun 8, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

What makes a good educational supervisor?

Roland Spencer-Jones1

  • 1North of Scotland Deanery, Inverness, UK. roland.spencer-jones@googlemail.com

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
|September 15, 2010
PubMed
Summary
This summary is machine-generated.

This study updates trainer competencies for UK general practice educational supervisors. A new training course in Scotland involves participants teaching and demonstrating 12 competencies, showing an effective educational model.

Related Experiment Videos

Last Updated: Jun 8, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

  • Medical Education
  • General Practice Training

Background:

  • Trainer roles in UK general practice have evolved, now termed educational supervisors.
  • Existing literature describes essential trainer qualities and skills, often categorized as personal attributes, communication, and educational knowledge/skills.

Purpose of the Study:

  • To review and synthesize the essential qualities and skills for educational supervisors in UK general practice.
  • To evaluate an innovative training course design reflecting changes in GP specialist training.

Main Methods:

  • Literature review of trainer qualities and skills.
  • Analysis of a revised national prospective trainers' course implemented in Scotland in 2007.
  • Assessment of participant competence in 12 areas through active teaching and summative evaluation.

Main Results:

  • Key trainer competencies encompass personal attributes, communication (including IT), educational knowledge, and skills.
  • The revised course requires participants to teach, demonstrating 12 competencies derived from workplace-based assessments.
  • Participant enthusiasm and demonstrated competence validate the innovative course design.

Conclusions:

  • The revised training course effectively assesses educational supervisor competencies.
  • Active participation in teaching and learning enhances engagement and skill demonstration.
  • This model may offer a valuable framework for other UK regions training general practitioners.