Role:

“I work as a GP, Bristol medical school tutor, advisor to the British Holistic Medical Association and founder of an organisation called Humble (www.humble.info). I am currently training a group of doctors in an accredited training in holistic approaches to health and performance optimization (graduates being certificated and insurable to practice as Humble Guides.)”

How did you start the process of becoming a GP this specific portfolio role?

“I’ve been inquisitive about holistic approaches to health for years. Having taught aspects of whole person care (specialising in sleep and behaviour design) at Bristol University, I began running free NHS well-being groups in my practice. The results were so profound that I now support individuals, schools, and organisations as well as teaching health professionals.”

Do you need any supervision and if so, how did you arrange this?

“I am fortunate to have the support of many experienced mentors and peers. I have 2 supervisors currently. Having been approached by many doctors requesting my guidance and supervision, I have established a group called Humble Pioneers, which offers peer support and supervision, whilst inspiring me to keep learning too.”

What qualifications did you need to undertake this role?

“Although I am trained as a GP, CBT I practitioner, yoga teacher, and massage practitioner, I find love, integrity, and experience trump my qualifications.”

How do you demonstrate ongoing competence in the area and are there any specific requirements to do this?

“I spend 3 hours a week ‘keeping up-to-date‘. About quarterly, I present my findings and explore my needs with my supervisors and annually at appraisal.”

What do you feel having this additional role brings to your career?

“The holistic work I do has transformed my life and clinical practice, bringing new skills, joy and wonder to my work. It also helps with my self-care, my abilities to support my clinical teams, and inspired my research and publications.”

What is your role?

“4 session salaried GP, GP mentor, OOH clinician, founder PAPAYA.”

How did you start the process of becoming a GP with this specific portfolio role? 

“I set up PAPAYA (Parents Against Phone Addiction in Young People) due to my concerns regarding the increased mental health problems in young people.

Over several years, my personal learning was focused on young people’s mental health through online CBT courses, training events, and personal reading. I spent 18 months working at Student Health Services and became familiar with managing complex mental health problems and the potential links between anxiety / low mood and social media and gaming.

I started researching possible causal links especially between the impact of social media on self-esteem and as a result set up a charity to get a better balance with technology. I run workshops for young people on how to build their self-esteem and use technology well, as well as giving media interviews on the subject.”

Do you need any supervision and if so, how did you arrange this?

“I had significant help from the in-house psychologist at Student Health Services, although this was on an informal basis.”

What qualifications did you need to undertake this role?

“Online learning and courses in young people’s mental health, suicide prevention, qualification in CBT. I have done a lot of personal reading and research, joined forums, and watched lots of TED talks. However, I have learnt most through running workshops and listening to young people.”

If applicable, how do you demonstrate ongoing competence in this area and are there any specific requirements to do this?

“Every year I include mental health updates as part of my personal development plan. I read all new studies and reports that come out and record them as part of a learning log.”

What do you feel having this additional role brings to your career overall? 

“Running PAPAYA has helped me feel like I can make a difference to the mental health of young people. I really enjoy interacting with them and it has given me an increased sense of purpose. I have enjoyed giving talks and radio interviews.”

What is your role?

“GP Partner at Tyntesfield Medical Group, plus working in Community Urology Clinics in BNSSG, Gloucestershire, and Swindon.”

How did you start the process of becoming a GP with an extended role?

“I did surgical training (MRCS 1999) and then 3 years as Urology Research Fellow (MD 2003), which had a clinical element in addition. When I switched to GP in 2004, I wanted to keep my urology interest active and approached the local consultants – I did some work for private consultants in Bristol (cystoscopies, prostate biopsies), before the community urology service was set up in 2008 – I have worked in this service since then.”

How did you arrange a supervisor (if applicable)?

“I do not have a formal supervisor – however, I am one of 3 directors of my company Shire Health that works with GP care to provide these clinics. My fellow director Mr. Biral Patel is a urologist in Cheltenham and is always my source of urological advice and mentorship when needed. I also liaise closely with the 6 consultants who work for us.”

What qualifications did you need to undertake this role?

“When I started there was no requirement for any specific qualification, and I have not been asked since – however, I have clinical experience as well as the formal exams mentioned above.”

How do you demonstrate ongoing competence in the speciality and are there any specific requirements?

“Again, this is not formally assessed other than in my annual appraisal. I do a lot of teaching which often involves attending conferences and study days – my urology CPD each year is pretty extensive.”

What do you feel being a GPwER brings to your career overall?

“I do 6 sessions as a GP partner and am executive / managing partner for our 4 sites. Doing the urology clinics allows me some external perspective, a change of emphasis – and also, I find having a specialist role is good for professional self-esteem.

As a GP we are expected to know something about everything, which can leave you feeling a bit like you don’t know enough about anything! Having an area in which you feel confident and knowledgeable is definitely good for the psyche.”

What is your role?

“GPwSI in Lipidology.”

How did you start the process of becoming a GP with an extended role? 

“My colleague mentioned the Biochemistry team at the BRI were struggling to recruit for their new GPwSI in Lipidology posts.  I applied after speaking to one of the Biochemistry Consultants RE what the role involved, and after applying got the job alongside another GPwSI. I received on the job training and the department kindly part-funded me to do the “Certificate of excellence in lipidology“. I’ve been there for 2 1/2 years now. It was very much being in the right place at the right time sort of thing I think.”

How did you arrange a supervisor (if applicable)? 

“I am supervised in clinic by one of the BRI biochemistry consultants.”

What qualifications did you need to undertake this role?

“MRCGP”

How do you demonstrate ongoing competence in the speciality and are there any specific requirements? 

“I have a yearly Lipid Clinic appraisal. I also demonstrate my competencies on a weekly basis as after clinic our team which consists of a consultant, a registrar, a speciality nurse, and myself discuss our management plans of the patients we have seen. I also attend the European Society of Atherosclerosis congress each year.”

What do you feel being a GPwER brings to your career overall? 

“I find the lipid clinics really satisfying as it is allowing me to learn a lot about a sub-speciality and go out and do improvement projects and teaching with primary care. This helps make me feel more valued as a clinician. The sense of unity you get in secondary care is a lot less isolating than primary care work as we run the clinics very much as a team.

In secondary care I generally have much more time to do my clinical and admin work – I feel that I am better able to give a gold standard of assessment and care to patients than the often rushed clinics I have to do in primary care. The constant learning and chance to be involved in a field that encompasses new drugs, genetics and CVD is exciting and interesting.”

What is your role?

• “GP at Student Health Service for 3 years
• Previously mainstream GP for 20+ yrs
• I’m also an appraiser, and a TPD and I have started my own charity: HappyMaps
• In the past I have had many different roles and jobs including:
  • Clinical and educational supervisor
  • Facilitating communication skills teaching and mentoring for med students
  • Part-time clinical assistantships in Dermatology and in Paediatrics (at different times and combined with GP)
  • Working for NGOs in Sudan and East Timor”

How did you start the process of becoming a GP with this specific portfolio role?

“Teaching / mentoring roles are often advertised via the med school or deanery and you can be added to those mailing lists. To be an appraiser, you have to do training and that is advertised a couple of times a year – there are quite a few young appraisers so it’s not just for older GPs! There are lots of ways you can combine GP with working abroad from expedition medicine to shorter stints working for NGOs or volunteering e.g. for PHASE.”

Do you need any supervision and if so, how did you arrange this?

“Some of these roles are supervised / appraised, e.g., being an appraiser or TPD but not all.”

What qualifications did you need to undertake this role?

“In general, just being interested and keen!  For my clinical assistantship in Paediatrics, I had already done a fair bit of Paediatrics, but for Dermatology I didn’t know any more than the average GP – I just helped in clinics. For the work abroad, the Diploma in Tropical Medicine and Hygiene is very helpful.”

If applicable, how do you demonstrate ongoing competence in this area and are there any specific requirements to do this? 

“For your annual appraisal as a GP, you are generally required to show you have done some learning relevant to each role.”

What do you feel having this additional role brings to your career overall? 

“Variety is the key to staying motivated and avoiding burn-out! Teaching / appraising keeps your own knowledge fresh as well and avoids feeling isolated. Once you’ve started adding some extra roles, you realise you can chop and change every few years depending on what grabs your interest at the time and, of course, what opportunities happen to come up.”

What is your role?

• “GP
• Academy GP Lead – North and South Bristol Academy
• Year 5 tutor – South Bristol Academy“

How did you start the process of becoming a GP with this specific portfolio role?

“I’ve always had an interest in Teaching and Education and this was helped by my foundation years taking place in a teaching hospital where the expectation was that we all teach the medical students. I started the process by gaining a Postgraduate Certificate in Medical Education at this stage. I made sure I took up opportunities to teach when they came up during GP training.”

Do you need any supervision and if so, how did you arrange this?

“I’ve always been a great fan of Mentoring. When I qualified as a newly qualified GP I moved to the South West and felt the need to be mentored to gain advice on how to get started in a portfolio career in medical education. I signed up to the RCGP mentorship scheme which was a pivotal moment which I hugely benefitted from. I talked to more senior GPs within medical education who supported me by sending me roles and opportunities when they came up.”

What qualifications did you need to undertake this role?

“Experience in teaching medical students and a medical education qualification desirable. As well as MRCGP.”

If applicable, how do you demonstrate ongoing competence in this area and are there any specific requirements to do this? 

“For your annual appraisal as a GP, you are generally required to show you have done some learning relevant to each role.”

What do you feel having this additional role brings to your career overall? 

“Much needed variety to my working work. Enjoyment! Lots of opportunities for progression and career progression.”

What is your role?

“GP Partner at Horfield Health Centre and Faculty Registered Trainer (FRT).”

How did you start the process of becoming a GP with this specific portfolio role?

“I realised the importance of providing good contraceptive choice to women early in my career. I was a GP in Student Health immediately after qualifying and in my first GP partnership was asked to train to fit coils. I had a false start in training as an FRT – I attended the two day training pregnant with my 4th child and quickly moved cities. I was unable to pursue the necessary practical training at that time.

On arriving in Bristol 22 years ago I did some sessional work at Brook and for the Sexual Health Service. The work was and probably still is not well remunerated but it was rewarding, slower pace than GP and consolidated my contraceptive skills.

12 years ago I did the Clinical Supervisor training to become an F2 supervisor and realised that this would meet the training requirements for the FRT. FRT training has changed since that time. I then had a sabbatical from my partnership and pursued the practical training at what is now Unity.”

Do you need any supervision and if so, how did you arrange this?

“Yes. You are supported by the local Training Programme Director and an experienced FRT buddy.

In Bristol the TPD is Dr. Cindy Farmer.

It is best to contact Fay Webb – Executive Assistant To The Triumvirate (TRI) Team, Unity Sexual Health Centre at fay.webb@uhbw.nhs.uk.”

What qualifications did you need to undertake this role?

This is from the FSRH website:

“You must hold the following:

1. • A current NMC or GMC registration with a licence to practice.
   • You hold a DFSRH, MFSRH or FFSRH.
   • Your membership is current and you are up to date with recertification.

As well as confirming:

1. • You have at least 12 months current experience in SRH.

You must hold relevant qualification or accreditation in medical education. We accept any of the following:

1. • Postgraduate course in Medical Education for Sexual and Reproductive Healthcare (University of Keele or Worcester) within the last 5 years. (NO plans for this course to run currently) 
   • Current GMC approved GP Trainer
   • Current GMC Recognised Trainer
   • Successful completion within the last 5 years of a university accredited postgraduate course in medical/clinical/healthcare teaching or education, with a minimum of 15 credits at Levels 6 or 7.
   • Successful completion of Academy of Medical Educators (AoME) accredited courses (within the last 5 years). We do not accept all AoME accredited courses and therefore may request additional information to support your application.
   • Current Member or Fellow of the AoME. (Associate and Student membership not applicable.)
   • Successful completion of a Advance Higher Education (Advance HE) (formerly known as the Higher Education Academy (HEA)) accredited course (within the last 5 years). We may request additional information to support your application.
   • Current Fellow, Senior Fellow or Principal Fellow of the HEA.

FRT applicants have recently submitted the courses below as a way to meeting the medical/clinical/healthcare education requirements to become an FRT. Please note that we are NOT recommending these courses as all applicants’ needs are different. We are just providing them as examples of courses that have met our requirements, but you will need to check the content yourself carefully if you decide to take them as institutions change modules, level, and credit value from time to time.

• AoME Accredited Educational and Clinical Supervisor course from Miad Healthcare. On completion of this course, you will need to attach with your FRT application form certificates showing that you have successfully completed the two webinars, two e-learning modules, a copy of your assessed reflection report, and a copy of the assessor’s feedback that all form part of this course.
• Teaching and Learning in Health Professions Education module from University College London Medical School. On completion of this course, you will need to attach your full course transcript showing your marks for the module with your FRT application form.

Many of you will be planning to undertake a course that is not listed above. If you would like to check whether it would meet our requirements, please email education@fsrh.org with the full details of the course, including the level, number of credits, module descriptor including learning outcomes, and details of how the course is assessed. We will then review the course content and let you know whether it would be valid as part of your FRT application.”

If applicable, how do you demonstrate ongoing competence in this area and are there any specific requirements to do this? 

“Reaccreditation is every 5 years – best to check the FSRH website for full details of the requirement.”

What do you feel having this additional role brings to your career overall? 

“It is my area of expertise as a GP in my practice.

I lead on Women’s Health and the educational aspect of training keeps me up to date.

I have been able to support GP trainees and nurses at the practice to complete their DFSRH and LoC-IUT and LoC-DSI.

On one occasion I did DFSRH, LoC-SDI and LoC-IUT training with an experienced GP from another GP surgery. I was paid by the GP for the DFSRH training and at that time there was a local fund for LARC training which paid for the rest.

I now have an honorary contract with Bayer and train GPs and Nurses in LoC-IUT – I am paid £300 per session for this training

I attend local FRT training and am invited to a national training meeting run by Bayer.”