Teaching - Curriculum, Study Resources and WPBA
This Teaching hub is the canonical source for shared learning resources used across ST1, ST2 and ST3. It contains the Acronyms Glossary, Curriculum Guides, Study Guides, practical WPBA how‑to guidance, module presentations and timetable links.
Acronyms Glossary
A→Z glossary explains common abbreviations used across the programme.
- AKT – Applied Knowledge Test
- ARCP – Annual Review of Competence Progression
- CBD – Case‑Based Discussion
- CATs – Care Assessment Tools (COTs, Mini‑CEXs, CBDs, CEPS)
- CEPS – Clinical Examination & Procedural Skills
- COT – Consultation Observation Tool
- ES – Educational Supervisor
- ESR – Educational Supervisor’s Report
- CSR – Clinical Supervisor’s Report
- MSF – Multi‑Source Feedback
- OOH / UUC – Out‑of‑Hours / Urgent & Unscheduled Care
- PSQ – Patient Satisfaction Questionnaire
- QIP – Quality Improvement Project
- RCA – Recorded Consultation Assessment
- SCA – Simulated Consultation Assessment
- WPBA – Workplace‑Based Assessment
Curriculum Guides & Quick Maps
Short, practical summaries of the RCGP curriculum domains. These guides outline key learning outcomes, common conditions, how topics may be assessed (AKT/SCA/WPBA), and suggested learning opportunities across primary and secondary care.
RCGP Super‑Condensed Curriculum Guides
The RCGP provides “super‑condensed” guides for each curriculum topic. These are official summaries designed to support trainee learning and help identify development needs. Link: https://www.rcgp.org.uk/mrcgp-exams/gp-curriculum/super-condensed-guides
Local Quick Maps (Deanery)
Our deanery quick‑maps remain local interpretations showing expected capability progression across ST1–ST3 and suggested WPBA for each topic. They complement the RCGP guides but do not replace the curriculum.
Quick Map: Acute & Unscheduled Care (ST1–ST3)
Quick Map: Long‑term Conditions & Chronic Disease (ST1–ST3)
Quick Map: Mental Health & Complex Care (ST1–ST3)
RCGP Curriculum Link to the full curriculum including Being a GP, Topic Guides and downloadable PDFs.
Study Guides and Resources
Links to curated resources and guidance relevant to each stage of training.
ST1 introduces the foundations of GP training: consultation structure, early capability development, reflective learning, and building confidence in supervised practice. The page covers induction, early WPBA requirements, how to write meaningful log entries, CEPS basics, urgent care expectations, and the first steps in curriculum mapping. It also includes guidance on Form R, ESR/CSR, study leave, and settling into the training programme.
ST2 builds on core consulting skills with more complex clinical reasoning, applied EBM, and preparation for the AKT. The page outlines mid‑training expectations, increasing responsibility in urgent care, developing leadership behaviours, progressing WPBA evidence, and strengthening curriculum coverage. It also includes AKT preparation advice, study planning, and ongoing administrative requirements such as ESRs and Form R.
ST3 focuses on consolidation and readiness for independent practice, including advanced consulting skills, SCA preparation, leadership development, and managing clinical complexity. The page covers transition‑to‑practice tasks, QIP requirements, prescribing safety, final WPBA evidence, and preparation for CCT. It also links to newly qualified GP resources, job applications, performers list requirements, and appraisal readiness.
The extensions section explains what happens if training is prolonged, including targeted capability development, focused WPBA evidence, supervisor planning, and ARCP expectations. It provides guidance on managing capability gaps, documenting progress, and preparing for review panels.
WPBA How‑to: CEPS, Mini‑CEX, CBDs
Link to each assessment type with offical guidance can be found below.
CATs include COTs, Mini‑CEX, CBDs and CEPS. They provide structured evidence of capability progression across different clinical settings.
CBDs explore your reasoning, uncertainty and risk management using real cases. Choose cases that challenged your thinking.
CEPS demonstrate safe, competent examination and procedural skills in real encounters, including consent and communication.
COTs assess the structure, safety and communication of a full consultation. Best used when focusing on specific behaviours.
Audio COTs assess telephone and remote consultations, focusing on clarity, safety‑netting and decision‑making without visual cues.
Leadership activities show how you influence systems or teams. MSF provides structured feedback on professionalism and teamwork.
A Mini‑CEX is a short, observed clinical encounter assessing data gathering, reasoning and communication. Works best with specific feedback
MSF gathers feedback from colleagues across roles to assess professionalism and communication. Complete early to allow discussion and planning.
PDPs set clear, achievable learning goals linked to curriculum capabilities. They should be specific and revisited regularly.
Assesses safe, appropriate prescribing, including decision‑making, monitoring and communication. Focuses on reasoning, not just drug choice.
PSQ captures patient feedback on communication and professionalism. Complete early enough to reflect and discuss with your supervisor.
QIA demonstrates small, practical improvements in your workplace. Focuses on identifying a problem, making a change and evaluating impact.
QIP is a larger improvement project in ST3, requiring clear aims, data collection, change cycles and evaluation.
SSR provides structured feedback from supervisors in non‑clinical or simulation‑based settings where CATs are not possible.
VTS Modules & Presentations
Module pages contain slide decks, handouts and recorded sessions where available. Trainees must log in to access restricted materials.
NB: Recorded sessions: where available, recordings are linked from each module page (access controlled).
Official teaching timetables can be found on the Diary page.
Timetables are updated termly. If you notice a discrepancy with local rotas, contact VTS admin immediately.
Governance, Sources and Further Reading
Links to guidance from the following authoritative sources. Always refer to the original documents for formal policy: