Training the trainer in general practice: the perceived value of independent peer feedback for learning activities

Abstract

To complete the compulsory training course for prospective GP trainers in Scotland, participants must submit criterion audit and significant event analysis reports and a video of six consultations for independent review by trained peers. This study aimed to determine if feedback provided on these learning activities, using the NHS Education for Scotland peer review model, was perceived to be feasible and acceptable and to have an educational impact. A mixed methods approach used data from interviews to inform the development of a questionnaire which was sent to all course participants between 2005 and 2007. The number of questionnaires returned was 55/65 (85%). Peer feedback for learning activities was reported to be feasible and acceptable to participating GPs. The number of participants who scored greater or equal to four out of seven in a statement relating to perceived improvements in practice as a result of peer feedback was 37/55 for criterion audit, 42/55 for significant event analysis and 46/55 for videoed consultations. Mean perceived knowledge and skills ratings improved by 1.2 (P < 0.001) for criterion audit, 1.0 (P < 0.001) for significant event analysis and 0.6 (P < 0.001) for video of consulting. The peer feedback model utilised was perceived to be feasible, acceptable and educationally valuable in the learning and development of potential GP trainers in this survey.