GP Capabilities and Progression

Point Descriptors

(Taken from the GP Curriculum updated in August 2025)

 Progression point descriptors – Fitness to practise

Fitness to practise
Professionalism and protecting self and others from harm, including awareness of when an individual’s
performance, conduct or health, or that of others, might put patients, themselves or their colleagues at
risk.
GPC: professional values
MRCGP: WPBA: CATs, COTs, MiniCEX, QIP, Leadership MSF, PSQ, CSR
Needs further
Indicators of Competent for
Learning development
potential licensing (required Excellent
outcomes (expected by end
underperformance by CCT)
of ST2)
Demonstrating the Does not comply Understands and Demonstrates the Encourages an
attitudes and with accepted codes follows the GMC’s accepted codes of organisational
behaviours of professional ‘duties of a doctor’ practice to promote culture in which
expected of a practice. guidance 10. patient safety and the health and
good doctor effective team wellbeing of all
Fails to respect the Complies with working. members is
requirements of accepted codes of valued and
organisations, such professional Reacts promptly, supported,
as meeting practice, showing respectfully and especially in the
deadlines, producing awareness of their impartially when workplace.
documentation and own values and there are concerns
observing attitudes. about self or
contractual colleagues.
obligations. Applies relevant
ethical, financial, Works within the
Does not recognise legal and limits of their own
limits of own ability regulatory ability and expertise
and experience. frameworks within as a GP.
the care provided.
Adopts a self-
Evaluates their directed approach
clinical care and is to learning,
able to justify engaging with
actions to patients, assessment.
colleagues and
professional Encourages scrutiny
bodies. of professional
behaviour, is open
to feedback and

10
As found in “Good medical practice” [Link]
standards/good-medical-practice/the-duties-of-medical-professionals-registered-with-the-gmc
 demonstrates a
willingness to
change.

Managing the Is the subject of Demonstrates Takes advice from Anticipates

factors that multiple complaints. insight into any appropriate peoplesystem or
influence your personal physical and, if necessary,practice areas
performance Repeatedly fails to or mental illness or engages in a referral
requiring
cope effectively with habits that might procedure or improvement,
the demands of the interfere with the remediation. and proactively
job, such as dealing competent rectifies them to
with stress or delivery of patient Uses mechanisms to improve patient
managing time. care. reflect on and learn care.
from complaints or
Identifies and performance issues Anticipates
notifies an to improve patient situations that
appropriate person care. might impact on
when their own or their work–life
a colleague’s Takes effective balance and
performance, steps to address any seeks to
conduct or health personal health minimise any
might be putting issue or behaviour adverse effects
others at risk. that is impacting on on themselves or
their performance their patients.
Responds to as a doctor.
complaints or Fosters a
performance supportive
issues environment
appropriately. where
colleagues are
able to share
difficulties and
reflect on their
performance.

Promoting health Has repeated Monitors Achieves a balance Promotes the

and wellbeing in unexplained or performance and between wellbeing and
yourself and unplanned absence demonstrates professional and health of all
colleagues from professional insight into their personal demands, colleagues and
commitments. personal needs. enabling work staff, both
commitments to be individually and
Demonstrates met and maintaining collectively.
awareness of the their own health.
needs of Adopts a proactive
colleagues. approach in
ensuring their
personal health and
wellbeing.
 Progression point descriptors – An ethical approach

An ethical approach
Practising ethically with integrity and a respect for equality and diversity.
GPC: professional values
MRCGP: SCA; WPBA: CATs, COTs, MiniCEX, QIP, Leadership MSF, PSQ, CSR
Needs further Competent for
Indicators of
Learning development licensing
potential Excellent
outcomes (expected by end of (required by
underperformance
ST2) CCT)
Treating others Does not consider Shows awareness of Applies Good Anticipates the
fairly and with ethical principles, the professional codes medical practice potential for
respect, acting such as benefits of practice as in their own conflicts of
without versus harms, or use described by the GMC interest and
clinical practice.
discrimination ethics to make in Good medical takes
or prejudice balanced decisions. practice. Reflects on how appropriate
their values, action to avoid
Shows prejudice in Demonstrates a non- attitudes and these.
working with judgemental approach ethics might
particular types of in dealing with influence Anticipates and
people. patients, carers and professional takes
colleagues, respecting behaviour. appropriate
the rights and personal action in
dignity of others. Identifies and situations where
discusses ethical discrimination or
Contributes to an conflicts arising bullying might
environment where within their occur.
fairness, respect and roles as a
participation are clinician, patient
valued, advocate and
leader in the
Recognises and takes health service.
action to address
prejudice, oppression Actively
and unfair promotes
discrimination in equality of
themselves and others opportunity for
within teams. patients to
access
healthcare,
ensuring
fairness and
respect in their
 day-to-day
practice.
Providing care Demonstrates a Takes steps to enhance Responds to Recognises that
with judgemental approach patient understanding complaints in a their duty of
compassion in dealing with when there are timely and care for their
and kindness patients, carers or communication or appropriate patients extends
colleagues, not cultural barriers that manner, beyond the
respecting the rights may be limiting a recognising immediate team
or personal dignity of patient’s ability to their duty of and spans the
others. make an informed candour. NHS and other
decision. services.
Relates to
Records, shares and people as
receives information in individuals and
an open, honest, challenges
sensitive and unbiased attitudes that
manner. dehumanise or
stereotype
others.
Promoting an Demonstrates cultural Provides culturally Actively Actively
environment of insensitivity. sensitive healthcare, promotes a supports and
inclusivity, conscious of their own culture of harnesses
safety, cultural Does not perspectives towards inclusion where differences
humility and demonstrate changed others. everyone is between people
freedom to behaviour after welcome in for the benefit
speak up receiving feedback on Considers new cultural general practice, of the
attitudinal issues. ideas and their regardless of organisation and
implications for health background or patients alike.
Is rigid and provision and any protected
inappropriately vocal behaviours. characteristics.
in attitudes.

Stops others speaking

up about issues that
should be questioned.
Progression point descriptors – Communicating and consulting

Communicating and consulting

Communicating with patients, the use of recognised consultation techniques, establishing
and maintaining patient partnerships, managing challenging consultations, third-party
consulting, the use of interpreters and consulting modalities across the range of in-person
and remote
GPC: professional skills
MRCGP: SCA; WPBA: CATs, COTs, MiniCEX, MSF, PSQ, CSR
Needs further
Indicators of Competent for
Learning development
potential licensing Excellent
outcomes (expected by
underperformance (required by CCT)
end of ST2)
Establishing an Does not establish Consults to an Uses the most Uses advanced
effective rapport with the acceptable appropriate mode consultation
partnership with patient. standard but of consultation, skills, such as
the patient lacks focus and including in- confrontation
through a range Misses or ignores requires longer person and or catharsis, to
of in-person and significant cues. consultation remote, taking achieve better
remote times. account of patient
consulting Is unable to individual patient outcomes.
modalities consult within Adopts a basic needs,
timescales that are personalised preferences and Consults
appropriate to the approach to safety. effectively in a
stage of training. care. focused
Explores the manner,
Communicates patient’s moving beyond
in a way that understanding of the essential to
seeks to what has taken take a
establish a place. holistic view of
shared the patient’s
understanding Uses the patient’s needs within
and patient understanding to the time frame
involvement. help improve the of a normal
explanation consultation.
Adapts offered.
communication
to the mode of Works in
consultation. partnership with
the patient,
Uses knowledge agreeing a shared
of a range of plan that respects
consultation the patient’s
priorities and
 models or preference for
theories. involvement.

Consults in an
organised and
structured way,
achieving the
main tasks of the
consultation in a
timely manner.
Managing the Makes Uses language Explores the Uses a variety
additional inappropriate and explanations patient’s agenda,of advanced or
challenge of assumptions about that are health beliefs and
innovative
consultations the patient's technically preferences. communication
with patients agenda. correct but not techniques and
who have consistently Uses language resources
particular Has a blinkered tailored to the that considers the adapted to the
communication approach and is needs and needs and needs of the
needs or who unable to adapt characteristics of
characteristics of patient,
have different the consultation, the patient. the patient, for respecting
languages, despite cues or instance when individual
cultures, beliefs new information. Understands the talking to children characteristics
and educational need for or patients with and
backgrounds to Uses stock effective learning differences.
your own phrases or consulting and disabilities.
inappropriate developing an
medical jargon awareness of the Manages
rather than wide range of consultations
tailoring the consultation effectively with
language to the models that patients who have
patient’s needs might be used. communication
and context. needs, different
Takes steps to languages,
address barriers cultures, beliefs or
to educational
communication, backgrounds.
including use of
interpreters.

Maintaining Does not give Develops a Demonstrates a Whenever

continuing space and time to relationship with constructive and possible,
relationships the patient when the patient that flexible approach adopts plans
with patients, this is needed. is effective but to consulting. that respect
carers and focused on the the patient’s
families autonomy.
Repeatedly problem rather Facilitates and When there is
ignores the input than the patient. encourages a a difference of
of carers or trusted long-term opinion the
families within Elicits relationship with patient’s
consultations psychological ‘their’ doctor, autonomy is
and social using the respected and
information to consultation to a positive
place the improve access to relationship is
patient’s care and enhance maintained.
problem in continuity of care.
context.
 Progression point descriptors – Data gathering and interpretation

Data gathering and interpretation

Gathering, interpretation and use of data for clinical judgement, including information gathered from the
history, clinical records, examination and investigations
GPC: professional skills
MRCGP: AKT; SCA; WPBA: CATs, COTs, MiniCEX, QIP, CSR
Indicators of Needs further
Competent for
Learning potential development
licensing (required Excellent
outcomes underperformance (expected by end of
by CCT)
ST2)
Applying an Has an approach Accumulates Gathers Identifies expertly the
organised that is information in a information nature and scope of
approach to data disorganised, formulaic way or systematically using enquiry needed to
gathering and inflexible or gathers more than is questions investigate the
investigation inefficient. required. appropriately problem, or multiple
targeted to the problems, within a
Does not use Selects examinations problem. short time frame.
significant data as and investigations
a prompt to that are broadly in Understands the Prioritises problems in
gather further line with the importance of, and a way that enhances
information. patient’s problems. makes appropriate patient satisfaction.
use of, existing
Does not look for Demonstrates a information about Gathers information in
appropriate red limited range of data the problem and a wide range of
flags. gathering styles and the patient’s circumstances and
methods. context. across all patient
groups (including their
Demonstrates family and
different styles of representatives) in a
data gathering and sensitive, empathic and
adapts these to a ethical manner.
wide range of
patients and
situations.
Interpreting Fails to identify Identifies abnormal Chooses Uses the predictive
findings normality. findings and [Link] and value of symptoms,
accurately and targets signs and investigations
appropriately Examination Displays an investigations according to the
technique is poor. appropriate level of appropriately and features of the WPBA
knowledge of clinical efficiently. work and local
Fails to identify norms, population and applies
significant physical measurements and
or psychological investigations and is Understands the this knowledge to their
signs. aware of how these significance and decision-making.
relate to the implications of
patient's condition. findings and results
and takes
appropriate action.

Uses a stepwise
approach, basing
further enquiries,
examinations and
tests on what is
already known and
what is later
discovered.
 Progression point descriptors – Clinical examination and procedural skills

Clinical examination and procedural skills

Demonstrating competence in general and systemic examinations of all the clinical curriculum areas,
including the five mandatory examinations and a range of skills relevant to general practice
GPC: professional skills
MRCGP: SCA; WPBA: CEPS, COTs, MiniCEX, QIP, CSR
Needs further
Indicators of Competent for
development
Learning outcomes potential licensing (required Excellent
(expected by end
underperformance by CCT)
of ST2)
Demonstrating a Fails to explain the Undertakes Conducts Demonstrates a
proficient approach purpose of the examination when examinations range of procedural
to clinical examination. appropriate and targeted to the skills to a high
examination and demonstrates all patient's problems. standard, such as
procedural skills Fails to examine the basic joint injections,
when the history examination skills Interprets physical minor surgery and
suggests conditions needed as a GP. signs accurately. fitting
that might be contraceptive
confirmed or Elicits relevant Varies procedure devices.
excluded by clinical signs, both options according
examination. normal and to circumstances Engages with
abnormal. and the quality
Performs preferences of the improvement
inappropriate Suggests patient. initiatives with
overexamination. appropriate regard to
examinations and Identifies and examination and
Fails to obtain procedures related reflects on ethical procedural skills.
informed consent to the patient’s issues with regard
for the procedure. problem(s). to examination and Contributes to the
procedural skills. development of
Causes undue Conducts systems that
upset or distress by examination Recognises and reduce risk in
the examination. sensitively and acknowledges the clinical examination
without causing patient’s concerns and procedural
the patient harm. before and during skills.
the examination
Shows awareness and puts them at
of personal ease.
limitations and
boundaries in Shows awareness
clinical of the medico-legal
examination. background,
informed consent,
Performs mental capacity
examinations and and the best
procedures with interests of the
the patient’s patient.
consent and with a
clinically justifiable
Recognises the
reason to do so. verbal and non-
verbal clues that
Arranges the place the patient is not
of the examination comfortable with
to give the patient an intrusion into
privacy and respect their personal
their dignity. space, especially
the prospect or
Observes the conduct of intimate
professional codes examinations.
of practice,
including the use of
chaperones.
 Progression point descriptors – Decision-making and diagnosis

Decision-making and diagnosis

Adopting a conscious, organised approach to making diagnosis and decisions that are tailored to the
particular circumstances in which they are required
GPC: professional skills
MRCGP: AKT; SCA; WPBA: CATs, COTs, MiniCEX, QIP, Leadership MSF, Prescribing, CSR
Needs further
Indicators of Competent for
development
Learning outcomes potential licensing (required Excellent
(expected by end
underperformance by CCT)
of ST2
Adopting Is indecisive, Generates Makes diagnoses in Understands the
appropriate illogical, or differential a structured way benefits and
decision-making incorrect in diagnoses that may using a problem- limitations of
principles based on decision-making. be too narrow or solving method. pattern recognition
a shared broad. and an analytical
understanding Is dogmatic or Thinks flexibly approach, and
closed to other Generates and around problems, knows how to use
ideas. tests appropriate generating them concurrently.
hypotheses. functional
Too frequently has solutions. Reflects
late or missed Develops appropriately on
diagnoses. independent skills Demonstrates complex decisions
in decision-making confidence in, and and develops
Fails to consider and uses the takes ownership of, mechanisms to be
serious possibilities. support of others own decisions comfortable with
to confirm these while being aware these choices.
are correct. of own limitations.

Uses decision aids Demonstrates rapid

(such as algorithms and safe decision-
and risk calculators) making when
for straightforward managing urgent
clinical decisions. clinical situations
and when it is
appropriate to
defer an action.

Uses pattern
recognition to
identify diagnoses
quickly, safely and
reliably.
 Keeps an open
mind and is able to
adjust and revise
decisions and
diagnoses when
considering new
relevant
information.

Addresses
problems that
present early
and/or in an
undifferentiated
way by integrating
all the available
information to help
generate a
differential
diagnosis.

Using best Ignores relevant Justifies chosen Uses an Justifies

available, current, guidelines. options with understanding of discretionary
valid and relevant evidence. probability, based judgement, no
evidence on prevalence, longer relying on
Is aware of incidence and rules and protocols
personal limitations natural history of in situations of
in knowledge and illness, to aid uncertainty or
experience. decision-making. complexity, for
example in patients
with multiple
problems.
Progression point descriptors – Clinical management

Clinical management
The recognition and a generalist’s management of patients’ problems
GPC: professional knowledge; professional skills
MRCGP: AKT; SCA; WPBA: CATs, COTs, MiniCEX, QIP, Leadership MSF, CSR
Indicators of Needs further
Competent for
Learning potential development
licensing Excellent
outcomes underperformance (expected by
(required by CCT)
end of ST2)
Providing Ignores and Develops Adapts the Identifies and
collaborative overrides the knowledge and clinical approach develops
clinical care to wishes of the skills to provide to provide strategies to
patients that patient. care to patients comprehensive improve co-
supports their of all care to patients ordination and
autonomy Adopts a ‘doctor backgrounds, who have collaborative
knows best’ ages and life individual care for
approach. stages. perspectives and individual
health and care patients of all
needs. backgrounds,
ages and life
Coordinates care stages.
for patients of all
backgrounds, Designs or
ages and life improves
stages. services for
identified
groups of
patients.
Using a Fails to follow up Facilitates Provides Empowers the
reasoned appropriately. continuity of comprehensive patient with
approach to care for the continuity of care, confidence to
clinical Fails to safety net. patient’s taking into manage
management problem, for account the problems
that includes Multiple example through patient’s independently,
supported self- incidences of effective record- problems and together with
care unsafe prescribing. keeping. their social knowledge of
situation. when to seek
Uses safe further help.
management Varies
plans, taking into management Challenges
account the options unrealistic
responsively patient
 preference of according to the expectations
the patient. circumstances, and consulting
priorities and patterns with
Shows preferences of regard to
knowledge of those involved. follow-up of
available current and
interventions. Considers a ‘wait future
and see’ approach problems.
Considers and where
arranges follow- appropriate. Develops
up based on systems for
patient need. Uses effective drug monitoring
prioritisation of and safety
Prescribes problems when alerts.
safely, including the patient
routinely presents with
checking on multiple issues.
drug interactions
and side effects. Offers a variety
of follow-up
Gives arrangements
appropriate and that are safe and
specific safety- appropriate.
netting advice.
Prescribes safely
and applies local
and national
guidelines,
including drug
and non-drug
therapies.

Reviews the
patient’s
medication in
terms of
evidence-based
prescribing, cost-
effectiveness and
patient
understanding.
Making Asks for help Understands and Refers Identifies areas
appropriate use inappropriately, makes referrals, appropriately, for
of other either too much or considering taking into improvement in
too little. alternative account all referral
professionals pathways where available processes and
and services appropriate. resources. pathways and
contributes to
Advocates for the quality
patient and their improvement.
carers as they
navigate the
health and care
system.

Organises follow-
up of patients
through
multiprofessional,
team-based and
structured
approaches.
Providing Lacks skills and Recognises Responds rapidly Contributes to
urgent care knowledge in acute care as and skilfully to reflection on
when needed emergency care or part of the wider emergencies, with emergencies as
is unwilling to continuum of appropriate significant
respond in such patient care. follow- up for the events and how
situations. patient and their these can be
family. used to improve
patient care in
Coordinates care the future.
both within the
practice team and
with other
services.
Progression point descriptors – Medical complexity

Medical complexity
Care extending beyond the acute problem, including the management of comorbidity, uncertainty,
risk and health promotion
GPC: professional skills
MRCGP: SCA; WPBA: CATs, COTs, MiniCEX, QIP, Leadership MSF, CSR
Needs further
Indicators of Competent for
Learning development
potential licensing Excellent
outcomes (expected by end
underperformance (required by CCT)
of ST2)
Enabling people Focuses only on Recognises the Encourages the Coordinates a
with long-term immediate impact of the patient to team-based
conditions to problems, without patient’s lifestyle, participate in approach to health
optimise their considering their circumstances appropriate promotion in its
health long-term and environment health promotion widest sense,
implications. on their health. and including using
disease non-NHS
prevention resources.
strategies.

Supports the
patient in
addressing social
and
environmental
factors.

Continually
encourages
improvement and
rehabilitation and,
where
appropriate,
recovery.

Actively
facilitates
continuity of care
for patients with
complex needs.
Using a Fails to suggest Identifies and Demonstrates a Adopts a
personalised ways to move recognises reasoned personalised care
approach to forward in multiple health approach to approach to
manage and uncertain or issues in simultaneously monitoring,
monitor complex individuals. managing adjusting and
concurrent health circumstances and multiple managing
problems for defaults to Encourages a health problems. concurrent health
individual medical models of person-centred problems.
patients care. approach to Establishes
consider the partnerships that
issues that matter enable a patient-
to an individual centred approach
with multiple to optimise care.
problems.
Managing risk Inappropriately Identifies and Manages Anticipates and
and uncertainty burdens the tolerates clinical uncertainty and employs a variety
while adopting patient with risks and communicates of strategies for
safe and effective uncertainty. uncertainties in risk effectively. managing
approaches for the consultation. uncertainty.
patients with Recognises the
complex needs Attempts to limitations of Moves comfortably
prioritise protocols in beyond single
management making decisions condition
options based on and explores guidelines and
an assessment of ways of dealing protocols in
patient risk. with these situations of
situations with multimorbidity and
Manages patients the patient and polypharmacy,
with multiple carers, consulting while maintaining
problems with with colleagues the patient’s trust.
reference to when
appropriate appropriate. Uses the patient’s
guidelines for perception of risk
each condition. to enhance the
management plan.
Co-ordinating Is easily Demonstrates Actively Supports
and overseeing discouraged or awareness of the facilitates individuals in
patient care frustrated, for importance of continuity of care ‘navigating’ clinical
across health example by slow continuity of care for patients with pathways and
systems progress or lack of for patients with complex needs, continually
patient complex needs. either personally coordinates their
engagement. or across teams. care.
 Progression point descriptors – Team working

Team working
Working effectively with others to ensure good patient care, including the sharing of information
with colleagues and using the skills of a multiprofessional team
GPC: professional values; leadership
MRCGP: WPBA: CATs, COTs, MiniCEX, Leadership MSF, CSR
Needs further
Indicators of Competent for
Learning development
potential licensing (required Excellent
outcomes (expected by end of
underperformance by CCT)
ST2)
Working as an Works principally in Understands and Is an effective team Leads a team-
effective isolation. respects the roles, member, working based
member of skills and flexibly with the approach to
multiprofessional Gives little support responsibilities of various teams enhance
and diverse to other team other team involved in day-to- patient care.
teams members. members. day primary care.
Approaches
Does not Responds to Understands the team
appreciate the communications context within development
value of the team. from other team which different positively and
members in a team members are creatively.
Inappropriately timely and working.
leaves their work constructive Uses the
for others to pick manner. Appreciates the strengths and
up. increased efficacy in weaknesses of
Engages with, and delivering patient each team
Feedback (formal or is accessible to, care when teams member to
informal) from other members of work collaboratively improve the
colleagues the team. rather than as effectiveness
raises concerns. individuals. of the whole
Understands the team.
importance of Communicates
integrating proactively with Understands
themselves into the team members so group
various teams in that patient care is dynamics and
which they enhanced, using an uses these to
participate. appropriate mode of effect change.
communication for
Shows awareness the circumstances. Encourages
of the diversity the
within the team and Contributes contribution of
the potential this positively to teams others,
offers. employing a
 and reflects on how range of skills
they work and the including
members interact. active
listening.
Fosters a positive
attitude to the
opportunity and
potential of a
diverse team.
Leading and co- Works in isolation Shows awareness Anticipates and Demonstrates
ordinating a and does not of the GP’s role as a manages the the ability to
team-based interact with other leader and problems that arise work across
approach to members of the coordinator of a at the interfaces professional,
patient care team. team-based between different service and
approach to patient healthcare organisational
care. professionals, boundaries,
services and such as
Uses medical organisations. participation in
records to multi-agency
communicate with Supports the review.
other professionals transition of patient
and services to care between
facilitate effective professionals and
transfer of clinical teams.
information.
Uses the skills of the
Seeks advice from wider team to
other professionals enhance patient
and team members care.
where appropriate.
Progression point descriptors – Performance, learning and teaching

Performance, learning and teaching

Maintaining the performance and effective continuing professional development (CPD) of
yourself and others, sharing the evidence for these activities in a timely manner in the portfolio
GPC: education
MRCGP: WPBA: CATs, QIP, Leadership, MSF, CSR
Indicators of Needs further
Competent for
Learning potential development
licensing (required by Excellent
outcome underperform (expected by end
CCT)
ance of ST2)
Continuously Fails to engage Demonstrates Judges the weight of Moves beyond the
evaluating and with the clinical curiosity evidence, using critical use of existing
improving the portfolio, for and reflective appraisal skills to evidence toward
care you example practice, engaging inform decision- initiating and
provide entries are in learning making. collaborating in
scant, identified through research that
reflection is clinical learning Shows a commitment addresses
poor, the PDP needs. to professional unanswered
is not used or development through questions.
required Provides evidence reflection on
assessments of identifying and performance and the Encourages and
are not addressing identification of facilitates
completed. learning needs personal learning participation and
using PDPs. needs. application of
Reacts with clinical
resistance to Obtains and acts Addresses learning governance
feedback. on feedback from needs using targeted activities by
patients and PDPs and involving the
Fails to make colleagues demonstrates practice, the wider
adequate regarding integration into future primary care team
educational practitioner professional practice. and other
progress. performance. organisations.
Systematically
Fails to Adapts behaviour evaluates
address positively in performance and
identified response to the learning against
learning clinical external standards,
needs. governance using this information
activities of the to inform their
organisation, learning.
including quality
improvement Engages in learning
activities and event reviews in a
 learning event timely and effective
analyses. manner and promotes
learning from these as
a team-based
exercise.
Adopting a Does not Recognises situati Participates in quality Uses professional
safe and follow ons where patient improvement judgement to
evidence- infection- safety could be activities and uses decide when to
informed control compromised and these to evaluate and initiate and
approach to protocols. takes action to suggest improvements develop protocols
improve address this. in personal and and when to
quality of care Recklessly practice performance, challenge their
overlooks Knows how to sharing their learning. use.
established access the
safety available evidence, Measures and
protocols and including the monitors the
disregards medical literature, outcomes of care to
patient clinical ensure the safety and
wellbeing in performance effectiveness of the
care. standards and services provided.
guidelines for
patient care.

Uses equipment
safely and
complies with
safety protocols.

Identifies the
potential for
spread of infection
and takes
measures to
reduce the risk.
Supporting Does not Contributes to the Identifies learning Engages in the
the education show interest education of objectives and supervision of
and in or engage others. preferences, using students and
professional with appropriate methods colleagues.
development developing the Participates in to teach others.
of colleagues learning of wider learning Constructs
colleagues or activities. Participates in the teaching plans,
other team evaluation and evaluates the
members. personal development outcome of
of other team teaching sessions
and seeks
members, including feedback to
providing feedback. enable reflection
on performance.
Progression point descriptors – Organisation, management and leadership

Organisation, management and leadership

Understanding how primary care is organised within the NHS, how teams are managed and the
development of clinical leadership skills
GPC: leadership
MRCGP: AKT, SCA, WPBA: CATs, COTs, MiniCEX, QIP, Leadership MSF, Prescribing, PSQ, CSR
Needs further Competent for
Indicators of
Learning development licensing
potential Excellent
outcomes (expected by end (required by
underperformance
of ST2) CCT)
Advocating for Fails to apply a Understands the Applies the Manages a high
medical generalist overarching principles of degree of
generalism in approach in structure of the generalism, uncertainty and
healthcare consultations. UK healthcare including accepts and
system and shows providing balances risk at
Demonstrates an awareness of the patient-centred individual,
overreliance on range of services care that community and
specialist referrals. available. considers systems levels.
external
Recognises the influences such
importance of as population
generalism in co- health,
ordinating patient environmental
care to provide a factors and
point of contact health
bridging all parts inequalities.
of the NHS.
Understands the
impact of
broader
organisational
influences and
pressures.

Applying Fails to provide Demonstrates Organises self Actively facilitates

leadership skills direction or personal effectively with and evaluates
to help improve guidance to teams organisational, due change in the
your or works in leadership and consideration for organisation.
organisation’s isolation. time management patients and
performance skills so that colleagues. Takes a lead role in
Leaves work patients and supporting the
without finishing colleagues are not organisation to
 tasks or handing unreasonably Demonstrates respond to
over. inconvenienced or effective time exceptional
come to any harm. management, pressures.
Resistant or handover skills,
obstructive to Demonstrates prioritisation,
change. awareness of and delegation and
responds leadership.
Regularly late or positively to
fails to turn up for change in the Leads and
shifts without organisation. supports change
notice. in the
Manages own organisation,
workload involving and
responsibly. working with the
team to deliver
defined
outcomes.

Responds
proactively and
supportively
when services
are under
pressure in a
responsible and
considered way.

Reports, records
and shares safety
incidents
effectively.

Recognises
responsibility in
advocating for
self and
colleagues
through
Freedom to
Speak Up.
Developing the Shows awareness Understands the Understands the
financial and of the basics of organisational role and
business skills organisational, financial and responsibilities of
required for financial and regulatory the partnership
your role regulatory frameworks
 frameworks within within primary model and/or
primary care. care. service delivery.
Making Focuses on the Uses the clinical Uses the primary Uses and modifies
effective use of computer rather computer systems care organisational and
data, than the patient. during patient organisational IT systems to
technology and contacts, routinely and IT systems facilitate clinical
communication Records show recording each routinely and care and
systems to poor entries, for clinical contact in effectively in governance.
provide better example too short, a timely manner patient care.
patient care too long or following the
unfocused, failing record-keeping Uses the IT
to code properly, standards of the system during
respond to organisation. consultations
prompts or to while
write maintaining
contemporaneous rapport with the
accurate records. patient.

Produces records
that are accurate,
comprehensive,
concise,
appropriately
coded and
understandable.
 Progression point descriptors – Holistic practice, health promotion and safeguarding

Holistic practice, health promotion and safeguarding

Operating in physical, psychological, socio-economic and cultural dimensions. Taking into account
patient’s feelings and opinions, encouraging health improvement, self-management, preventative
medicine and shared care planning with patients and their carers. The skills and knowledge to
consider and take appropriate safeguarding actions
GPC: professional values; health promotion; safeguarding
MRCGP: SCA; WPBA: CATs, COTs, QIP, PSQ, CSR
Needs further
Indicators of Competent for
Learning development
potential licensing (required Excellent
outcomes (expected by end
underperformance by CCT)
of ST2)
Demonstrating Treats the disease, Understands that Understands the Recognises and
the holistic not the patient. health is a state of patient in relation to shows
mindset of a physical, mental their socio- understanding of
generalist and social wellbeing economic and the limits of the
medical and not merely the cultural background, doctor’s ability to
practitioner absence of disease using this to inform intervene in every
or infirmity. a non-judgemental aspect of holistic
discussion and patient care.
Enquires into enable practical
physical, suggestions for
psychological and managing the
social aspects of patient’s problem
the patient’s and putting them at
problem. ease.

Recognises the Recognises the

impact of the impact of the
problem on the problem on the
patient’s life. patient, their family
and/or carers.
Offers treatment
and support for the Recognises what
physical, matters to the
psychological and patient and works
social aspects of collaboratively to
the patient’s enhance patient
problem. care.
Supporting Consistently fails Understands the Uses appropriate Facilitates
people through to offer support to role of the GP to support agencies appropriate long-
their the patient and/or provide a tailored to the needs term support for
experiences of their family and personalised of the patient patients, their
health, illness carers. approach to each and/or their family families and
and recovery patient to help and carers. carers that is
with a Is judgemental, promote recovery realistic and limits
personalised challenges and a healthy Demonstrates the doctor
approach patients without lifestyle, ensuring skills and dependence.
due respect or is every contact assertiveness to
rigid or paternal in counts. challenge unhelpful
their approach to health beliefs or Makes effective
patients. Recognises that behaviours, while use of tools in
every person has a remaining health promotion,
unique set of values compassionate and such as decision
and experiences of non-judgemental, aids, to improve
health and illness and maintaining a health
that may affect continuing and understanding.
their use of the productive
healthcare system. relationship.

Facilitates health
improvement and
supports self-
management during
illness and recovery.
Safeguarding Does not Understands and Seeks to identify Demonstrates
individuals, recognise possible demonstrates those who are skills and
families and local signs of adult and principles of adult vulnerable and knowledge to
populations child abuse, and child reduce the risk of contribute
neglect and other safeguarding, abuse, neglect or effectively to
forms of harm. recognising other forms of harm. safeguarding
potential indicators processes and
Does not engage of abuse, neglect or Demonstrates systems within
with safeguarding other forms of appropriate the practice or
processes. harm, taking responses to adult locality.
appropriate action. and child
safeguarding Contributes to
concerns, including formulating policy
ensuring information documents and
is shared and communicating
referrals made effective
appropriately. safeguarding
plans for adults or
children at risk of
abuse, neglect
and other forms
of harm with
wider agencies.
 Progression point descriptors – Community health and environmental sustainability

Community health and environmental sustainability

Managing the health and social care of the practice population and local community. It incorporates an
understanding of the interconnectedness of health of populations and the planet.

GPC: professional knowledge; health promotion; safeguarding

MRCGP: WPBA: CATs, COTs, QIP, MSF, PSQ, CSR
Needs further
Indicators of Competent for
Learning development
potential licensing (required Excellent
outcomes (expected by end of
underperformance by CCT)
ST2)
Understanding Has a narrow view Understands the Demonstrates the Actively
the health of healthcare. current structure of breadth of GP roles participates in
service and your the local healthcare across the helping to develop
role within it Exhibits system, including the healthcare system, services that are
indifference organisations within such as patient relevant to local
toward the it. advocate, family communities and
ecological practitioner, reduce
footprint of Recognises how the generalist and inequalities
various NHS limitation of resources ‘gatekeeper’. and/or improve
components and affects healthcare. environmental
their Balances the needs sustainability to
environmental Accesses local of the individual improve
consequences. services where patient, the health healthcare.
appropriate. needs of local
Consistently communities and
disregards eco- Appreciates the available resources
friendly practices environmental impact when making
and exhibits a of different parts of referral(s).
pattern of the NHS.
unsustainable Undertakes safe and
behaviour in their cost-effective
medical practice. prescribing.

Follows protocols
with appropriate
flexibility,
incorporating the
patient’s preference.

Makes efforts to
practise healthcare
in an
 environmentally
sustainable way.
Building Shows no interest Identifies the health Applies an Balances the
relationships in understanding characteristics of the understanding of needs of
with the the local populations with how the individual patients
communities in community. whom the team characteristics of the with the health
which you work works, including their local population needs of the local
cultural, occupational, shape the provision community,
epidemiological, of care. available
environmental, resources, and
economic and social Takes proactive environmental
factors. steps to tackle sustainability,
health inequalities managing any
Identifies groups who and improve local conflicts of
may find accessing resource equity. interest.
services harder and
the greater health Offers patients non- Engages with
burden associated pharmacological organisations
with this. options to treat involved in
common issues that determining
Understands their are suited to the and/or providing
professional duty to patient's local community
help tackle health environment. or health services.
inequalities and
resource issues. Develops an
understanding of
the availability of
natural resources
(such as parks,
green spaces and
water) that local
communities can
access for health.
Promoting Is wasteful in their Recognises the health
Considers the Advocates for
population and use of resources. of an individual is environmental, social improving the
planetary health interconnected with and economic health of
the health of local sustainability of the populations and
populations and the health service, for the planet as well
planet. example changes to as individuals.
prescribing and
Uses an awareness of considering the Uses planetary
local resources to carbon footprint. health models in
enhance patient care day-to-day
while minimising Uses an awareness practice.
of the changing
inequalities and harm epidemiology caused Actively identifies
to the planet. by planetary health overprescribing
to inform diagnoses and overdiagnosis
Adopts and discussions with to improve patient
environmentally patients. safety and
sustainable practices practice
by adapting their sustainability.
prescribing or referral
behaviours some of
the time.