Appraisal & Revalidation: make your teaching easy to evidence (not just “nice to do”)

If appraisal season tends to feel like a scramble, you’re not alone. Most clinicians do plenty of good work, the hard part is turning it into supporting information that’s clear, organised, and easy to verify.

This course is built around that exact problem: not just “teach better”, but capture your teaching properly so it strengthens your appraisal and (where relevant) your revalidation folder.

What appraisal/revalidation actually needs from you

For UK licensed doctors, revalidation is typically recommended every five years, based on evidence built up through annual appraisals and supporting information.

The GMC sets out six broad types of supporting information that doctors must collect, reflect on, and discuss over the revalidation cycle:

• CPD

• Quality improvement activity (QIA)

• Significant events / serious incidents

• Feedback from patients (or service users)

• Feedback from colleagues

• Compliments and complaints

The common problem: you’re teaching… but it doesn’t “count” on paper

Most portfolios fall short for the same reasons:

• teaching is informal and undocumented

• feedback is patchy (or too generic)

• reflections are vague (“went well”) rather than showing development

• evidence isn’t packaged in a way an appraiser can skim and understand quickly

This course gives you a repeatable system to fix that.

How the course helps your appraisal & revalidation evidence

1) CPD you can file immediately

The live workshop is CPD-accredited, so you leave with formal CPD evidence you can upload straight into your portfolio (plus the option of additional evidence via the optional written assignment, if you choose it).

2) Teaching that produces supporting information (not just a nice session)

You’ll learn a simple structure for teaching that naturally generates the “extras” appraisal needs:

• a brief plan (aims, audience, timing)

• a clear record of delivery (slides/handout + proof)

• a feedback method that’s quick and consistent

• a short reflection that shows improvement and impact

  
  

3) Feedback collection that isn’t a headache

You’ll leave with practical ways to collect colleague/learner feedback efficiently (and summarise it cleanly), which supports the GMC emphasis on reflecting on feedback as part of your supporting information.

4) Reflection that shows development (what appraisers look for)

Appraisal-friendly reflections aren’t long, they’re specific:

• what you did

• what feedback/data showed

• what you changed

• what impact that had

That approach aligns with the purpose of supporting information: demonstrating evaluation and improvement in your professional work.

FAQs

Will this “cover” all revalidation requirements?

It doesn’t replace GMC guidance or your local appraisal process, but it makes one big area (teaching/education evidence) much easier to document to a standard that stands up well in appraisal.

I’m not a formal trainer, can I still use teaching evidence?

Yes. Ward teaching, tutorials, induction, departmental sessions, simulation, online teaching, all count if you document them properly.

I don’t have time for extra admin

That’s the point: the course focuses on repeatable templates and short evidence you can produce from teaching you already do.

Closing

Appraisal and revalidation rarely require you to do more, they require you to show what you already do, clearly. If your teaching is currently “invisible” in your portfolio, this course gives you a straightforward way to turn it into evidence that’s structured, verifiable, and easy to file.