SPOTLIGHT on Formal Practice-Based Teaching
The results are in from the 2025 GPSA Annual National Survey — and this year we took a closer look at how supervisors undertake formal teaching with their registrars.
Formal teaching refers to those regular, protected, scheduled sessions set aside for teaching within the practice. Among the 205 supervisors who responded, the most popular approach by far was problem case discussion, with more than two-thirds (68%) using it in most or every session. Other common methods included random case analysis, while procedural skill teaching, inbox reviews, and physical examination skills tended to be used only occasionally. The least-used approaches were video consultation reviews, exam question practice, and role plays, which most supervisors reported using rarely or never.
When it came to confidence, most supervisors felt moderately to very confident using methods such as direct and reverse observation, case discussion, and inbox review. Fewer felt confident with video review or exam question practice, reflecting areas where many supervisors may feel less experienced or supported.
Interestingly, the data showed a strong relationship between how often supervisors used a teaching method and how confident they felt using it. While we can’t say which comes first, the takeaway is clear: confidence grows with practice, and familiarity encourages confidence.
Finally, when asked how they evaluate the effectiveness of their teaching, almost two-thirds of supervisors said they rely on feedback from registrars, often gathered informally during discussion. Others reviewed registrar progress and performance through direct observation or random case analysis.
As always, these insights remind us that great supervision is built on reflection, feedback, and continuous improvement — both for registrars and for supervisors themselves.
Explore GPSA’s extensive library of teaching resources to support your next formal teaching session, including our Practice-based teaching guide and How to... resources.
Dr Simon Morgan
Education Manager