ABSTRACT
The vast majority of General Practitioner (GP) teachers will be involved in practice-based education. Most academic posts for GP educators, depending on their seniority, receive a similar salary to their clinical equivalent sessions. Teaching embraces expertise both in a particular topic and in its delivery in order to facilitate learning. General practice however, certainly at postgraduate level, has a well-established and generally excellent set of processes to help those interested in teaching nurture the necessary reflective expertise and acquisition of appropriate knowledge and skills, rooted in the model of apprenticeship. Payment for teaching will vary and there are, of course, a huge number of benefits for the practice aside from financial gain. Balancing clinical and teaching needs during a session can be a challenging business. Teaching, as with being a GP, is an enormous privilege whether involved in practice-based delivery, organisation and management, research or all three elements.
