ABSTRACT
Methods of teaching the assessment framework and undertaking peer-calibration exercises will be discussed, which build on the themes of an introductory course for teachers in primary care. The educational supervisor programme was intended as an entry-level programme, an introduction to teaching in primary care, with an explicitly skills-based focus and no end-point assessment or academic validation. In terms of a satisfying a hierarchy of needs, participants agendas were addressed and the small groups given a chance to start working before the main focus of the day: learning about the assessment programme. With each method, an informal learning needs assessment was performed: the small group was asked what it already knew about the assessment method under discussion, prior to reviewing the documentation provided by MMC and trying out the method using the stimulus materials already discussed.
