CPD for Medical Appraisal

When it comes to CPD in appraisal, the key thing is evidencing your learning. It is not just about what you have learned or the learning opportunities you have had, but being able to demonstrate that learning within your appraisal portfolio. Unfortunately, this can sometimes turn CPD into a paperwork exercise rather than a genuinely useful learning experience.

The generally accepted expectation is around 50 hours of CPD demonstrated over the appraisal year.

When putting together your CPD, I would encourage you to think about your career and your scope of work, and then think very broadly about all the things you have done during the year that could represent learning and could be evidenced.

The aim is to put together enough evidence for an appraiser to look at your portfolio and think: “Yes, this doctor has clearly done a significant amount of learning during the appraisal year, and that learning is relevant to their career and scope of work.”

It is also important to demonstrate a mix of different types of learning, rather than having all of your CPD coming from one category.

It is equally important to distinguish between something being a learning opportunity and actually evidencing the learning from it.

For example, a clinical attachment or observership may be a great learning opportunity. However, simply attending it does not necessarily demonstrate CPD.To evidence the learning, you could keep an Excel spreadsheet of the cases you observed, add a column describing what you learned from each case, and include some reflection. This would make good CPD evidence. You could also complete some work-based assessments or case-based discussions, which would provide further evidence of your learning.

You should also try to distinguish between the different sections of the appraisal.

For example, the observership itself belongs under your scope of work. The evidenced learning that comes from the observership can count as CPD. If you complete an audit, this would usually belong under quality improvement.

This can start to get slightly complicated because some activities could reasonably fit into more than one section. For example, you might complete an audit as your quality improvement activity and also complete some case-based discussions. The CBDs could potentially count as CPD or could sit within your quality improvement evidence. Generally, it is simpler to put an activity in one main category rather than trying to count the same evidence several times.

Another example is reflection on complaints. If you have had a complaint, it is important that you reflect on it within the complaints section. You might also write a separate reflection specifically about what you learned from the complaint and how it changed your practice. This could reasonably count as CPD. There are no hard and fast rules around every piece of evidence, but try not to duplicate the same activity across several sections.

You cannot, for example, count an observership as scope of work, then put the observership itself into CPD without evidencing any learning.

You could, however, include the observership within your scope of work, evidence cases from the observership within a learning log as CPD, and then complete two or three formal case-based discussions with a registrar or consultant as additional supporting evidence.

Finally, it is useful to understand the difference between internal and external CPD. As a broad guide, your portfolio should demonstrate around 50 hours of CPD in total, with a reasonable balance between internal and external learning.

Internal CPD is learning that takes place during or alongside your normal work—for example, procedures, work-based assessments, teaching, departmental teaching and grand rounds.

External CPD is learning undertaken outside your normal workplace activities—for example, conferences, courses, webinars and online learning modules.

The next section, “What Counts as CPD?”, gives a fuller breakdown of internal and external CPD and examples of how each can be evidenced.

As mentioned above, a range of different learning modalities is ideal. The diagram below shows an example of what a well-balanced CPD portfolio might look like.

In terms of CPD the GMC definition is

“CPD is any learning outside of undergraduate education or postgraduate training that helps you maintain and improve your performance.”

When the GMC introduced its dedicated CPD guidance in 2012, it deliberately did not set a numerical requirement. The GMC's position remains that doctors must undertake sufficient CPD to remain up to date across their whole scope of practice, but it does not mandate a particular number of credits or hours. The emphasis is on relevance, reflection and impact rather than simply accumulating points.

The 50-credit benchmark therefore comes principally from Royal College/Faculty CPD schemes. The Academy of Medical Royal Colleges has also historically used50 credits per year / 250 over five years as a useful credit-based approach, while making clear that this is not a regulatory GMC requirement.

The Federation of the Royal Colleges of Physicians provides useful practical guidance on what can count as CPD. It defines CPD broadly as learning that helps doctors maintain and improve their performance. The Federation divides CPD into external CPD, such as conferences, courses and external learning; internal CPD, such as grand rounds, journal clubs, audit meetings and mandatory training; and personal CPD, such as private reading, preparing teaching and writing educational material.

The full CPD Diary Guidelines for Physicians, including examples of activities that can count as CPD, can be found here:https://www.thefederation.uk/sites/default/files/2024-11/CPD%20Diary%20guidelines%20for%20Physicians%20November%202024.pdf

Internal CPD is learning that takes place through your workplace, clinical activity, local teaching or interaction with colleagues.

CPD category

Examples

How you could evidence it

Mandatory and statutory training (Max 10 points even if you do more hours)

BLS/ILS/ALS, safeguarding, infection control, information governance, Mental Capacity Act, fire safety, equality and diversity, medicines management

Upload certificates; compliance passport; ESR/training record; screenshot showing completed modules

Local induction and learning about UK practice

Trust induction, prescribing systems, escalation procedures, referral pathways, local policies, incident reporting, safeguarding processes

Induction certificate; attendance record; screenshot of completed training; short reflection

Grand rounds and departmental teaching

Medical grand rounds, specialty teaching, lunchtime teaching, departmental education, hospital teaching sessions

Attendance certificate if provided; programme/timetable; screenshot of meeting invite; teaching log; short reflection

Clinical meetings with a learning element

Radiology meetings, pathology meetings, mortality meetings, case conferences, specialty meetings

Meeting programme; attendance record; anonymised learning note; reflection

Learning from day-to-day clinical cases

Looking up an unfamiliar diagnosis, reviewing treatment after a difficult case, learning about a drug interaction, reviewing current guidance after seeing a patient

Anonymised case log,brief reflection; learning log

Case logs and reflective learning

Keeping a log of interesting or challenging cases and reflecting on what was learned

Anonymised case log showing date/topic; short reflection for selected cases; appraisal portfolio entry

Learning from senior colleagues

Discussing management with a consultant, seeking advice about a difficult case, reviewing a case with a supervisor

Brief anonymised learning entry; supervisor note; reflection describing the discussion and learning

MDT and multidisciplinary learning

Learning during MDT discussions with consultants, pharmacists, nurses, physiotherapists or other professionals

MDT attendance – list of dates and; anonymised list of cases and reflection

Workplace-based assessments

Mini-CEX, DOPS, case review, prescribing assessment, direct observation, communication assessment

Completed assessment form; supervisor feedback; signed competency document

Procedures and clinical skills

Learning or refreshing cannulation, lumbar puncture, ultrasound, catheterisation, jointaspiration or other relevant procedures

Procedure log; DOPS; competency assessment; supervisor confirmation; simulation certificate

Simulation and emergency training

Resuscitation scenarios, deteriorating patient simulation, human factors, emergency scenarios

Certificate; attendance record; simulation feedback form; reflection

Clinical supervision

Supervised clinics, ward rounds, procedures or consultations where feedback and learning occur

Supervisor feedback; learning log; workplace assessment; short reflection

Observership / clinical attachment learning

Learning NHS systems, documentation, ward rounds, prescribing practices, MDT working and UK clinical pathways

Reflective log; learning diary; supervisor feedback

Teaching others

Preparing and delivering teaching to medical students, junior doctors or colleagues

Slides; teaching timetable; attendance sheet; learner feedback; reflection on what you learned while preparing

Preparing presentations or journal clubs

Reviewing evidence and preparing a case presentation, journal club or departmental teaching session

Slides; literature reviewed; programme; teaching record; brief reflection

Local guideline and policy learning

Reviewing local antimicrobial, anticoagulation, VTE, sepsis, referral or prescribing guidelines

Name or copy/link of guideline; learning log; reflection on how it changed your practice

Leadership and service learning

Taking responsibility for a ward/team, rota coordination, service development, learning governance processes

Meeting minutes; project documentation; leadership course evidence; reflection

External / self-directed CPD is learning undertaken outside your immediate workplace or independently. This is particularly useful for locums and international doctors who may not have regular access to a hospital teaching programme.

CPD category

Examples

How you could evidence it

External courses

Specialty courses, clinical update courses, prescribing courses, clinical-skills courses

Certificate; course programme; booking confirmation; reflection

Study days and conferences

Royal College events, specialty conferences, regional study days, professional meetings

Attendance certificate; programme; registration email; CPD certificate; reflection

Live webinars

Royal College webinars, specialty webinars, BMJ events, educational webinars

Attendance certificate; confirmation email; screenshot; learning reflection

Recorded webinars and lectures

Watching recorded Royal College lectures, conference sessions or educational presentations

Screenshot; link/title of session; CPD log; short reflection

Online learning modules

e-LfH, BMJ Learning, Royal College modules, university modules, professional education platforms

Completion certificate; module record; screenshot showing completion

Reading clinical guidelines

NICE, SIGN, Royal College, GMC, NHS or specialty guidance

Guideline title/link; date reviewed; short note describing the learning

Reading journal articles

BMJ, Lancet, specialty journals, review articles, systematic reviews

Citation/link to article; reading log; short reflection or learning point

Drug and prescribing updates

BNF updates, MHRA alerts, prescribing guidance, antimicrobial guidance

Screenshot/link; CPD entry; brief note explaining relevance to practice

Medical podcasts

Specialty podcasts, BMJ podcasts, Royal College podcasts, educational medical podcasts

Podcast title/episode; date listened; short note on key learning

Educational videos

Recorded lectures, credible medical education channels, procedural demonstrations

Title/link; learning log; brief reflection

Question banks

MRCP/MRCGP/PLAB/specialty question banks or question banks used to refresh clinical knowledge

Screenshot showing activity; question-bank progress record; study log

Exam preparation

MRCP, MRCGP, specialty exams, fellowship or membership exams

Revision log; question-bank activity; course attendance; exam registration/results

Revision courses

Formal revision courses for postgraduate examinations

Certificate; attendance record; course programme

Clinical skills courses

Ultrasound, airway, suturing, procedural courses, resuscitation courses

Certificate; competency documentation; course record

Professional qualifications

Diploma, postgraduate certificate, Master's module, specialty qualification

Transcript; enrolment confirmation; certificate; module results

Royal College / professional society education

College learning resources, specialty society teaching, professional educational events

CPD certificate; attendance record; learning log

Independent case-based study

Reviewing a clinical topic prompted by a patient you treated

Anonymised case reflection plus the articles/guidelines reviewed

Developing knowledge for UK practice

NHS structures, prescribing, consent, capacity, safeguarding, documentation, referral systems

Course/module certificate; reading record; reflection on how this applies to UK practice

Developing a new scope of work

Learning relevant to locum medicine, private practice, independent prescribing, aesthetics, occupational medicine, medical education, medico-legal work or another professional role

Course certificate; supervised learning; reading log; competency record; reflection

Preparing for a new clinical role

Refreshing knowledge before starting in emergency medicine, general medicine, psychiatry, GP, surgery or another specialty

Reading/study log; course certificates; question-bank evidence; reflections

Research and academic learning

GCP training, research methods, statistics, reviewing literature, academic courses

Certificate; publication; poster; presentation; research documentation

You do not need a certificate for every CPD activity.

Depending on the activity, evidence might include:

a certificate or compliance record

an attendance record or programme

a screenshot from an online learning platform

a teaching presentation

a workplace-based assessment

a procedure or case log

the title/link of a guideline, article, podcast or webinar

an anonymised case reflection

a brief written CPD entry explaining what you did, what you learned and how it relates to your practice

Appraisal software will usually prompt you to record the type of CPD, the title, dates, number of points or hours, a description of the activity, the outcome or learning, and to attach any supporting evidence.

For example:

Type of CPD: Statutory & Mandatory TrainingTitle: Health Compliance TrainingDates: 1 April 2026 – 7 April 2026CPD points: 10Evidence: Training certificate attached

Activity description:Online statutory and mandatory training completed to keep up to date with the standards expected when working in NHS settings. The training covered areas including infection prevention and control, learning disability and autism, safeguarding, Prevent, moving and handling, information governance, equality and diversity, health and safety, and emergency procedures.

Outcome / learning:Completing the statutory and mandatory training refreshed my understanding of the essential standards required to deliver safe, effective and person-centred care across the NHS. It reinforced my knowledge of patient safety, infection prevention and control, safeguarding, information governance, equality and diversity, health and safety, and emergency procedures.

The training also reinforced my professional responsibilities and awareness of current NHS policies and legislation. This is particularly relevant when working as a locum across different hospitals and clinical areas, where local systems and working environments can vary. I have applied this learning in my day-to-day practice, for example by remaining mindful of infection-control procedures, confidentiality and clinical risk even during busy periods.

The example above is fairly straightforward, but that is exactly what we are looking for. It clearly explains what the activity was, what the doctor learned from it, and how that learning relates to their medical practice. It also gives the appraiser enough information to understand why the activity is relevant and why it has been included as CPD.

Uploading evidence without properly demonstrating the learning – Probably the most common mistake is simply uploading something that the doctor considers to be CPD without clearly showing what was learned from it. The activity itself may be highly relevant, but the evidence needs to demonstrate the learning. For example, a university module may be very relevant to your development, but a module certificate on its own is relatively limited evidence. A certificate, a piece of coursework and a short reflection on what you learned is much stronger.

Not enough CPD – The generally accepted target is around 50 hours over the appraisal year, and I often see portfolios that are significantly below this. This is something an appraiser is likely to comment on in the post-appraisal report, so it is worth trying to reach around 50 hours where possible. Equally, if you have actuallydone a large amount of learning during the year, do not downplay it. Make sure you record and evidence it properly.

Not enough variety – Another common issue is having a large amount of CPD from one type of activity only. A frequent example is seeing 30 or 40 BMJ online modules completed in the days immediately before the appraisal. While this may technically provide a substantial number of CPD hours, it is not ideal. A stronger portfolio usually demonstrates learning across a range of different activities and formats, for example courses, teaching, workplace learning, case discussions, reading, conferences and reflective learning.

“CPD is just about getting 50 points.”

It isn’t.The GMC does not require you to collect a specific number of CPD points.Its expectation is that you undertake CPD every year that is relevant to your whole scope of practice, reflect on what you have learned, and consider how that learning has maintained or improved your practice.

The familiar50-hour/50-credit benchmark comes from Royal College CPD schemes, including the Federation of the Royal Colleges of Physicians, where one credit generally represents one hour of educational activity. The Federation recommends 50 credits per year for physicians, but also emphasises the quality of the learning and reflection rather than simply collecting points.

So the aim should not be to find 50 certificates. The aim is to demonstrate that you have undertaken a meaningful amount of learning across the year, that it is relevant to your work, and that you can show what you learned from it.

General Medical Council – Continuing Professional Development (CPD)https://www.gmc-uk.org/registration-and-licensing/managing-your-registration/revalidation/guidance-on-supporting-information-for-revalidation/continuing-professional-developmentSets out the GMC requirements for CPD as supporting information for appraisal and revalidation, including annual CPD, relevance to the whole scope of practice and reflection on learning.

General Medical Council – Continuing Professional Development guidancehttps://www.gmc-uk.org/education/standards-guidance-and-curricula/guidance/continuing-professional-developmentProvides wider GMC guidance on planning, carrying out, recording and reflecting on CPD.

Federation of the Royal Colleges of Physicians – CPD Diary Guidelines for Physicianshttps://www.thefederation.uk/sites/default/files/uploads/CPD%20Diary%20guidelines%20for%20Physicians%20November%202024_0.pdfProvides practical guidance on CPD credits and the different types of CPD that physicians can record. It also explains the Federation's recommended 50-credit annual framework.

Federation of the Royal Colleges of Physicians – Reflecting on CPD: Guidance for Physicianshttps://www.thefederation.uk/cpd/cpd-diary/reflecting-cpd-guidance-physiciansProvides practical advice on reflecting on CPD, including identifying key learning, its impact on practice and any further learning needs.

Last reviewed: August 2026