Whole-practice Scope and Evidence Workbook
HTML edition updated 9 September 2026. This is an educational planning aid, not an official application form or individual advice.
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Purpose and boundaries
Build an index that connects your actual medical practice with relevant supporting information. The aim is a credible account of learning across the whole scope, not the largest possible attachment collection. This workbook does not certify that any category is complete.
Use neutral planning notes. Do not record names, GMC numbers, identifiable cases, health details, confidential employer material or private document links here. The website is not an approved appraisal record. Entries in the webpage stay in the open page and are not saved automatically. Store completed downloads securely and transfer appropriate information to your approved system.
Worked example: a fictional planning situation
A Specialty Doctor spends most time in clinical work and also teaches and contributes to governance. Their first folder contains many course certificates but little explanation of application, no map of the teaching role and an unclear feedback plan. They reorganise the index around the roles and six supporting-information categories, record what each item demonstrates and agree how to address the gaps. The same source may inform more than one role, but its relevance needs explaining.
1. Map the whole scope
Describe clinical and non-clinical medical work, locations in general terms, levels of responsibility and changes over the period. Include additional and unpaid medical roles where relevant. Do not restrict the scope to the employer that provides the appraisal meeting.
2. Review the six categories
Consider CPD, quality improvement, significant events, patient or service-user feedback, colleague feedback, and complaints and compliments. Categories have different expectations and review periods. The presence of one document in each folder does not establish that the evidence appropriately covers the practice.
3. Create a usable source index
Record a neutral reference, period, role, category, what the item demonstrates and the next action. Keep original evidence on the authorised system. Avoid private links, identifiable case details and attachments that you do not have permission to retain.
4. Assess relevance and quality
Ask whether the evidence shows your actual contribution and learning, whether its context is understandable and whether it covers the current scope. A certificate shows attendance or completion of an activity; evidence of application requires an account of what changed and how that was reviewed.
5. Make gaps visible
Explain why evidence is missing and what can reasonably be obtained. Discuss unusual practice patterns or alternative feedback methods with the responsible-officer team. Never invent an event, backdate a reflection or imply that an activity occurred when it is only planned.
6. Prepare the discussion
Choose the themes that would benefit from a professional conversation: learning across roles, patterns, changed practice, unresolved questions and development support. Keep the index factual and the reflection focused. The appraiser should be able to follow the connection between practice, evidence and learning.
Review the plan before using it
Check that the notes describe what is known, what remains uncertain and what someone still needs to agree. A completed field does not prove approval, competence or revalidation readiness. Keep official correspondence and actual deadlines separate from illustrative planning dates. Seek appropriate advice where an individual decision or a licence may be affected.
Sources and related learning
Editorial source review: 9 September 2026. The links below are primary sources; publication dates vary. Current official guidance and approved local arrangements take priority. This is independent education, not a GMC-endorsed form or individual advice.