Quick Answer
CPD stands for Continuing Professional Development. In terms of your appraisal portfolio, it is essentially about what you have done to keep your knowledge and skills up to date and current.
Your CPD should be relevant to your scope of work. For example, if you are working as a medical SHO, you might complete learning or modules covering core medical topics relevant to your day-to-day practice.
In terms of appraisal, it is a generally accepted rule that you should aim to demonstrate around 50 hours of CPD over the year. One hour of CPD generally equates to one CPD point.
Why This Matters
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.
Build a credible picture of learning
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.
Put each activity in the right place
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.
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.
What Does the Guidance Actually Require?
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
What Counts as CPD?
Internal CPD
Internal CPD is learning that takes place through your workplace, clinical activity, local teaching or interaction with colleagues.
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 record with dates; anonymised case summaries; and a short reflection on what you learned from the discussion.
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
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.
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
What counts as evidence?
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
How to Record CPD Properly
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 Training
- Title
- Health Compliance Training
- Dates
- 1 April 2026 – 7 April 2026
- CPD points
- 10
- Evidence
- Training certificate attached
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.
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.
How to Reflect on CPD
Keep CPD reflection straightforward:
- 01
What did you learn?
- 02
Why is it relevant to your work?
- 03
Has it changed or reinforced anything you do?
- 04
Is there anything you now need to learn or do next?
A good reflection is often short, focused and genuine. It should give some insight into how a particular observation, piece of learning, or experience from a case has influenced or improved your practice.
Think of it as a slightly more formal version of how you might explain to a colleague, in a normal conversation, what you learned and why it matters.
What Good Looks Like
Example of a good CPD reflection
Webinar on managing delirium in older adults.
The webinar reinforced the importance of looking for reversible causes of delirium and avoiding unnecessary sedating medication. One point I found particularly useful was the emphasis on reviewing pain, constipation, urinary retention and the medication list early. This is directly relevant to my work with older patients, and I will use a more structured approach to these factors when assessing patients with new confusion.
8. Common Mistakes
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.
9. Myth Trap
Myth“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.
10. Sources / Last Reviewed
General Medical Council – Continuing Professional Development (CPD)Sets 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 guidanceProvides wider GMC guidance on planning, carrying out, recording and reflecting on CPD.
Federation of the Royal Colleges of Physicians – CPD Diary Guidelines for PhysiciansProvides 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 PhysiciansProvides practical advice on reflecting on CPD, including identifying key learning, its impact on practice and any further learning needs.
Last reviewed: August 2026