PDP for Medical Appraisal: Complete Guide

Most appraisal systems ask for four practical pieces of information. The exact labels can vary, but the meaning is much the same.

Learning / development need

Why this matters to you now—for example, preparing for training, improving a particular skill or gaining NHS experience.

Agreed action / objective

What you will actually do, rather than a vague ambition.

Evidence of achievement

What you could show or talk through next year: course certificate, exam record, teaching feedback, application, audit report or reflection.

Target date

A reasonable point in the coming appraisal year—not a rigid deadline if circumstances change.

The best goals start with what the doctor actually wants or needs to do. The appraiser’s job is to help turn that into a credible, clear objective—not impose an arbitrary to-do list. A useful goal explains the learning value and leaves enough flexibility for real life.

SMART is a helpful check (specific, measurable, achievable, relevant and time-bound), not a reason to make goals inflexible. For instance, a doctor interested in specialty training might agree to review the current application criteria and develop relevant portfolio evidence, without committing to a single training programme if their plans may change.

The following is an illustrative example of a PDP agreed with a doctor moving into a Clinical Teaching Fellow role with an interest in paediatrics. These are four goals belonging to one example doctor—not four goals that every reader needs to adopt. MRCPCH means Membership of the Royal College of Paediatrics and Child Health.

Notice the balance: each goal is identifiable and evidencable, but the audit topic and precise teaching format are not unnecessarily prescribed. A doctor could adapt the activity as their role develops.

Before the meeting, look at each previous objective. Was it achieved, partly achieved, not achieved, or no longer relevant? What did you do, and what did you learn? It is useful to have evidence available, but the appraisal discussion is about thoughtful engagement, not simply ticking “complete”.

Achieved

Say what you did, how it helped, and where the supporting evidence is.

Partly achieved

Describe the progress and what remains. Decide whether to continue or revise the objective.

Not achieved

Explain the barrier honestly and whether the goal still matters.

No longer relevant

Explain the changed role, priorities or circumstances; replace the goal if appropriate.

The next passage illustrates how a review might be written in a finished appraisal report. It is based on the style of examples in the original Medical Appraisal Hub guide; the details are examples, not mandatory requirements.

Objective 1 — Obtain structured patient and colleague feedback

Achieved: The doctor collected feedback from patients and colleagues, reviewed the responses and discussed the main themes during appraisal. They identified communication strengths and an opportunity to give clearer explanations of follow-up arrangements.

Objective 2 — Complete relevant psychopharmacology learning

Achieved: The doctor joined a relevant professional learning organisation and completed targeted CPD on prescribing and medicines safety. They described examples of learning applied to clinical practice.

Objective 3 — Complete two case-based discussions

Achieved: Two structured discussions were completed. These covered complex decision-making and risk management and generated reflection on multidisciplinary working.

You may also need wording for objectives that did not go exactly to plan. For example:

Objective 4 — Complete a clinical audit

Partially achieved: The doctor identified an appropriate audit topic and collected baseline data. A change in post prevented implementation of the intervention. The learning and next steps were discussed; a revised, achievable QI goal has been included in the new PDP.

Objective 5 — Sit a planned postgraduate examination

No longer relevant: Following a change in career plans, the doctor did not book the examination. They explained the change and instead pursued teaching opportunities relevant to their new role. This was accepted as a reasonable change of direction, and a new goal has been agreed.

Think about your next 12 months: what role are you in, where do you want to go, what learning gaps have emerged and what opportunities are realistically available? Bring a few ideas. During the appraisal, you and the appraiser should work together to sharpen them into goals that are worthwhile and possible to review next year.

“I am an IMG and need NHS work.”

Build UK clinical exposure, review person specifications, prepare for interviews and apply for suitable NHS posts.

“I am an FY3 planning IMT.”

Review current IMT criteria, make an application plan, and strengthen relevant clinical, teaching or QI evidence.

“I am starting a master’s.”

Make meaningful progress towards completing the qualification and apply relevant learning to practice.

“I have identified a prescribing learning gap.”

Complete relevant prescribing education and consider its impact on patient care.

These are common themes drawn from appraiser experience and suggested examples—not a statistically ranked analysis of every appraisal. Choose only the objectives that reflect your circumstances.

Gain NHS clinical experience

To gain further UK/NHS clinical experience through suitable employment, attachments or observerships, and consolidate familiarity with UK clinical systems.

Secure NHS employment

To review suitable NHS vacancies and person specifications, prepare targeted applications and interviews, and seek an appropriate clinical post.

Postgraduate examinations

To develop a structured preparation plan and work towards a relevant postgraduate examination aligned with my intended career pathway.

Progress towards specialty training

To review entry requirements for the intended training pathway, identify portfolio gaps and develop an application plan.

Audit or quality improvement

To complete a relevant audit/QI activity or other structured improvement work, documenting findings, learning and next steps.

Specialty training application

To review the current entry and selection criteria for my preferred training programme and prepare a suitable application.

Examination preparation

To undertake structured preparation for, and where appropriate sit, the MSRA, MRCP or another relevant examination.

Audit / QI

To complete an audit or quality-improvement activity relevant to my work, evaluating outcomes and learning.

Teaching

To deliver clinical teaching, seek structured feedback and use it to improve future sessions.

Portfolio development

To identify gaps against relevant selection criteria and build appropriate evidence through teaching, courses, projects, presentations or research.