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EDUCATIONAL RESOURCES

 

In-Practice Teaching Plans

The first release of in-practice teaching resources is here. Developed just for you, by fellow GP supervisors.

The resources are grouped as

Presentations, or reasons for encounter e.g. cough

Diagnoses or Problems e.g. depression

Processes e.g. prescribing

The resources follow the most frequent presentations and problems managed by Australian GPs according to BEACH and ReCEnT data, as well as clinical areas of high risk. The ‘process’ resources reflect areas registrars have found particularly challenging, especially those new to general practice.

We welcome your feedback on these teaching and learning resources, in particular suggestions for ‘teaching tips’ and additional resource material. If you would like to contribute a topic or feel a topic should be covered, please let us know.

Each resource is a guide to teaching each topic that includes:

Teaching & Learning Areas

Describes the range of key components that should be covered in your teaching session.


Pre-session Activities

Follows Adult learning principles of flipped teaching, where the registrar acquires the ‘knowledge’ prior to your teaching session, which then becomes about application and extension.


Teaching Tips and Traps

Identifies the nuances of diagnoses and treatment that senior clinicians know, but that your registrar may not find in a text book.


Resources

Provides a variety of sources and mediums from which the registrar may investigate the topic further pre, during or post your session.


Follow up and Extension Activities

These are activities the registrar can do following your teaching session or things that you can do with a registrar who may be quite advanced.


Clinical Reasoning Challenge Activities

Each teaching plan is aligned with a clinical reasoning challenge question or role play designed to contribute to your registrars learning. The resources are developed by GP Supervisors and Medical Educators. They are intended to support the teaching of the topics listed and to test knowledge and applications of same. Registrars who use these resources are in no way guaranteed success in subsequent attempts at passing college fellowship examinations.