The role of the GP supervisor is diverse; combining the roles of educator, mentor, role model, assessor, coach and pastoral carer. GP supervisors juggle patient safety, registrar learning, and the wellbeing of their registrar, in addition to looking after themselves and the supervision team. It is therefore not surprising that GP supervisors are regarded as the cornerstone of general practice training.
While every supervisor and registrar pair is unique, and supervision must be tailored to meet the needs of the individuals and the context in which they work, there are some generic best practice principles that broadly apply.
Structuring a learning environment creates consistency of practice, improves patient safety, and really helps both the supervisor and registrar know what is expected of them. It also reduces the workload for supervisors.
GPSA have developed a framework to help structure the GP learning environment called the GPCLE. Visit this page to read about how to establish and maintain a high-quality learning environment.
 | Prepare your practice for the training of GP registrars |  VIEW |
| The learning environment in GP training | VIEW |
| The Learning Environment Health Check | VIEW |
 | Learning Environment Framework | VIEW |
Adequate preparation for the registrar placement is an essential element of best practice supervision. Preparation and a comprehensive orientation will help to allay registrar anxieties; align supervisor/practice and registrar expectations; enhance patient, registrar and supervision team safety; establish a platform for effective teaching and learning; and prevent issues arising later in the term.
GPSA has developed an easy timeline and checklist for practice managers and supervisors called Before the Registrar Starts. This resource outlines the key tasks that need to be performed, alongside supporting resources, covering the period from 2-3 months before a new registrar starts through to their fourth week in the practice (including orientation).
| Before the Registrar Starts | VIEW |
 | Before the Registrar Starts | VIEW |
| Orientation | VIEW |
The role of teacher is the probably the most apparent of all the GP supervisor roles. The task of facilitating learning and providing teaching includes:
GPSA have a wealth of educational resources available to support teaching and learning. These include teaching plans, webinars and flash cards. As well, there are specific guides to planning learning and practice based teaching.
A. Assisting registrars to identify their learning needs and help them plan learning
Top tips:
B. Providing registrars with formal in-practice teaching
Top tips:Focus on skill development rather than knowledge acquisition, especially encouraging your registrar how to ‘think like a GP’.
The consultation is the centrepiece of general practice education – ensure a focus on consultation skills development.
Involve a wide range of staff members in formal teaching e.g. practice nurse, practice manager.
When teaching, adopt an ‘ask before tell’ approach i.e., always probe the registrar for their understanding first before offering your advice.
Use a wide variety of teaching methods – keep it fresh!
Use ‘topic tutorials’ to help plug gaps in clinical exposure.
C. Providing registrars with assistance with clinical queries and opportunistic informal teaching
Top tips:Explicitly discuss how and when the registrar should ‘seek help’ i.e., how to contact the supervisor etc.
Use the ‘Call for Help’ list to help identify when the registrar should call for help.
Schedule sufficient time in the day for provision of ad hoc supervision e.g., book fewer patients, especially in the first weeks.
Reassure the registrar that questions, interruptions, and ad hoc teaching is both expected and essential for patient safety and learning.
 | GUIDE: Helping your registrar to plan their learning |  DOWNLOAD |
| GUIDE: Practice-based teaching | DOWNLOAD |
| GUIDE: Random case analysis | DOWNLOAD |
| TEMPLATE: Random case analysis | DOWNLOAD |
| CHECKLIST: Call for help list | DOWNLOAD |
| CHECKLIST: 4R Learning Needs Self-Assessment | DOWNLOAD |
| LINK: Teaching and learning | DOWNLOAD |
| LINK: Teaching plans | DOWNLOAD |
Top tips:
The fundamental teaching methods to best assess performance are direct observation, problem case discussion, and random case analysis – use them often
Sit in with your registrar on the first day, and have them sit in with you.
Competence is broad and includes non-clinical aspects of practice – ensure assessment of professionalism and other skills.
Don’t regard ‘assessment’ as a separate undertaking to that of identifying learning needs, teaching or feedback – they are all part of a cohesive approach to supervision.
Seek assistance early when needing to identify and manage issues for the registrar in difficulty.
Establish the process for formal and informal feedback at the commencement of term.
| GUIDE: Giving effective feedback | DOWNLOAD |
| GUIDE: Identifying and supporting GP registrars at risk | DOWNLOAD |
Top tips:
Explicitly discuss patient safety with the registrar as the most fundamental element of supervision
Be available, accessible, and approachable
Conduct an initial safety assessment and match the level of supervision to this
Consider the registrar’s personal wellbeing and development as the third aspect of your supervision role, in addition to the clinical and educational aspects.
Ensure that the registrar knows that you ‘have their back’.
Conduct regular supervision team meetings.
| GUIDE: Random case analysis | DOWNLOAD |
| GUIDE: Identifying and supporting GP registrars at risk | DOWNLOAD |
| GUIDE: Identifying and supporting GP supervisors at risk | DOWNLOAD |
| GUIDE: Bullying and harassment – pursuing zero tolerance | DOWNLOAD |
| FORM: Incident Reporting Form – Bullying & Harassment | DOWNLOAD |
| DECISION GUIDE: Mandatory reporting for notifiable conduct | DOWNLOAD |
| FAQ: Life hacks and self care | VIEW |
| CHECKLIST: Call for help list | DOWNLOAD |
| TEMPLATE: Performance and pastoral care discussion template | DOWNLOAD |
Ongoing professional development is an important commitment for the GP supervisor. Both colleges highlight the importance of ongoing professional development in their standards.
Professional development should include supervision topics, as well as topics in clinical and non-clinical aspects of practice.
Top tips:Attend professional development activities from a range of providers
| LINK: GPSA Educational Resources | VIEW |
 | GPSA Webinars | VIEW |
| GPSA Guides | VIEW |
Date reviewed: 21 March 2023
GPTA Ltd t/as GP Supervision Australia
PO Box 787 Gisborne Vic 3437
Level 40/140 William Street Melbourne Vic 3000
admin@gpsa.org.au