| Link | Title | Summary |
|---|---|---|
 | Identifying and Supporting GP Supervisors in Difficulty | Identifying and Supporting GP Supervisors in difficulty in a variety of situations and providing appropriate responses |
| Improve safety with a ‘Call for help’ list | How to utilise the ‘Call for Help’ list to provide clear instructions for registrars on when to call for help, alongside being used as a tool to monitor a registrar’s safety and progress throughout a placement. |
| Introduction to GP supervision – Roles, responsibilities and rewards | This FAQ will provide straight-forward answers to simple questions about becoming a GP supervisor such as: Where do I start? What do I need to know? What do I need to do? |
| Managing the Stress and Mental Health of GP Registrars | This FAQ will provide you with an understanding of the different strategies you can employ as a GP Supervisor with your GP Registrar to weather a career in general practice safely and sustainably. |
| Medico-legal Risks – After-Hours and On-Call | This FAQ explores and address the issues identified for both doctors working in after-hours environments and their GP Supervisors. |
| Supervising IMGs | This FAQ aims to assist GP supervisors to better support IMG GP registrars training in their practices. It is based on the newly published GPSA guide. |
| Supervision of registrars undertaking teleconsultations | An overview of teleconsultation supervision approaches, specific actions and initiatives, and how to use technology for three way consults |
| Link | Title | Summary |
|---|---|---|
| Ad hoc supervision and informal teaching | This FAQ will provide supervisors with skills in identifying teaching opportunities and in turning ad hoc (corridor) encounters into valuable teaching and learning experiences. |
| Clinical supervision and the use of random case analysis | Explaining various clinical supervision options available to a supervisor as well as a framework for random case analysis. |
| Enhancing your in-practice teaching | This FAQ covers concepts such as ‘what to teach’ and ‘how to teach it’. |
| Formal teaching | This FAQ explains the ‘how to’ aspect of practice-based teaching, focussing on the range of teaching methods and highlighting a new framework for problem case discussion |
| Managing Underperforming GP Registrars | Looking at common causes for registrar difficulties and early warning signs, as well as how supervisors can support them. |
| Planning learning | This FAQ will help registrars plan their learning, covering possible learning needs, both known and unknown, and the tools that supervisors can use to help identify them. |
| Random case analysis | Defining random case analysis and the process involved in sampling of medical records with the registrar to assess their clinical knowledge, decision making and the quality of medical records, |
| Teaching Business Assessment of General Practice | Looking at the need to explain business decisions and the business master plan to registrars, as well as providing tools for a self-assessment of your business practice. |
| Teaching Clinical Reasoning | Aimed at helping GP supervisors teach their registrars “to think like a GP”. |
| Teaching Professionalism | Aims to support supervisors to identify, assess, and facilitate development of skills in professional and ethical practice in their registrars. |
| Teaching techniques and the GP study system | Looking at alternative approaches to in-practice teaching to and how the GP Study System can help GP supervisors on their teaching journey. |
| Teaching that connects | Looking at different approaches to teaching that connect with registrars such as flipped and disruptive teaching. |
| Teaching the Business of General Practice – Easy Reference Charts | These charts have been compiled for you to help build your registrar’s understanding, manage their expectations, and set standards for their time with your practice |
| Link | Title | Summary |
|---|---|---|
| Assessing the reflective practitioner | This FAQ is designed to help your registrar understand and develop their reflective practice needs as a consistent part of your teaching routine. |
| Consultation analysis and feedback | This FAQ discusses some of the consultation model structures, how to analyse consultations and, in turn, how to provide developmental feedback to GP registrars around their consultations. |
| Feedback | This webinar discusses feedback in a variety of situations that require effective feedback to be delivered, strategies available to deal with almost any learner and situation and how to understand which feedback strategy will suit which situation best. |
| Helping registrars shine – assessing and managing registrars with performance issues to work well | Looking at early warning signs for registrar performance issues and describes the parallels between clinical approaches and educational approaches used to diagnose and manage performance issues |
| Observing your registrar: Refine your skills | Details different ways of observation, the consultation observation tool, the most common consulting errors, and feedback on a consultation. |
| Supporting RACGP Registrars through AKT and KFP assessments | This resource aims to help supervisors of all levels of experience understand the exam process and confidently support their registrar prepare for written assessments. |
| Staff Performance Development and Management | Providing a framework for staff performance development and management to be a regular and an opportune experience for all parties – ensuring a productive, happy workforce committed to quality healthcare. |
| Telehealth Consultations – Assessment | Learn how to assess registrars performing telehealth consultations, discuss the role and methods of in-practice formative assessment, and adapt other formative assessment methods to the telehealth consultation. |
| Link | Title | Summary |
|---|---|---|
| Advance Care planning | Describes the process of planning for future health and personal care when the person cannot make or communicate their decisions. |
| Behavioural Issues in children | This FAQ discusses behavioural problems and common developmental behavioural problems in children from toddlers to primary schoolers including diagnosis, management and when to refer. |
| Childhood trauma | Gives an overview on what to teach your registrar about identifying and treating patients with a history of childhood trauma. |
| Chronic Obstructive Pulmonary Disease (COPD) | Discusses common learning/teaching challenges with respect to COPD medicines and inhalers, how to navigate them, and what key resources are available to help teach your registrar. |
| Coeliac disease | Teaching about Coeliac disease including testing and treatment plans for those who receive a positive diagnosis. |
| Coeliac disease | FAQ on management of coeliac disease, and teaching your registrar this. |
| Common infections – 1 | This FAQ gives registrars an understanding of management of common infection presentations with clinical guidelines. |
| Common infections – 2 | This FAQ gives supervisors and registrars registrars a further understanding of management of additional common infection presentations with clinical guidelines. |
| Contraception | This FAQ gives a practical update on recent developments in the field, highlighting the most up to date resources available. |
| COVID-19 | Looking at COVID-19 diagnosis, infection management and tele-health |
| Dementia diagnosis | Will assist GP Supervisors in teaching your GP registrar how to identify dementia with great certainty as well as how to deliver a diagnosis of dementia. |
| Dementia management | Dementia is increasing in our ageing population. It is important that we can prepare ourselves and our registrars to better understand, diagnose and manage dementia. |
| Dementia – Managing Stage 3 (Advanced) Dementia | Strategies for teaching your registrar to manage Stage 3 (Advanced) Dementia. |
| Dermatological problems | This FAQ answers common questions relating to assessing and managing dermatological presentations. |
| Domestic Violence in a Pandemic – a Primary Care Response | Understand how to support registrars in managing domestic violence – how to ask patients about domestic violence, respond to a disclosure, safely plan and refer, and manage with the whole family. |
| Endometriosis | Describing the current diagnostic criteria and presentation patterns of endometriosis |
| Fatigue | Fatigue is a particularly challenging presentation for registrars, as it is ambiguous and potentially associated with serious disease. |
| HIV AIDS | This FAQ provides answers to questions to ensure your registrar is providing the best level of care with respect to HIV AIDS, including its testing, treatment, and prevention. |
| Managing the Patient with ADHD – helping your registrar deliver best practice care | Answering commonly asked questions relating to ADHD, such as the differences shown in ADHD with adults, as well as common traits of ADHD. |
| Mental health | Looks at how to teach registrars about managing mental health conditions, including creating simple and useful mental health plans, useful tools to use for common presentations, and how to make it work financially. |
| Obese and overweight patients | Discusses the strategies for successfully managing obesity in general practice, and how you can support your registrar to develop confidence in this area. |
| Prenatal screening | This FAQ answers questions on what’s new in preconception and antenatal care, with a focus on genetics and reproductive carrier screening. |
| Psychedelic-assisted Therapy For Mental Illnesses | Looking at clinical trials for use of psychedelics in treating mental illness. |
| STI management | Answering questions about what to teach registrars in relation to STI Management, including taking a sexual history, STI screening, as well as treatment and management of common STIs. |
| Voluntary Assisted Dying in Victoria | This resource provides guidance for Victorian GP supervisors and their registrars on how to navigate the new territory of voluntary assisted dying. |
| Young people and depression | GP registrars are likely to have had very limited experience in assessing and managing depression and anxiety disorders in young people during their hospital training, and the GP supervisor can play a key role in increasing their skills. |
| Link | Title | Summary |
|---|---|---|
| Chronic disease management – Time based health assessment | Understand how to teach your registrar about time-based health assessments and chronic disease management including the medicare requirements for a health assessment, eligibility of patients, step-by-tep requirements to complete one with your registrar. |
| Chronic disease management – MBS items | What is chronic disease management? – Medicare and documentation. |
| Chronic disease management – Complete a care plan | What is a care plan? – Medicare and documentation. |
| Clinical reasoning | The Clinical reasoning game offers a way of randomly generating presentations and practicing clinical reasoning by considering the symptoms, signs or results using different reasoning methods to generate broad lists of differential diagnoses. |
| Conducting Consultations | Exploring what makes a consultation successful and presents a framework underlying an effective and efficient consultation that can be taught to your registrars. |
| Consultation analysis and feedback | Providing a structured checklist for consultations as well as an overview of consultations models, assessment of consultation skills and providing feedback. |
| Identifying and Managing Medico-legal Risks | Identifies the medicolegal risks experienced by GP supervisors in private practice and how to navigate them better than the case files explored with participants. |
| Observing your registrar: Refine your skills | Detailing different ways of observation, the consultation observation tool, the most common consulting errors, and feedback on a consultation. |
| Managing uncertainty | Answering commonly asked questions about dealing with uncertainty, which is now considered a learned skill and a core competency of general practice. |
| Mandatory reporting | Explore a range of real medico-legal cases where the mandatory reporting path was unclear and help define what circumstances warrant reporting |
| Medicare Billing | Offering registrars support in correctly navigating the complex Medicare system. |
| Patient boundaries | Focuses on helping registrars identify and manage inappropriate patient behaviour and requests and looks at the risks of dual relationships and why registrars are particularly vulnerable. |
| Professional and Ethical practice | Exploring approaches to teaching professional and ethical practice, relating to five domains of general practice, and also looking at how professionalism is defined and assessed. |
| Telehealth Consultations – How to conduct them | Learn about the different types of telehealth, medicare changes, ePrescribing, the telehealth process, suggested steps and how to conduct an effective and efficient consultation. |
| Link | Title | Summary |
|---|---|---|
| Aboriginal and Torres Strait Islander health | How to use the GPSA Guide to teaching and learning on Aboriginal and Torres Strait Islander Health. |
| Aboriginal and Torres Strait Islander patients – Telehealth | This FAQ provides tips to giving better care when undertaking telehealth consultations with persons who may identify as Aboriginal and/or Torres Strait Islander. |
| Behavioural Issues in children | Answering questions on behavioural problems and common developmental behavioural problems in children from toddlers to primary schoolers including diagnosis, management and when to refer. |
| Disability care | Will help you to describe the complex needs of the disabled community, understand how to support your registrar to take a specific and comprehensive history and perform an appropriate examination, and how to generally support the registrar to provide high quality healthcare to the disabled community in general practice and group home setting. |
| LGBTQIA+ inclusive healthcare | Support GP supervisors in their teaching and supervision of registrars who are providing medical services to lesbian, gay, bisexual, trans and non-binary, queer, intersex, asexual and other (LGBTQIA+) patients. |
| Nursing home residents | Answers questions about common conditions for residential aged care facility residents and management of these conditions. |
| Veteran’s health | This FAQ answers questions on the many things you can teach your registrar about caring for veterans. |
| Young people and depression | GP registrars are likely to have had very limited experience in assessing and managing depression and anxiety disorders in young people during their hospital training, and the GP supervisor can play a key role in increasing their skills. |
| Link | Title | Summary |
|---|---|---|
| CCE examinations | Providing answers to commonly asked questions about the CCE, or Clinical Competency Exam, which is the final exam for doctors seeking fellowship with the Royal Australian College of General Practitioners (RACGP). |
| Preparing GP Registrars For The KFP | Aims to demystify the KFP so supervisors can support their registrar in preparing for the exam, and transfer that learning into their clinical practice career. |
| StAMPS assessment preparation | Guiding registrars through the StAMPS assessment process, and how to prepare your registrar for their exam. |
| Supporting GP Registrars Who Have Failed an Exam | This resource aims to help you support your registrar to prepare effectively for their next exam attempt. |
| Supporting GP registrars with the AKT and KFP | This resource aims to help supervisors of all levels of experience understand the exam process and confidently support their registrar prepare for written assessments. |
| Link | Title | Summary |
|---|---|---|
| Before the registrar starts | Answers questions on what to do before a registrar starts in your training practice, from actions to be completed 2-3 months before the registrar starts. |
| Business of general practice | This FAQ helps you to teach the ‘business’ of general practice to your registrar – building understanding, managing expectations, and setting standards. |
| Employment Agreement | Answering questions relating to the NTCER |
| Life Hacks and Self Care | Learn how to apply science-backed self-management tools, monitor your wellbeing, and practical ways to contribute to a happier and healthier workplace. |
| Medicare Compliance | This resource aims to help you teach your registrar the importance of billing correctly and what to expect, and do, if you receive an MBS audit, or any review request from Medicare. |
| Medicare Provider Number | Going through the Medicare provider number (MPN) application process with GP registrar placements under the Australian General Practice Training (AGPT) Program. |
| Medicare Provider Numbers Post Fellowship | Answering questions on the Medicare Provider number post fellowship |
| MyHealthRecord | Provides advice you can reasonably give to patients and your registrar about the My Health Record. |
| NTCER update | Practical answers to the NTCER terms and conditions highlighting the things that can (and have) gone wrong – and how to prevent them from happening at your practice. |
| Registrar Clinical Encounters in Training (ReCEnT) project | The Registrar Clinical Encounters in Training (ReCEnT) research project has been running running since 2009 conducted by GP Synergy in NSAW and the ACT. The research offers key insights into the experience of practicing registrars. |
| Registrar Leave | Answering common questions about registrar leave entitlements |
| Shared debt risk | This resource aims to help medical practices understand their responsibility in teaching registrars about Medicare billing and the consequences via the Shared Debt Recovery Scheme (SDRS) rules of your registrar getting it wrong. |
| Teaching Business Assessment of General Practice | Looks at the need to explain business decisions and the business master plan to registrars, as well as providing tools for a self-assessment of your business practice. |
| Link | Title | Summary |
|---|---|---|
| Future of GP Training with ACRRM | Provides an overview of the transition to college led training with ACRRM, along with answers to questions from GP Supervisors |
| Future of GP Training with ACRRM and RACGP | Provides an overview of the transition to college led training with ACRRM and RACGP, along with answers to questions from GP Supervisors |
| Future of GP Training with RACGP | Provides an overview of the transition to college led training from the RACGP, along with answers to questions from GP Supervisors |
| Life Hacks and Self Care | Learn how to apply science-backed self-management tools, monitor your wellbeing, and practical ways to contribute to a happier and healthier workplace. |
| Medicare Compliance | This resource aims to help you teach your registrar the importance of billing correctly and what to expect, and do, if you receive an MBS audit, or any review request from Medicare. |
| Medicare Provider Number | Going through the Medicare provider number (MPN) application process with GP registrar placements under the Australian General Practice Training (AGPT) Program. |
| Medicare Provider Numbers Post Fellowship | Answering questions on the Medicare Provider number post fellowship |
| MyHealthRecord | Provides advice you can reasonably give to patients and your registrar about the My Health Record. |
| NTCER update | Practical answers to the NTCER terms and conditions highlighting the things that can (and have) gone wrong – and how to prevent them from happening at your practice. |
| Practice Well-being: Leading From the Front During a Crisis | Approaches to leading during a crisis and addressing uncertainty |
| Registrar Clinical Encounters in Training (ReCEnT) project | The Registrar Clinical Encounters in Training (ReCEnT) research project has been running running since 2009 conducted by GP Synergy in NSAW and the ACT. The research offers key insights into the experience of practicing registrars. |
| Supervisor Tricks: Getting the Best out of GPSA Educational Resources | This FAQ focuses on how to make the most of the GPSA educational resources with tips and ideas for using them in teaching activities. |
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