GPCLE Practice setup – Structure the learning environment

The foundation tool being used to structure and maintain high quality GP clinical learning environments is the GPCLE Framework.

The six elements of the Framework guide general practices to plan, establish, and regularly appraise the quality of the learning environment for different types of learners, regardless of context.

The collection of resources below help you to meet objectives under each framework element. Resources are relevant, malleable, and efficient to use, not detracting from your business and service demands.

GP Clinical Learning Environment Framework

Why? The GPCLE Framework is a comprehensive approach to structuring the general practice learning environment to strengthen and maintain quality.

Who? The GPCLE Framework is particularly applicable for new teaching practices, new supervisors, and for benchmarking and planning quality improvement for existing practices.

How? The GPCLE Framework sets out the six key elements of a high-quality learning environment in General Practice, and underlying objectives. Resources, tools, and strategies under the six elements can be utilised to identify opportunities, fill gaps, and comprehensively structure, build, and maintain your quality learning environment.

GPCLE Framework
Element 1

Element 1: The practice values learning

The value an organisation places on learning and education will be reflected in its internal policies and procedures and in the way the organisation communicates internally and to the wider community about educational activities.

Key Objectives:
  • Education is valued
  • Educators are valued
  • Learners are valued
  • Teaching is planned

NTCER Agreement – 2021

The National Terms and Conditions for the Employment of GP Registrars (NTCER) is agreed between GSPA and GPRA and is an essential resource to successfully manage Registrar employment.

FAQ: NTCER and Employment Contracts

This Frequently Asked Questions (FAQs) document was developed following a webinar to answer all of your questions with regards to the NTCER, employment issues, and 2021 updates.
Element 2

Element 2: Best practice clinical care

Quality improvement and best practice clinical care is the goal of every health service. For a health service involved in clinical education, best practice has an educational significance. Not only does the health service need to deliver the best possible patient care, it needs to model the process of identifying, implementing and testing the best available evidence.

 
Key Objectives
  • There is a commitment to quality care and quality improvement
  • Practice staff are highly skilled and competent
  • The practice uses evidence in clinical decision-making
 
Key Resources, Tools, and Strategies

Best Practice for Supervision

Team Leadership in General Practice

Practice Standards – Online Learning Module

 

Self-Assessment: Behaviour Audit

Displaying appropriate interpersonal and professional attributes requires persons to sometimes reflect and ask questions of their behaviour or situation.
Element 3

Element 3: A positive learning environment

A range of factors support a positive teaching and learning environment in general practice. Responsibility for some of these issues may be shared between the teaching practice and other stakeholders.

Key Objectives
  • The environment is welcoming
  • The environment is safe
  • There is clarity about learning objectives, needs, and interests
  • GP Supervisors and other teaching staff support effective learning
  • Learners gain knowledge and skills specific to general practice
 
Key Resources, Tools, and Strategies 

Registrar orientation

The New Supervisor Guide in General Practice

Aboriginal and Torres Strait Islander Health

Bullying and Harassment 

GP Supervisory Relationship Measure

Supervising the International Medical Graduate (IMG) GP Registrar

Identifying and Supporting GP Registrars at Risk in General Practice

Teaching Plans

Teaching and Learning Flashcards

Learning Modules 

Template: Workplace Discrimination, Bullying and Harassment Policy
(from the Australian Human Rights Commission).

The RACGP Five steps towards excellent Aboriginal and Torres Strait Islander healthcare

Checklist: Orientation 

Help your new learner to quickly get to know their way around the practice by using this checklist

Template: Cultural Inclusion Policy

A cultural inclusion policy template for your organisation to adapt and put into practice.

Incident Reporting Form: Bullying & Harassment

Reporting and documentation is key. Ensure this form is available for all staff.

Template: Random Case Analysis

Identify and support what the GP registrar knows, and does not know, in a manner that is consistent and non-threatening.

Template: Social Media Policy

Protect your practice. Direct the appropriate use of social media while associated with your practice.

Checklist: Cultural Inclusion

Take a walk through your practice from outside your entrance with your registrar and this checklist. Consider the welcoming experience of the whole practice.

Decision Guide: Mandatory Reporting for Notifiable Conduct

This one-page decision tree provides practical assistance regarding obligations and management of information related to notifiable conduct.

Template: Learning Plan

Direct learning. Help the GP registrar make specific, measurable, achievable, realistic and time based (SMART) goals for their learning plan.

Self-Assessment: IMG GP Registrar

Direct learning. Help the GP registrar make specific, measurable, achievable, realistic and time based (SMART) goals for their learning plan.

Assessment: GP Supervisor of IMG Registrar

Following your Registrar completing their Self-Assessment, as Supervisor, work through this tool with your Registrar to reflect upon their answers.

Element 4: An effective general practice–training provider relationship

Clinical education and training is a collaborative arrangement between training providers and health services that draws on the complementary skills, experience, resources and expertise of the two sectors. Health service and training provider relationship are unique. Effective relationships that meet the needs and interests of the partners are based on mutual respect, working together, and strong communication.
Key Objectives
  • Partnerships are respectful
  • The practice and training providers work together to optimise learning opportunities
  • There is open communication between the practice and the training provider
  • Written agreements are in place
Element 5

Element 5: Effective communication processes

Effective communication is a key component of high quality learning and involves good communication amongst all staff in the practice. It supports improved teaching and learning and ensures the practice continues to operate effectively as a health service provider when learners are present.

Key Objectives
  • Supervisors and trainees have regular and sensitive dialogue about learning
  • Practice staff use high standards of communication
 
Key Resources, Tools, and Strategies

Giving effective feedback in General Practice

Performance Management

Identifying and supporting GP Registrars

Termination

Template: Performance Management Discussion

Questions to stimulate the performance management and pastoral care discussion with your Registrar. Record answers as you go into the document.

Self-Assessment: GP Supervisor Profile

Of a Supervisor’s eight core supervision skills, identify opportunities for skill development.

Template: Supervisor-Registrar Discussion Record

If you identify a GP Registrar At Risk, this template can be used to record the discussion and plan remedial actions.

Element 6: Appropriate resources and facilities

Resources are suitable for learning in General Practice.

Key Objectives

The practice provides infrastructure and resource sto enable learning; broadly falling into four categories:

  • Infrastructure and equipment – primarily consulting rooms and appropriate medical equipment, as well as other areas for study, research and reflection.
  • IT and communication resources – including computer and internet access.
  • Teaching and learning tools – including templates for placement planning, assessment, etc (electronic and/or hard copy); access to online libraries and resources.
  • Amenities – such as social facilities (kitchen/common room), lockers and staff toilets.