A comprehensively structured learning environment is important to support seamless educational interactions, observations, and mix of learning interventions. It enables GP supervisors to utilise the whole context to promote learning.
What?
Six elements, 19 objectives, and 53 descriptors of quality for the general practice learning environment.
Why?
So practices can plan for, establish, and regularly appraise the quality of their learning environment for improved educational outcomes.
How?
Completing Learning Environment health check assessment tool/s, and accessing feedback and resources, like those listed below.
GPCLE OVERVIEW | ![]() |
GPCLE FRAMEWORK | ![]() |
GPCLE JOURNAL ARTICLE | ![]() |
![]() | NTCER Agreement | ![]() |
![]() | FAQ: NTCER and Employment Contracts | ![]() |
![]() | PODCAST: NTCER and Employment Contracts – an update | ![]() |
![]() | WEBINAR: NTCER and Employment Contracts – an update | ![]() |
![]() | Employment Contracts and the National Terms and Conditions for the Employment of GP Registrars (NTCER) | ![]() |
![]() | TEMPLATE: GP Registrar Position Description | ![]() |
![]() | GUIDE:Vertical and Horizontal Learning Integration in General Practice | ![]() |
![]() | GUIDE: Supervision in After-Hours Environments in General Practice | ![]() |
![]() | GUIDE: Identifying and Supporting GP Supervisors at Risk in General Practice | ![]() |
![]() | INFO SHEET: Vision, Mission and Values | ![]() |
![]() | CHECKLIST: Self-Assessment – Behaviour Audit | ![]() |
![]() | GUIDE: Supervision in After-Hours Environments in General Practice | ![]() |
![]() | GUIDE: Identifying and Supporting GP Supervisors in difficulty | ![]() |
![]() | ONLINE LEARNING MODULE: Practice Standards | ![]() |
![]() | GUIDE: The New Supervisor Guide in General Practice | ![]() |
![]() | GUIDE: Aboriginal and Torres Strait Islander Health | ![]() |
![]() | GUIDE: Supervising the International Medical Graduate (IMG) GP Registrar | ![]() |
![]() | GUIDE: Identifying and Supporting GP Registrars at Risk in General Practice | ![]() |
![]() | Teaching plans | ![]() |
![]() | Teaching and learning with flash cards | ![]() |
![]() | Online learning modules | ![]() |
![]() | RACGP Five steps towards excellent Aboriginal and Torres Strait Islander healthcare | ![]() |
![]() | Workplace Discrimination, Bullying and Harassment Policy (Human Rights Commission) Template | ![]() |
![]() | GP Supervisory Relationship Measure | ![]() |
![]() | Registrar orientation | ![]() |
![]() | CHECKLIST: Cultural Inclusion | ![]() |
![]() | CHECKLIST: Orientation | ![]() |
![]() | POLICY: Cultural Inclusion template | ![]() |
![]() | SELF-ASSESSMENT: IMG GP registrar | ![]() |
![]() | SELF-ASSESSMENT: GP Supervisor of the IMG GP registrar | ![]() |
![]() | POLICY: Social media template | ![]() |
![]() | TEMPLATE: Random case analysis | ![]() |
![]() | TEMPLATE: Registrar learning plan | ![]() |
![]() | DECISION GUIDE: Mandatory Reporting for Notifiable Conduct | ![]() |
![]() | FORM: Incident Reporting Form – Bullying and Harassment | ![]() |
![]() | INFO SHEET: Communication and building professional relationships | ![]() |
![]() | GUIDE: Giving Effective Feedback in General Practice | ![]() |
![]() | GUIDE: Identifying and Supporting GP Supervisors in Difficulty | ![]() |
![]() | Performance management | ![]() |
![]() | CHECKLIST: Call for help list | ![]() |
![]() | TEMPLATE: Performance management discussion | ![]() |
![]() | TEMPLATE: Supervisor-registrar discussion record | ![]() |
![]() | Termination | ![]() |
![]() | SELF-ASSESSMENT: GP supervisor profile | ![]() |