This page is designed for new GP supervisors to provide guidance on what is involved in GP supervision and the key components you will need to develop to develop your role.
If you are not yet a GP supervisor, find out more here.
Video Series – An introduction to GP Supervision
To provide professional development and support quality supervision, GPSA developed the Introduction to GP supervision webinar series to cover important topics for new GP supervisors. View the videos below.
Click here to register for upcoming webinars.
13 October 2021
9 November 2021
30 November 2021
Dr Tony Saltis and Dr Simon Morgan
Dr Simon Morgan
Are they safe in there? – Patient Safety and RCA
Dr Gerard Ingham
Establishing a high quality GP learning environment requires structure. Based upon recent research, GPSA have developed the GP Clinical Learning Environment (GPCLE) Framework, which sets out the six key elements of a high-quality learning environment. The GPCLE also provides the tools, strategies, and support to help you achieve objectives under each element. Using this framework and these tools, you can plan, establish, and regularly appraise the quality of the learning environment for different types of learners, regardless of context.
View tools and strategies to help you structure the learning environment here.
There are many important pieces of the puzzle to get in place before your registrar starts. These include utilising the right employment contract, determining registrar remuneration, rostering, and understanding leave and educational release.
The National Terms and Conditions for the Employment of Registrars (NTCER) agreement between GPSA and GPRA is a key document, acting like an Award or Enterprise Bargaining Agreement by outlining the minimum employment terms and conditions for all GP registrars. It is your responsibility as an employer to understand these terms well, to protect yourself and your business, whilst doing the right thing by your registrar. Have a look at the NTCER FAQs document as well.
Perhaps the most obvious role of the GP supervisor is that of teacher. And to do this well, it is important to know ‘what’ to teach and ‘how’ to teach.
The ‘what’ to teach is highly variable, as each registrar will start with a different clinical and educational background, and therefore different learning needs. One of the important roles of the supervisor therefore is to help the registrar identify and review their learning needs, and thus, help them effectively plan learning.
For ‘how’ to teach, there are a wide range of possible methods that the GP supervisor can employ as part of practice-based teaching. These include problem case discussion, random case analysis and topic teaching. Ideally, supervisors should use a diversity of methods to make the teaching experience engaging and rewarding. Each teaching method has particular strengths and/or shortcomings, and therefore the specific method should be matched to content and registrar learning needs.provide teaching
Another important task of the GP supervisor is to assess performance and provide feedback. Many of the teaching methods, like random case analysis, can be used to assess registrar performance and progress. A range of performance management tools may also be used for this purpose.
Feedback is at the heart of effective teaching and clinical supervision. Your commitment to giving effective feedback will help build your registrar’s knowledge and skills, professionalism and self-esteem.
Supporting wellbeing and safety is a broad role, and includes that of the patient, the registrar, the broader supervision team, and yourself. Patient and registrar safety are fundamental to the clinical oversight role by providing accessible, available supervision. One important element of safety is cultural safety, in particular for Aboriginal and Torres Strait Islander people. Safety and wellbeing also requires robust practice policies, including for bullying, harassment, and discrimination. Lastly, self-care for yourself and the registrar are critical to ensure effective teaching and learning, and patient safety.